AUDRN Module Technical Working Group workshop

Miriam College
Quezon City, December 9-10, 2013
 

Local Knowledge Literary Modules

 

As an academic association of educational institutions, one of the major functions of the Asian University Digital Resource Network is to develop and implement faculty development programs for the capacity-building of teachers of partner institutions. A core group of advocates conducted a focus-group workshop and developed four basic modules covering local knowledge concepts and meanings, research, curriculum integration and educational digital technology. The modules are guided by the teaching and learning principles of the UNESCO on academic rigor, experiential learning, and reflection to ensure that we adhere to the local knowledge pedagogy.

 

Academic Rigor. Up-to-date knowledge about key issues on local knowledge and related global realities as well as sustainable development themes from various disciplines are incorporated in the modules. References include both contextualized local and foreign materials but examples are situated. All the content of all four modules underwent brainstorming sessions by all members of the technical working group to minimize cultural or other biases including our own professional and academic influences. Links to numerous Internet sites also provided multiple perspectives on topics and enhanced access to information and critical thinking. The learning experiences (student activities) included in the modules integrate contemporary thinking in educational circles on curriculum reform and effective teaching and learning strategies.

 

Experiential Learning. All AUDRN modules are based on experiential learning processes that invite learners to analyze and interpret information in a variety of forms (e.g. text, tables, diagrams, computer games, and linked WWW-sites); review new knowledge in the light of current understandings; reflect upon and generalize from learning experiences; develop skills in a wide variety of teaching and learning strategies; and adapt and apply new ideas and skills to practical educational tasks.

 

Reflection. A deepening appreciation of local knowledge is encouraged by the use of a "Learning Journal" (in different creative formats) in every module. Answering questions in the "Learning Journal" is a practical way of learning. It also provides a record of what has been learned, ideas and plans for applying in local situations, and opportunities for on-going professional reflection.

http://www.unesco.org/education/tlsf/mods/theme_gs/mod0b.html

Note: These principles were revised and adapted to the requirements of the AUDRN modules.

 

Module I - Local Knowledge: Meanings and Perspectives

One's acquisition of knowledge is infinite. One idea could be interpreted or discussed by different people having different perspectives. The human mind can absorb or create millions of ideas at a given political or socio-economic juncture of human history. Hence, it is imperative that the knowledge one's acquired be harnessed to help others in building a more humane and sustainable community guided by the live experiences of people from whom the acquired knowledge had originated. This module introduces the facilitator/learner to the technical and practical definition of what Local Knowledge is. Although there will be the use of the constructivist perspective, this module will provide the facilitator/learner some guide topic-discussion as a springboard for the drawing of some concepts that will enhance the learner's understanding and appreciation of the culture, values and practices of the people of a community which provide the foundation of today's way of life.

 

At the end of the workshop, the participants/learners are expected to:

  1. 1. Define and describe local knowledge in the context of globalization and in the purview of teaching and learning in higher education;
  2. 2. Evaluate the importance of local knowledge in understanding the development of worldviews and Philippine culture;
  3. 3. Determine the purpose of local knowledge as a framework in teaching and learning and its impact to the traditional educational system, nation-building and sustainable development;
  4. 4. Develop your own local knowledge perspective in the context of one's teaching and learning in contemporary realities; and 
  5. 5. Create a portfolio of resource materials from the learner's output of this module for the enrichment of one's own teaching and learning as well as for sharing with other faculty members of the network.

Module 2 - Local Knowledge Generation: Rediscovering, Collecting, and Co-creating

Research is an exciting academic endeavor. Its technicality and rigor, however, makes it a craft for the schooled and trained. Moreover, western theories and influences to the research enterprise seem to offer challenges for the non-western local realities and knowledge to be researched as they need local frameworks and methodologies. It is from this context that this module wishes to open some avenues for reflecting on and designing tentative local knowledge research, which will give privilege to local knowledge and realities to emerge truthfully. This module is exploratory with the hope of building consensus among the participants on what we may call Local Knowledge Research.

The main objective of this module is to enable the participants to design and conduct local knowledge research using local research perspectives. At the end of the workshop, the participants are expected to:

  1. Rediscover local knowledge through a process from which they start from the "unknown" to the "known";
  2. Document one local knowledge using educational digital tools and applications;
  3. Experience co-production of knowledge where the group or the community as a source is privileged.

