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Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design

Funk, Johanna, Guthadjaka, Kathy and Kong, Gary (2015). Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design. The Australian Journal of Indigenous Education,44(2):150-162.

Document type: Journal Article
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IRMA ID 81144320xPUB124
Title Posting Traditional Ecological Knowledge on Open Access Biodiversity Platforms: Implications for Learning Design
Author Funk, Johanna
Guthadjaka, Kathy
Kong, Gary
Journal Name The Australian Journal of Indigenous Education
Publication Date 2015
Volume Number 44
Issue Number 2
ISSN 1326-0111   (check CDU catalogue  open catalogue search in new window)
Scopus ID 2-s2.0-84953635855
Start Page 150
End Page 162
Total Pages 13
Place of Publication United Kingdom
Publisher Cambridge University Press
HERDC Category C1 - Journal Article (DIISR)
Abstract BowerBird is an open platform biodiversity website (http://www.BowerBird.org.au) and a nationally funded project under management of the Atlas of Living Australia (ALA) and Museum Victoria. Members post sightings and information about local species of plants and animals, and record other features of ecosystems. Charles Darwin University's Northern Institute Elder on Country researcher, Kathy Guthadjaka, has shared pictures and information about the biodiversity of her homelands in the Yolŋu community of Gäwa, on Elcho Island in north east Arnhem Land, Northern Territory. The extent to which this knowledge can be exposed in the same way as other open resources, can pose dilemmas about the level of ‘openness’ that is appropriate. Open sharing of educational materials can be promoted as a basic human right. This paper will explore the extent to which traditional knowledge can be made openly available. What are the implications for sharing this knowledge in a westernised context that compartmentalises it, and how can a western academic perspective learn from this knowledge and engage functionally with it for the purposes of learning? The existence of this project on the interface between traditional knowledge and western technocratic information management also has implications for how information is presented and valued.
Keywords open educational practice
traditional Indigenous ecological knowledge
instructional design
biodiversity
DOI http://dx.doi.org/10.1017/jie.2015.25   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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