The AUDRN Experience
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This paper was presented during the International Conference on Learning and Teaching, Miriam College, October 2011.
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The AUDRN Experience
- 1. Discovering, Sharing and Learning Local Knowledge through Digital Tools: The AUDRN Experience Maria Lourdes Quisumbing-Baybay Sheila L. Dingcong Noel R. Buensuceso
- 2. INTRODUCTION The world is increasingly interconnected with global knowledge travelling instantaneously; thus local knowledge is threatened (Holmes & Crossley, 2004). For educational development to be effective, the voices of local people deserve to be heard more readily (Holmes & Crossley, 2004 ). Educational institutions need to embrace the importance of local knowledge in this digital age.
- 3. WHAT IS LOCAL KNOWLEDGE? the totality of perceptions, beliefs, understandings, facts, and skills that members of a community to communicate about and manipulate the world around them (Wisner, 2004). dynamic and changing and is mostly based on experience; is often tested over time through centuries of use and adapted to the local context ( www.fao.org/sd/links, n.d.).
- 4. is embedded in community practices, institutions, relationships and rituals and thus, often bridges physical and social functions and realities. Local communities, where this knowledge emanates, are not just museums of traditions but are workshops of knowledge production (Wisner, 2009).
- 5. LEARNING LOCAL KNOWLEDGE AND SOCIAL CONSTRUCTIVISM Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and the construction of knowledge based on this understanding (McMahon, 1997). Students learn local knowledge in a social, collaborative manner through digital tools.
- 6. Because 21st century students are digital natives, their social interactions are increasingly becoming “wired” thus, the use of digital tools for academic work is appropriate: Documentation of local knowledge through smartphones and digicams Sharing of local knowledge and reflections through interactive blogs and chats on a class website. Systematization of learnings in an e-portfolio which can give varying degrees of access to audiences beyond the class
- 7. ASIAN UNIVERSITY DIGITAL RESOURCE NETWORK AUDRN is an innovative effort to inform and ground students in their local knowledge through digital tools. AUDRN aims to share resources with Asian universities, particularly in preserving and sharing Asia’s local knowledge, through training, research, online interest groups and a website.
- 9. Key first steps in launching this network were taken at the United Board’s May 2009 workshop in Hong Kong, Digital Humanities in Asia: Global Technologies and Local Knowledge, attended by 50 specialists from 37 institutions from 10 countries.
- 11. AUDRN organized and successfully run training events that featured documenting and sharing culture and local knowledge through Web 2.0 tools.
- 12. The first workshop, Preserving and Sharing Culture through Digital Tools, in Jogjakarta, Indonesia was hosted by Duta Wacana Christian University in March 2010 was attended by 28 participants from 19 Indonesian universities and academic institutions.
- 13. A second workshop, Sharing Culture and Service-Learning through Digital Tools in Manila, Philippines, at Miriam College in June 2010 brought together 36 academics and librarians from 21 colleges and universities around the Philippines.
- 14. A series of smaller workshops or field camps from September 2010 to March 2011 to share research and/or academic projects on local knowledge: Guided lecture by an expert on trends of LK research A short field trip to a nearby local cultural destination A demonstration and exploration on the use of digital tools in participants’ respective disciplines
- 15. Two field camps, “We’ve Got FB. Now What?” were co-hosted by La Salle, Canlubang and by the University of Baguio for Luzon participants.
- 16. Three workshops, “Local Knowledge in a Connected Global Village,” were co-hosted by the Ateneo de Zamboanga University, Zamboanga City in Mindanao, Silliman University, Dumaguete City and the University of San Carlos, Cebu City in the Visayas.
- 19. An international conference-workshop in the Philippines “Discovering Local Knowledge in the 21st Century, Connecting Classrooms to the World,” in May 2011, gathered 42 local participants and 12 international delegates from China, India, Indonesia and Vietnam. The conference portion highlighted speeches of guest speakers and the presentations of research projects on preserving, sharing, and teaching local knowledge using digital tools.
- 21. The workshop portion focused on a field work exercise of exploring local knowledge of Metropolitan Manila and of surrounding provinces.
- 22. The workshop portion focused on a field work exercise of exploring local knowledge of Metropolitan Manila and of surrounding provinces.
- 23. To faciliate collaboration, a set of more formal official AUDRN websites (http://audrn.net/ and http://audrn.org) was established to show highlights of sample documentation of local knowledge projects that are supported directly by UB and indirectly via AUDRN.
- 25. An associated Facebook Fan page at http://www.facebook.com/audrn and a Twitter page at http://twitter.com/#!/audrn operate as parallel information and communication touch points to promote AUDRN.
- 26. AUDRN supported higher education institutions to conduct research in order to develop and evolve reference models for documenting local knowledge using digital tools.
- 28. NEXT STEPS Building of a more formal network of academic institutions and professionals in the Philippines and Establishing stronger links with potential point persons in selected educational institutions for the sustainability of this initiative
- 29. Network building with identified “champions” in the different institutions E-portfolio training Fora on the integration of local knowledge into the curriculum An International Conference Stage 2 of the MC Tree Mapping Project
- 30. Local Knowledge Research with Digital Tools: Two Examples from Miriam College – Hiligaynon Lullaby: A Multi-disciplinal Approach to the Preservation and Promotion of Music in the Vernacular and the MC Tree Mapping Project
- 34. Mellow, calm, simple, sang with feelings, soft, slow What do you think of the (really slow), used minor notes which makes it music of the lullaby? emotional, it’s like a love song, sleepy, repetitive Narrating a story, talks about daily routine, way of life, What can you say about poetic, love of nature, love for another person, nature the lyrics of the song? and girl What do you think of It shows love for our culture, nationalistic/ nationalism, using the local languages expressing ideas – it is easier to express with the use of in lullabies? the mother tongue Music motivates in starting lessons How can this be use as Fixes the mood; creates the atmosphere in learning content in your course? A form of the child’s expression In memorization Use during sleeping time for pre-schoolers
- 35. http://bit.ly/oeqSRp Integration in Teaching and Learning
- 36. MC Tree Inventory and Digital Mapping Project by Noel R. Buensuceso
- 41. HYMN TO THE TALISAY TREE By Dr. Jose Rizal At Dapitan, the sandy shore And rocks aloft on mountain crest Form thy throne, O refuge blest, That we from childhood days have known, In your vales that flowers adorn, And your fruitful leafy shade, Our thinking powers are being made, And soul with body being grown.
- 44. Recommendations/Applications Food Music Animals Heritage Sites Historical Places / Events Arts Languages Ethnic groups Local products Festivals