Module 3 - Local Knowledge Integration: Bringing Culture and Context Into the Classroom

This module focuses on experiential learning as a potent tool in integrating local knowledge into the 21st century classroom. It emphasizes that learners have their respective cultural and social contexts which enable them to perceive reality in a variety of ways. The challenge for the teacher as facilitator of learning is to draw out what the learners already know based on their cultural backgrounds and experiences to enable the group to link scientific concepts and theories in a more practical and grounded manner. Through this cultural integration and contextualization, the "classroom" as a learning space is thereby expanded into the field setting, the external environment, and even the virtual world.

At the end of the workshop, the participants are expected to:

  1. Describe the social context of learning;
  2. Explain the social constructivist approach, experiential learning and the teaching-learning pedagogy of service-learning;
  3. Design in- and out-of-classroom activities integrating local knowledge through experiential learning, including the use of popular digital tools and applications and the virtual classroom;
  4. Discuss challenges in the integration of local knowledge in teaching-learning.

Module 4: Local Knowledge Management, Sharing and Digital Technology

In the final stage of the AUDRN Local Knowledge literacy packet, educators must gain the necessary skills in the knowledge management process from collecting, digitizing, and sharing local knowledge. This allows educators to build a personal learning and teaching resource repository that will allow them to easily create learning activities depending on the nature of the learning, subject material, and available resources. These resources also function as advocacy tools for educators to share with their colleagues, superiors, and students.

The purpose of this module is to train educators how to actively manage and organize all local knowledge resources generated in aid of instruction, student output and research activities through digital collection, preservation, and sharing. At the end of this module, educators are expected to produce and share a web-based lesson plan containing a self-produced video on local knowledge accessible to students and teachers.

Teaching Online Facilitation for Local Knowledge

Teaching Online Facilitation for Local Knowledge

Introduction

 

One of the identified goals of AUDRN for Year 5 is to equip faculty members, researchers and other academic professionals with skills on e-module development and online facilitation through capacity-building workshops. Online facilitation skills are necessary to implement the e-modules in online courses that will be offered by AUDRN. This will provide more formal opportunities for knowledge exchange and continuous engagement of academic partners to hopefully, create a community of practice on local knowledge teaching, learning, and research among AUDRN partners through online activities.

Build a core group of advocates, who are competent or will develop competence after the online workshop in the use of virtual learning environments and social media that will sustain online community engagement on topics revolving around local knowledge research and teaching and learning. This will involve not only advocates and partners in the Philippine but later on, those from other Asian countries.

Course Objectives

At the end of the course, the participants will be able to achieve the following:

1.      Describe online learning and understand the different underlying principles of this approach;

2.      Identify the different components and processes in facilitating online learning and explain the different phases of an online course delivery including the tasks and roles within each phase;

3.      Demonstrate enabling attitudes to online learning and learn strategies for the delivery of an online course;

4.      Develop facilitation skills and techniques as well as online course planning and design.

 

Duration

The Training on Online Facilitation is designed for six weeks inclusive of two live sessions or webinars for exploring live platforms and a special topic. The minimum required number of online hours for a participant is at least four hours a week but may vary depending on the learners’ level of engagement with the facilitators and co-learners.

 

Delivery Team

The online course is managed by a team of experts headed by a course director and head facilitator, subject matter expert (SME), topic instructors, technical assistant, and learner support. AUDRN Program Associate, Sheila Lo Dingcong, has designed this course and has acted as its course director in the two batches that were conducted to faculty members of partner schools in 2014 and 2015. SMEs and topic instructors are selected and invited from the roster of TOF graduates, experts from partner schools as well as AUDRN's consultant, Dr. Avron Boretz. Miriam College provides technical assistance and learner support.

 

Minimum Requirements for Learners

Learners who enroll in this course are required to perform and comply with a set of minimum requirements to be able to earn a certificate. These include active participation in discussion forums, submission of at least two assignments, participation in the group activity, passing the knowledge checks, attendance to live webinars, a course project, and a final exams. An evaluation is conducted at the end of the course.