changed reference formatting

1 files changed, 28 insertions, 28 deletions

diff --git a/2021/talks/adventure.md b/2021/talks/adventure.md
index e8a64be8..d30743a8 100644
--- a/2021/talks/adventure.md
+++ b/2021/talks/adventure.md
@@ -44,37 +44,37 @@ Emacs does not limit any imaginable type of interactivity and promotes a diversi
 # References
 
 1.  General workflow and fun:
--   Bin, C. (2020). Mastering Emacs in one year. <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>. Accessed 25 October 2021.
--   Gaffney, N. (2019). Oblique strategies.  <https://github.com/zzkt/oblique-strategies>. Accessed 25 October 2021.
--   Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>. Accessed 25 October 2021.
--   Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>. Accessed 25 October 2021.
--   Kaiser, K. (2017). Writing a technical book in Emacs and Org-mode. <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>. Accessed 25 October 2021.
--   Planet Emacs Life. <https://planet.emacslife.com/>. Accessed 25 October 2021.
--   Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>. Accessed 25 October 2021.
--   Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/>. Accessed 25 October 2021. 
+  -   Bin, C. (2020). Mastering Emacs in one year. <https://github.com/redguardtoo/mastering-emacs-in-one-year-guide/blob/master/guide-en.org#on-the-shoulders-of-giants>. Accessed 25 October 2021.
+  -   Gaffney, N. (2019). Oblique strategies.  <https://github.com/zzkt/oblique-strategies>. Accessed 25 October 2021.
+  -   Goetz, G. (2021). Additional references: A back-to-school/GTD Emacs journey. <https://gretzuni.com/articles/a-back-to-school-gtd-emacs-journey>. Accessed 25 October 2021.
+  -   Guerry, B. (2020). Org-mode features you may not know. <https://bzg.fr/en/some-emacs-org-mode-features-you-may-not-know/>. Accessed 25 October 2021.
+  -   Kaiser, K. (2017). Writing a technical book in Emacs and Org-mode. <https://www.kpkaiser.com/programming/writing-a-technical-book-in-emacs-and-org-mode/>. Accessed 25 October 2021.
+  -   Planet Emacs Life. <https://planet.emacslife.com/>. Accessed 25 October 2021.
+  -   Stavrou, P. My packages for GNU Emacs. <https://protesilaos.com/emacs/>. Accessed 25 October 2021.
+  -   Wellons, C. Emacs articles. <https://nullprogram.com/tags/emacs/>. Accessed 25 October 2021. 
 
