ABSTRACT This paper arose from a discussion of the richness of languages used to describe different landscapes of Australia and how the landscape provides the affordances for the language created from this land. More importantly, each language embodies its place and associated world view. This paper looks at how information technology (IT) is supporting knowledge-sharing through approaches used in Indigenous community IT practice and projects to enhance multimedia repositories of knowledge. The origin of any archive is important, in terms of access and control of the use of this material, but also it is important in teaching, to provide the context and connectedness when presenting the material. A collection of knowledge resources can be used to recreate online flexible learning environments around engineering on country and traditional knowledge practices. IT can provide an interactive interface for people wishing to learn the material, through games or worksheet-style activities. Various case studies and their analysis illustrate the way IT can be used to share this knowledge in a legitimate manner across landscapes and cultures. In particular the aim is to understand how authentic this approach can be in view of concerns over appropriation or co-option of Aboriginal knowledge.

中文翻译：

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定位知识

摘要 本文源于对用于描述澳大利亚不同景观的语言的丰富性以及景观如何为从这片土地上创造的语言提供可供性的讨论。更重要的是，每种语言都体现了它的地位和相关的世界观。本文着眼于信息技术 (IT) 如何通过土著社区 IT 实践和项目中使用的方法支持知识共享，以增强多媒体知识库。任何档案的来源都很重要，就访问和控制使用该材料而言，但在教学中也很重要，在呈现材料时提供上下文和关联性。一系列知识资源可用于围绕国家和传统知识实践的工程重新创建在线灵活学习环境。IT 可以为希望通过游戏或工作表式活动学习材料的人们提供交互式界面。各种案例研究及其分析说明了可以使用 IT 以合法方式跨景观和文化共享这些知识的方式。鉴于对土著知识的挪用或共同选择的担忧，其目的尤其是要了解这种方法的真实性。各种案例研究及其分析说明了可以使用 IT 以合法方式跨景观和文化共享这些知识的方式。鉴于对土著知识的挪用或共同选择的担忧，其目的尤其是要了解这种方法的真实性。各种案例研究及其分析说明了可以使用 IT 以合法方式跨景观和文化共享这些知识的方式。鉴于对土著知识的挪用或共同选择的担忧，特别是目的是了解这种方法的真实性。