This is a sharing of the AUDRN experience at the APNIEVE 11th General Assembly

1. Sharing, Learning and Valuing
Local Knowledge
through Digital Tools:
The AUDRN Experience
Part I
Maria Lourdes Quisumbing-Baybay
Paper presented at the
APNIEVE 11th General Assembly
May 4, 2012, Miriam College

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. UNESCO acknowledged the tension between
global and local knowledge as one of the
several challenges to be met in the 21st
century (Zhou, 2000) when it devoted an
international conference on the topic in 2000.

4. 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.).

5. 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).

6. 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.
 Students learn the ethics of implementing research
about local knowledge.

7. 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 tablets,
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 or a
social networking site which can give varying degrees
of access to audiences beyond the class

8. ASIAN UNIVERSITY DIGITAL
RESOURCE NETWORK
AUDRN is an innovative effort to inform and
ground students in their local knowledge
through digital tools, thus making them value
their identity and their local knowledge.
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. Miriam College is the host of the AUDRN, an
innovative program of the United Board for Christian
Higher Education in Asia’s Local Knowledge Initiative.

10. Thrusts
Sharing the Local Knowledge
Local Knowledge Research
Using Digital Tools
Networking

11. Sharing Local Knowledge
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 5 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 for the integration of local
knowledge 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 field camps, “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.

18. 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.

19. The conference portion highlighted speeches of
guest speakers and the presentations of research
projects on preserving, sharing, and teaching local
knowledge using digital tools.

20.  The workshop portion focused on a field work
exercise of exploring local knowledge of
Metropolitan Manila and of surrounding provinces.

21. Seven one-day fora, “Forum on Teaching and
Learning Local Knowledge in the Digital Age,”
for researchers and teachers on the
integration of local knowledge into the
curriculum have been co-hosted by 8 higher
education institutions in Jolo, Bacolod,
Butuan, Tuguegarao, Dasmarinas, Zamboanga
and Cebu.

23. Two more fora will be conducted this month.
May 11, 2012
May 29, 2012

24. An international camp on local knowledge,
“Weaving Local Knowledge into Asian Higher
Education,” an interactive knowledge
networking event showcasing best practices
on discovering, sharing, and teaching using
digital tools, will be hosted by Soegijapranata
Catholic University in Semarang, Indonesia on
May 23-25, 2012.

25. Local Knowledge Research
AUDRN, with funding from United Board,
supports higher education institutions to
conduct research in order to develop and
evolve reference models for documenting
local knowledge using digital tools and
integrating LK into the curriculum.

26. Completed
Researches

28. Two Researches
from Miriam College

30. MC Endemic and Indigenous
Tree /Plant Inventory and Digital
Mapping Project
by
Noel R. Buensuceso, Janet Reguindin, and Milagros Serrana
https://picasaweb.google.com/110303991322677236594/MiriamCollege?authkey

31. 6 On-going Researches
Indigenous Chanters: The Voices of the
Higaonon of Agusan
Father Saturnino Urios University
In Search of Indigenous/Traditional
Knowledge and Practices of
Tan-awan Village
West Negros University

32. Passing on the Gift: Local Healing Modalities in
an Ayta Community in Floridablanca,
Pampanga
Miriam College
The Virgins of Cavite:
Religiosity, Arts and History
De La Salle University – Dasmariñas

33. Building Bridges between Formal Laws and
Living Laws: An Action Research on Indigenous
Laws in the Philippines
Angeles University Foundation, Angeles City
Ateneo de Zamboanga University, Zamboanga City
Father Saturnino Urios University, Butuan City
University of St. La Salle, Bacolod City
Miriam College, Quezon City

34. 2 Approved; 1 Being Reviewed
River Tales:
Climate Change and Local Knowledge of Riverine
Indigenous Communities in Typhoon Affected
Areas in Northern Mindanao
University of the Philippines-Mindanao
Documenting and Sharing Local Knowledge by
Anthropology Students
Ateneo de Zamboanga University

35. Use of Digital Tools
A community site at http://people.audrn.net is the
platform for 230 AUDRN members to connect and
share digital resources on local knowledge.

36. There are 2 AUDRN social networking sites: an associated
Facebook Fan page at http://www.facebook.com/audrn and a
Twitter page at http://twitter.com/#!/audrn which operate as
parallel information and communication touch points to
promote AUDRN.

38. Mahara e-portfolio
http://firstconnexions.com/ub/audrn is the site
where project implementers collaborate with each
other and show their research progress

39. Networking
Formalizing the AUDRN Network
Target: 10 universities noted for its local
knowledge expertise, shown support for
AUDRN activities and their strategic positions
as HEIs in the region

41. Network building with identified “champions” in
different HEIs who have demonstrated their
expertise, enthusiasm and commitment to the
advancement of local knowledge in teaching and
research.