1.Liang, L. & Law, N. (2023). Teacher Competence for Technology Integration in Education. International Encyclopedia of Education (4th Edition). pp.263-271.
2.梁乐明, 曹俏俏, & 张宝辉. (2013). 微课程设计模式研究——基于国内外微课程的对比分析. 开放教育研究, 19(1), 65-73.
3.梁乐明, & 梁锦明. (2013). 从资源建设到应用:微课程的现状与趋势. 中国电化教育(8), 71-76.
4.Chen, D., Liang, L., & Law, N. (2022). Navigating multilevel challenges in learning design: an investigation of novice designer teams' learning trajectory. International Journal of Mobile Learning and Organisation, 16(3), 377-403.
5.Li, L., Farias Herrera, L., Liang, L., & Law, N. (2022). An outcome-oriented pattern-based model to support teaching as a design science. Instructional Science, 1-32.
6.Law, N., & Liang, L. (2020). A multilevel framework and method for learning analytics integrated learning design. Journal of Learning Analytics, 7(3), 98-117.
7.Law, N., & Liang, L. (2019). Sociotechnical co‐evolution of an e‐Learning innovation network. British Journal of Educational Technology, 50(3), 1340-1353.
8.Law, N., & Liang, L. (2019). Digital technologies and educational transformation. In Suter, L., Smith, E., & Denman, B. (Ed). SAGE Handbook of Comparative Studies in Education. Sage. p. 508-531