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Open/Distance
Learning Program
(Professional
Program)
combines
distance
education with
the equivalency
of work
experience for
adults who seek
to pursue a
college diploma
while working
vMoodle and Edu2.0 are currently being used.
v The program is in its infancy and despite the
numerous inquiries, enrolment has remained
very low.
vStudents prefer the blended mode because
they want some face to face interaction.
vThe program is under review and
recommendations will be given after this
Conference.
e-learning for Young Learners
Miriam College has a
partnership with
HopeNet, a social
cause network, with
the goal of creating a
global force of youth
to restore hope and
fuel a citizen’s
movement for peace
and prosperity.
Hope Cybrary (cyber-library)
provides virtual world services to children ages 7-12
such as the Knowledge Portal, eTutoring, and
eMentoring
in two sites which will be expanded to 32 public schools
in Makati City
Miriam College students are online volunteers as
knowledge portal guides, editors, administrators
and eTutors to provide supplemental assistance
to those children unable to find answers to their
questions within the knowledge portal.
e-learning for Local Knowledge
v An innovative effort to inform and ground
students in their local knowledge through e-
learning is the Asian University Digital
Resource Network (AUDRN).
vMiriam College is the host of the AUDRN, an
innovative program of the United Board for
Christian Higher Education’s Local Knowledge
Initiative.
vAUDRN promotes new ways that local knowledge
can be collected, preserved, and shared by
university faculty, researchers, library staff, and
students, using inexpensive digital tools and
media in teaching and learning, research, and
expanding library and reference materials
collections.
vAUDRN aims to share resources with Asian
universities, particularly in preserving and sharing
Asia’s local knowledge, through training, online
interest groups and a website.
vAUDRN organized and successfully run
training events that featured documenting
and sharing culture and local knowledge
through Web 2.0 tools.
v A set of more formal official AUDRN
websites (http://audrn.net/ and http://audrn.org) shows
highlights of sample documentation of local knowledge
projects that are supported directly by UB and indirectly via
AUDRN.
vThe community site at http://people.audrn.net is
the platform for 230 AUDRN members to connect
and share digital resources on local knowledge.
vAn 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.
vAUDRN supported higher education
institutions to conduct research in order to
develop and evolve reference models for
documenting local knowledge using digital
tools.
A study on lullabies in
the Hiligaynon dialect
documented existing
local lullabies and their
practice in digital form,
collected stories and
information behind the
local songs, and
connected the lullabies’
knowledge content to
various academic fields.
The other study used digital tools and cloud
based data representation, storage and
preservation of Google Maps and Panoramio to
to create a digital map of the endemic and
indigenous trees and plants in the Miriam
College campus with a description of their local
uses and historical significance.
Next Steps for e-learning:
vEight one-day fora of researchers and teachers
on integrating local knowledge into the
curriculum through teaching for
understanding (TUF), service learning and
values integration
vThe Mahara e-portfolio as the e-learning
technology for faculty to document and share
their work as well as their students’ work in
local knowledge.
Conclusion
• Miriam College can definitely learn from the
established academic institutions which are
experts in e-learning.