Walkington, H., Dyer, S., Solem, M., Haigh, M., & Waddington, S. (2018). A capabilities approach to higher education: geocapabilities and implications for geography curricula. Journal of Geography in Higher Education, 42(1), 7-24.
Stonehouse, L. P., Allison, P., & Carr, D. (2011). Aristotle, Plato, and Socrates: Ancient Greek perspectives on experiential learning. In Sourcebook of experiential education (pp. 32-39). Routledge.
Murtonen, M., Gruber, H., & Lehtinen, E. (2017). The return of behaviourist epistemology: A review of learning outcomes studies. Educational Research Review, 22, 114-128.
Hart, C. S. (2012). The capability approach and education. Cambridge Journal of Education, 42(3), 275-2.
Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171.
Technology Systems in Education
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
Campbell, M., & Uys, P. (2007). Identifying success factors of ICT in developing a learning community: Case study Charles Sturt University. Campus-Wide Information Systems, 24(1), 17-26.
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R., Abrami, P. C., Wade, C. A., ... & Lowerison, G. (2009). Technology’s effect on achievement in higher education: a Stage I meta-analysis of classroom applications. Journal of computing in higher education, 21, 95-109.
Stefanova, E., Sendova, E., Nikolova, I., & Nikolova, N. (2007). When I* Teach means I* Learn: developing and implementing an innovative methodology for building ICT-enhanced skills. Benzie D. and Iding M.(Eds). Joint IFIP Conference: WG3. 1 Secondary Education, WG3. 5 Primary Education: Informatics, Mathematics, and ICT: a ‘golden triangle’IMICT 2007 Proceeding.
Vishtak, O. V. (2007). The use of the technology of distance education in a higher educational institution. Russian Education & Society, 49(1), 24-33.
Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602.
Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & education, 59(2), 524-534.
Petropoulos, G. (2018). The impact of artificial intelligence on employment. Praise for Work in the Digital Age, 119, 121.
Assessment
Nicol, D. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352.
Sadler, D. R. (2005). Interpretations of criteria‐based assessment and grading in higher education. Assessment & evaluation in higher education, 30(2), 175-194.
Boud, D., Freeman, M., James, R., Joughin, G., Sadler, R., Dochy, F., & Fitzgerald, T. (2010). Student assessment for learning in and after courses. Sydney, NSW: Australian Learning and Teaching Council, 1-31.
Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self-and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179-197.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of educational research, 83(1), 70-120.
Masters, G. N. (2013). Reforming education assessment: imperatives, principles and challenges. Policy and Practice, 5(1), 7-73.
Agnoli, S., Runco, M. A., Kirsch, C., & Corazza, G. E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment. Thinking Skills and Creativity, 28, 167-176.
Rutherford, S., Ehlers, U. D., & Zhang, T. (2022). Curriculum and assessment: Thematic Peer Group report.
