title: FLAX: Flexible and open corpus-based language collections development

authors: Fitzgerald, Alannah

subjects: FLAX

abstract: In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices.

text: FLAX: Flexible and open corpus-based language collections development In this case study we present innovative work in building open corpus-based language collections by focusing on a description of the opensource multilingual Flexible Language Acquisition (FLAX) language project, which is an ongoing example of open materials development practices for language teaching and learning. We present language-learning contexts from across formal and informal language learning in English for Academic Purposes (EAP). Our experience relates to Open Educational Resource (OER) options and Practices (OEP) which are available for developing and distributing online subject-specific language materials for uses in academic and professional settings. We are particularly concerned with closing the gap in language teacher training where competencies in materials development are still dominated by print-based proprietary course book publications. We are also concerned with the growing gap in language teaching practitioner competencies for understanding important issues of copyright and licencing that are changing rapidly in the context of digital and web literacy developments. These key issues are being largely ignored in the informal language teaching practitioner discussions and in the formal research into teaching and materials development practices.

year: 2015

title: Constellations with range and IS-categories

authors: Gould, Victoria

abstract: Constellations are asymmetric generalisations of categories. Although they are not required to possess a notion of range, many natural examples do. These include commonly occurring constellations related to concrete categories (since they model surjective morphisms), and also others arising from quite different sources, including from well-studied classes of semigroups. We show how constellations with a well-behaved range operation are nothing but ordered categories with restrictions. We characterise abstractly those categories that are canonical extensions of constellations with range, as so-called IS-categories. Such categories contain distinguished subcategories of insertions (which are monomorphisms) and surjections (in general different to the epimorphisms) such that each morphism admits a unique factorisation into a surjection followed by an insertion. Most familiar concrete categories are IS-categories, and we show how some of the well-known properties of these categories arise from the fact that they are IS-categories. For appropriate choices of morphisms in each, the category of IS-categories is shown to be equivalent to the category of constellations with range.

text: Constellations with range and IS-categories Constellations are asymmetric generalisations of categories. Although they are not required to possess a notion of range, many natural examples do. These include commonly occurring constellations related to concrete categories (since they model surjective morphisms), and also others arising from quite different sources, including from well-studied classes of semigroups. We show how constellations with a well-behaved range operation are nothing but ordered categories with restrictions. We characterise abstractly those categories that are canonical extensions of constellations with range, as so-called IS-categories. Such categories contain distinguished subcategories of insertions (which are monomorphisms) and surjections (in general different to the epimorphisms) such that each morphism admits a unique factorisation into a surjection followed by an insertion. Most familiar concrete categories are IS-categories, and we show how some of the well-known properties of these categories arise from the fact that they are IS-categories. For appropriate choices of morphisms in each, the category of IS-categories is shown to be equivalent to the category of constellations with range.

year: 2022

title: Weaving kaupapa Māori and e-Learning

authors: Neal, Terry

subjects: New Zealand

abstract: This paper describes the creation and design of an online professional development course that aims to help educators in New Zealand to weave kaupapa Māori and e-Learning approaches together. The team sought to model weaving of kaupapa Māori and e-Learning approaches in how they worked together and the educational design for the material. The authors propose that educators with these skills are crucial if we are to effectively meet the needs of Māori learners, more than that, of all New Zealand learners, in the 21st century.

text: Weaving kaupapa Māori and e-Learning This paper describes the creation and design of an online professional development course that aims to help educators in New Zealand to weave kaupapa Māori and e-Learning approaches together. The team sought to model weaving of kaupapa Māori and e-Learning approaches in how they worked together and the educational design for the material. The authors propose that educators with these skills are crucial if we are to effectively meet the needs of Māori learners, more than that, of all New Zealand learners, in the 21st century.

year: 2006-09