title: Reflections on remixing open access content into open educational resources: A new paradigm for sustainable data-driven language learning systems design in higher education

authors: Fitzgerald, Alannah

subjects: computer science

abstract: This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

text: Reflections on remixing open access content into open educational resources: A new paradigm for sustainable data-driven language learning systems design in higher education This chapter presents a new paradigm for sustainable data – driven language learning systems design in higher education that draws on qualitative reflections spanning a decade (2012–2022) with stakeholders from an ongoing global research study with the FLAX (Flexible Language Acquisition) and F-Lingo projects at the University of Waikato in Aotearoa New Zealand (Fitzgerald (2019) A new paradigm for open data-driven language learning systems design in higher education; König et al. (2022)SmartCALL). Design considerations are presented for remixing domain specific open access content into Open Educational Resources (OER) for academic English language provision across formal and non-formal higher education contexts. Primary stake holders in the research collaboration include the following three groups: (1) Knowledge organisations that provide open access to academic content—libraries and archives, including the British Library and the Oxford Text Archive, universities in collaboration with MOOC providers and the CORE (COnnecting REpositories) open access aggregation service at the UK Open University; (2) Researchers who mine and remix academic content into corpora and open data-driven language learning systems—converging from the fields of open education, computer science and applied corpus linguistics; (3) Knowledge users who re-use and remix academic content into OER—English for Academic Purposes (EAP) practitioners from university language centres. Automated content analysis was carried out on a corpus of interview and focus discussion data with the three stakeholder groups in this research. We discuss themes arising from the research data that reflect the different stakeholders’ experiences of remixing open access research content that has been produced within the academy for re-use as open educational content for teaching and learning features of academic language within open data-driven language learning systems. These open learning systems have been specifically designed to scale with OER expansion and traction in mind for their sustainable uptake both within and beyond the brick and mortar of the traditional university. The new paradigm presented in this chapter challenges, as the OER movement must, established business models and deeply embedded cultural or institutional norms that present obstacles to OERexpansion and traction and the sustainability of the movement. One persistent challenge concerns the lack of open education policy across the higher education sector for full open access (for use, modification, adaptation) via Creative Commons licensing to content produced within the academy. Thus, while this research has theoretical and practical implications in applied linguistics, computer science, language teaching and learning and open education, more generally, it also has significant cultural, business model and policy implications for higher education.

year: 2023

title: Gender identity change efforts faced by trans and nonbinary people in New Zealand: Associations with demographics, family rejection, internalized transphobia, and mental health.

authors: Veale, Jaimie

abstract: Based on their transphobic assumption that being transgender or nonbinary is pathological or otherwise undesirable, gender identity change efforts (GICE) attempt to make a person’s gender conform with their sex assigned at birth. While many professional bodies have noted that GICE practices are unethical, there has been little empirical research into the prevalence and correlates of GICE exposure. Counting Ourselves: The Aotearoa New Zealand Trans and Nonbinary Health Survey is a community-based study, which participants completed mostly online. Out of 610 participants who had ever spoken to a health professional about their gender, 19.7%, 95% CI [16.6%, 23.1%], reported GICE exposure, and a further 9.3% [7.2%, 11.9%] did not know. GICE exposure was higher among younger participants. Participants with GICE exposure were more likely than those without such exposure to report psychological distress, nonsuicidal self-injury, suicidal ideation, and suicide attempts (e.g., suicidal ideation OR = 2.39). GICE partially mediated the effect of family rejection on mental health, and internalized transphobia partially mediated the effect of GICE on mental health. These correlates between GICE and mental health replicate recent findings from the U.S. Trans Survey, and the mediation analyses help to understand potential causal mechanisms underlying these correlations. Although our findings are limited by being a convenience sample, they are consistent with the hypothesis that GICE exposure is harmful to transgender or nonbinary people’s mental health. Moreover, these findings support moves by many professional bodies to emphasize that GICE is unethical and the legal steps taken by a growing number of jurisdictions to ban such practices. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

text: Gender identity change efforts faced by trans and nonbinary people in New Zealand: Associations with demographics, family rejection, internalized transphobia, and mental health. Based on their transphobic assumption that being transgender or nonbinary is pathological or otherwise undesirable, gender identity change efforts (GICE) attempt to make a person’s gender conform with their sex assigned at birth. While many professional bodies have noted that GICE practices are unethical, there has been little empirical research into the prevalence and correlates of GICE exposure. Counting Ourselves: The Aotearoa New Zealand Trans and Nonbinary Health Survey is a community-based study, which participants completed mostly online. Out of 610 participants who had ever spoken to a health professional about their gender, 19.7%, 95% CI [16.6%, 23.1%], reported GICE exposure, and a further 9.3% [7.2%, 11.9%] did not know. GICE exposure was higher among younger participants. Participants with GICE exposure were more likely than those without such exposure to report psychological distress, nonsuicidal self-injury, suicidal ideation, and suicide attempts (e.g., suicidal ideation OR = 2.39). GICE partially mediated the effect of family rejection on mental health, and internalized transphobia partially mediated the effect of GICE on mental health. These correlates between GICE and mental health replicate recent findings from the U.S. Trans Survey, and the mediation analyses help to understand potential causal mechanisms underlying these correlations. Although our findings are limited by being a convenience sample, they are consistent with the hypothesis that GICE exposure is harmful to transgender or nonbinary people’s mental health. Moreover, these findings support moves by many professional bodies to emphasize that GICE is unethical and the legal steps taken by a growing number of jurisdictions to ban such practices. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

year: 2021

title: Claiming spaces: Prioritising Maaori worldview

authors: Penehira, Mera

subjects: Maori

abstract: Ohomairangi Trust was established as a provider of early intervention services in February 2002. It is funded and accredited by the Ministry of Education, and is the first Kaupapa Maaori based early intervention service to be accredited by the Ministry of Education. Essentially Ohomairangi was developed because of a need in the community for a service that could focus on developing and providing early intervention in a uniquely Maaori way, without the constraints of a crown agency. The Ohomairangi early intervention team has a commitment to supporting both the positive developments for Maaori within the Ministry of Education, and the continued independent research and development of Kaupapa Maaori services. The primary purpose of Ohomairangi is to develop and provide a Kaupapa Maaori based early intervention service across Taamaki Makaurau, which meets recommended practice guidelines. This evolves from a starting point of Kaupapa Maaori theory.

text: Claiming spaces: Prioritising Maaori worldview Ohomairangi Trust was established as a provider of early intervention services in February 2002. It is funded and accredited by the Ministry of Education, and is the first Kaupapa Maaori based early intervention service to be accredited by the Ministry of Education. Essentially Ohomairangi was developed because of a need in the community for a service that could focus on developing and providing early intervention in a uniquely Maaori way, without the constraints of a crown agency. The Ohomairangi early intervention team has a commitment to supporting both the positive developments for Maaori within the Ministry of Education, and the continued independent research and development of Kaupapa Maaori services. The primary purpose of Ohomairangi is to develop and provide a Kaupapa Maaori based early intervention service across Taamaki Makaurau, which meets recommended practice guidelines. This evolves from a starting point of Kaupapa Maaori theory.

year: 2008