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The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
The AUDRN Experience
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The AUDRN Experience

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This paper was presented during the International Conference on Learning and Teaching, Miriam College, October 2011.

This paper was presented during the International Conference on Learning and Teaching, Miriam College, October 2011.

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  • 1. Discovering, Sharing andLearning 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.
  • 8. Miriam College is the host of the AUDRN, an innovative program of the United Board for Christian Higher Education’s Local Knowledge Initiative.
  • 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. 
  • 10. AUDRN organized and successfully run  training events that featured documenting  and sharing culture and local knowledge  through Web 2.0 tools.
  • 11. 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.
  • 12. 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.
  • 13.  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
  • 14. 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. 
  • 15. 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.
  • 16. 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.
  • 17.  The workshop portion focused on a field work  exercise of exploring local knowledge of  Metropolitan Manila and of surrounding provinces.
  • 18.  The workshop portion focused on a field work  exercise of exploring local knowledge of  Metropolitan Manila and of surrounding provinces.
  • 19.  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.   
  • 20. The community site at http://people.audrn.net  is  the platform for 230 AUDRN members to connect  and share digital resources on local knowledge.
  • 21.  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.
  • 22. AUDRN supported higher education  institutions to conduct research in order to  develop and evolve reference models for  documenting local knowledge using digital  tools.    
  • 23. 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
  • 24.  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
  • 25. 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
  • 26. Mellow, calm, simple, sang with feelings, soft, slowWhat 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 lessonsHow can this be use as Fixes the mood; creates the atmosphere in learningcontent in your course? A form of the child’s expression In memorization Use during sleeping time for pre-schoolers
  • 27. http://bit.ly/oeqSRp Integration in Teaching and Learning
  • 28. MC Tree Inventory and Digital Mapping Project by Noel R. Buensuceso
  • 29. Aims and Objectives•Digitize existing tree inventory•Provide narratives from historical and scientific perspectives in particular trees covered•Inform the broader community of the importance of promoting living museums•Encourage conservation and appreciation  of biodiversity
  • 30. Methodology1. Take photos of trees using a camera ( with GPS feature )2. Upload photos in Picasa album3. Incorporate relevant information  ( common names ,local names,        scientific  names, historical and scientific narratives, etc. ) 4. Plot the specific trees onto Google maps and Panoramio
  • 31. HYMN TO THE TALISAY TREEBy Dr. Jose Rizal At Dapitan, the sandy shoreAnd rocks aloft on mountain crestForm 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. 
  • 32. COMMON NAME:  Perfume treeFAMILY: ANNONACEAESCIENTIFIC NAME: Cananga odorata (Lam.) Hook.f. & ThomsonDISTRIBUTION: E tropics from India to N Queensland. Planted in most of the tropics. Throughout the Philippines in cultivation, occurring in some forested areas up to an altitude of 800m. LOCAL NAMES: Ylang-ylang ; alangigan (Ilocano) ; alangilang (Tagalog) ; anangilan (Cebu Bisaya) ;anangiran (Manobo) ; angilan (Subanon, Sulu) ; arinigan (Tinguian) ; burak (Samar-Leyte Bisaya) ;danipo (Igorot) ; tangid, tangit (Bikol) -This tree is the source of the ilang-ilang flower from which the ilang-ilang, or Cananga perfume is obtained. Used for making wooden shoes and fish nets floats.
  • 33. ConclusionsAn enriched map of MC trees on Google mapShare local knowledge about trees(Re)discover 30 indigenous / endemic trees Awareness and appreciation of trees and biodiversityDigital mapping- a platform or tool for collaborative academic research and education
  • 34. Recommendations/ApplicationsFoodMusicAnimalsHeritage SitesHistorical Places / EventsArtsLanguagesEthnic groupsLocal productsFestivals
  • 35. Thank you!noel.buensuceso@gmail.com

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