 2.  On TEL design:
--   Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle. In Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier.
--   Crichton, M. (1983). *Electronic life*. New York: Knopf.
--   De Bono, E. (2009). *Think! Before it's too late*. London: Random House.
--   Engelbart, D. (1962). *Augmenting human intellect: A conceptual framework*. Menlo Park: Stanford Research Institute.
--   Drosos, I. & Guo, P. (2021). Streamers teaching programming, art, and gaming: Cognitive apprenticeship, serendipitous teachable moments, and tacit expert knowledge. IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), short paper, 2021. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
--   Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press.
--   Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers.
--   Guerry, B. & Gaume, N. (2008). Ce que les jeux vidéo nous apprennent. In Andler, D. & Guerry, B. (Eds.). *Apprendre Demain: Sciences cognitives et éducation à l’ère numérique*, 155-159. Paris: Hatier.
--   Guo, P. (2018). Students, systems, and interactions: Synthesizing the first
+  -   Caillet, E. (2008). L’exposition, le musée: L’éducation informelle comme école de l’éducation formelle. In Andler, D. & Guerry, B. (Eds.). *Apprendre demain: Sciences cognitives et éducation à l’ère numérique*, 137-154. Paris: Hatier.
+  -   Crichton, M. (1983). *Electronic life*. New York: Knopf.
+  -   De Bono, E. (2009). *Think! Before it's too late*. London: Random House.
+  -   Engelbart, D. (1962). *Augmenting human intellect: A conceptual framework*. Menlo Park: Stanford Research Institute.
+  -   Drosos, I. & Guo, P. (2021). Streamers teaching programming, art, and gaming: Cognitive apprenticeship, serendipitous teachable moments, and tacit expert knowledge. IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), short paper, 2021. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
+  -   Gabriel, R. (1996). *Patterns of software*. New York, Oxford: Oxford University Press.
+  -   Goodyear, P. & Retalis, S. (2010). Learning, technology and design. In Goodyear, P. & Retalis, S. (Eds.). *Technology-enhanced learning: Design patterns and pattern languages*, 1-27. Rotterdam, Boston: Sense Publishers.
+  -   Guerry, B. & Gaume, N. (2008). Ce que les jeux vidéo nous apprennent. In Andler, D. & Guerry, B. (Eds.). *Apprendre Demain: Sciences cognitives et éducation à l’ère numérique*, 155-159. Paris: Hatier.
+  -   Guo, P. (2018). Students, systems, and interactions: Synthesizing the first
 four years of Learning@Scale and charting the future. L@S 2018, June 26–28, 2018, London, United Kingdom. DOI: https://doi.org/10.1145/3231644.3231662. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
--   Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
--   Illich, I. (1973). *Tools of conviviality*. New York: Harper & Row.
--   Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K. & Miller, R. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
--   Markauskaite, L. & Goodyear, P. (2017). *Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge*. Dordrecht: Springer.
--   Markel, J. & Guo, P. (2020). Designing the future of experiential learning environments for a post-COVID world: A preliminary case study. NFW ’20 (Symposium on the New Future of Work), August 3–5, 2020, Virtual Event. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
--   Morin, E. ([2004] 2008). *La Méthode - tome 6: Éthique*. Éditions du Seuil: Paris.
--   Stallman, R. (2002). *Free software, free society*. GNU Press, Free Software Foundation.
--   Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press.
--   Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation.
--   Vygotsky, L. (1979). *Mind in society: The development of higher psychological processes*. Cambridge and London: Harvard University Press.
--   Wang, S. (2020). Open knowledge. Hope in Source. <https://hopeinsource.com/open-knowledge/#open-source-knowledge-proof-of-work>. Accessed 25 October 2021.
+  -   Guo, P., Kim, J. & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
+  -   Illich, I. (1973). *Tools of conviviality*. New York: Harper & Row.
+  -   Kim, J., Guo, P., Seaton, D., Mitros, P., Gajos, K. & Miller, R. (2014). Understanding in-video dropouts and interaction peaks in online lecture videos. ACM Conference on Learning at Scale. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
+  -   Markauskaite, L. & Goodyear, P. (2017). *Epistemic fluency and professional education: innovation, knowledgeable action and actionable knowledge*. Dordrecht: Springer.
+  -   Markel, J. & Guo, P. (2020). Designing the future of experiential learning environments for a post-COVID world: A preliminary case study. NFW ’20 (Symposium on the New Future of Work), August 3–5, 2020, Virtual Event. <https://pg.ucsd.edu/pubs.htm>. Accessed 25 October 2021.
+  -   Morin, E. ([2004] 2008). *La Méthode - tome 6: Éthique*. Éditions du Seuil: Paris.
+  -   Stallman, R. (2002). *Free software, free society*. GNU Press, Free Software Foundation.
+  -   Stiegler, B. (2018). *The neganthropocene*. Open Humanities Press.
+  -   Trocmé-Fabre, H. (1999). *Réinventer le métier d’apprendre*. Paris: Éditions d’organisation.
+  -   Vygotsky, L. (1979). *Mind in society: The development of higher psychological processes*. Cambridge and London: Harvard University Press.
+  -   Wang, S. (2020). Open knowledge. Hope in Source. <https://hopeinsource.com/open-knowledge/#open-source-knowledge-proof-of-work>. Accessed 25 October 2021.
 
 
 # Availability and preferred Q&A approach