REVISED GCWORLD-FM-STL-013 Course Learning Packets Template

COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013
Saint Louis University Revision No. 01

School of Teacher Education and Liberal Arts Effectivity June 07, 2021
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MODULE IN
THE CONTEMPORARY WORLD
GCWORLD
Department of Political and Social Sciences

SCHOOL OF TEACHER EDUCATION AND LIBERAL ARTS
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited. 1
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REF STELA-GWORLD-2021
COURSE GUIDE
I. I. Course Title: The Contemporary World
II. Course Overview
A. Introduction
Building on the teaching-learning demands of one of the required core courses

under the New General Education Curriculum (CMO No. 20, S. 2013) conceived by the
Commission on Higher Education (CHED), this three-unit course aims to acquaint students
with the world phenomenon called globalization. The crafting of this course shadowed
the CHED prototype syllabus and the university's thrust for internationalization.
Hence, this course invites students to examine one of the ways globalization
reconfigures education, particularly the internationalization of higher education. It
introduces students to a non-traditional education realized through a massive open
online course (MOOC) that builds students' intercultural competence and sensitivity to
cultural diversity.
This virtual course also equips students with distance learning effectiveness,
communication skills, interactive cooperation, writing accurately, meeting deadlines,
organizational skills, carrying basic research, presenting assignments, computer skills, time
management, and being part of something global. Moreover, this course intercultural
passport virtual module's value allows students to earn a 4 European Credit Transfer
Accumulation System (ECTS), a plus factor in building students' academic resumes.
Finally, the global knowledge, global skills, values, and insights learned from this course
support students to be competent global citizens imbued with global ethical
responsibility needed in a dynamic globalizing society.
B. Course Learning Outcomes

At the end of the module, you should be able to:
1. assess the effects of globalization on education;
2. analyze current news events in the context of globalization;
3. explain global issues concerning Filipinos and the Philippines;
4. write academic essays following proper citations on topics related to globalization;
5. articulate personal positions on various worldwide problems; and
6. demonstrate intercultural awareness and sensitivity to cultural diversity while
developing global competence and a global mindset.
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C. Module and Unit Topics
This course has one virtual module, which includes an introduction to globalization
and SLU's "internationalization at home" program --- the Intercultural Awareness and
Cultural Diversity Massive Open Online Course (IACD MOOC).
Module 1: Globalization, Internationalization at home, and IACD MOOC
With the takeoff of globalization and rapid changes in information and

communications technology that impacts higher education practices, this module
covers one of the "Internationalization at Home" projects of SLU as mandated by CHED
CMO 55 s. 2016. This project deals with building intercultural awareness and global
competence among students. This program is co-funded by the Erasmus+ FRIENDS
Programme.
Course introduction: The Contemporary World --- Globalization and

"Internationalization at home"
Chapter 1: Introduction to IACD MOOC
Unit1- Introduction to the academic fields of Intercultural Studies,
Communication Studies and Cultural Studies
Chapter 2: Culture and Cultural Theories

Unit 2 - What is culture? Concepts of culture. Approaches in defining culture
Unit 3 - Dimensions of Culture – cultural distances between countries: identity,
power, gender, uncertainty, time and gratification of needs
Unit 4 - Cultural taxonomies. A critical approach to cultural taxonomies
Unit 5 - World Values Survey
Unit 6 - Understanding Ethnic and cultural diversity – multicultural citizenship and
ethnic identity
Unit 7 - Linguistic barriers as hidden dimensions of culture
Unit 8 - Understanding gender and gender roles in different cultural contexts
Chapter 3: European Cultural Identity and Diversity

Unit 9 – European identity and European values – Unity in diversity
Unit 10 - Europe 2020: the current state of E.U. identity and diversity
Unit 11 - European identity and values reflected in culture
Unit 12 - Europe's intercultural H.Q.: a report from Brussels
Chapter 4: Intercultural Communication Skills

Unit 13 - Introduction to the communication studies
Unit 14 - Intercultural communication: culture as a frame for communication
Unit 15 - Culture matters: the role of cultural factors in intercultural communication
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Unit 16 - Business etiquette and protocol: Do's and Don'ts when conducting
business in specific cultures/countries
Unit 17 - Effective strategies for working in multicultural business environments
Chapter 5: Wrap-up and Summary

Unit 18 – Summary of the IACD MOOC
Intercultural passport – Digital storytelling video
III. Course Study Guide
To accomplish the course activities independently, do the following guidelines:

1) Use the study schedule found in the next section (and/or the GCWORLD
weekly overview found at the end of this module) as your quick reference in
checking your course progress. Your study schedule helps you appreciate the
invaluable learning skills and values needed to prosper in a dynamic
globalizing society like what you are experiencing today.
2) Familiarize yourself with the contents of your study schedule. Review the
chapters and units assigned each week, know the topic learning outcomes,
and follow your facilitator's additional enrichment activities (i.e., summative
quizzes).
3) Establish study routines to see how you spend your time and ensure that you
set aside enough time to complete your assigned tasks.
4) Your study style also plays an essential role in your course completion.
Observing self-discipline, self-motivation, and being organized will warrant
your timely completion of the course.
5) In answering all assessments, always check your google classroom for class
works/announcements from your teacher. Make sure that when submitting
written outputs, always observe academic writing conventions such as but not
limited to spelling, punctuation, capitalization, grammar, word choice,
sentence structure, proper citations, and data privacy laws. Plagscan result is
also required when submitting the four major open questions found on units 2,
8, 16 & 17. This is to ensure the authenticity of all documents you are turning in.
To access the SLU plagiarism portal, go to www.plagscan.com/slu or contact
Saint Louis University Libraries ---www.slu.edu.ph/academics/university-libraries.
6) Lastly, read and follow the latest supplemental guidelines on flexible learning
modality released by SLU dated January 10 2022 for batch and semestral
courses offered this Second Semester of AY 2021-2022.
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III. Study Schedule
Week Topic Learning Outcomes Activities

Module 1 Module 1: Globalization, Internationalization at Home (IaH), and the
IACD MOOC
Chapter 1, 2 & 3 1) Course introduction – globalization, SLU's 'internationalization at
Unit 1 – 12 home' program, IACD MOOC
2) Culture and Cultural Theories
3) European Cultural Identity and Diversity
Week 1-3 1. Articulate understanding of Engage:
globalization and its impact on higher ● Introduction to
education; globalization,
2. Demonstrate intercultural internationalization of
knowledge and skills and sensitivity to higher education, and
IACD MOOC
cultural diversity;
● Answer the cultural
3. Elucidate the development of
intelligence self-
European cultural identity and
assessment test to
diversity with intercultural evaluate prior cultural
understanding, tolerance, and unity; knowledge, motivation,
and the ability to adapt
to interacting with
people from other
cultures.
Explore:
● Scaffolding learning:
Familiarize one's self with
the contents of the
IACD-MOOC syllabus
Explain:
● Watch the videos from
various MOOC
facilitators of the course
(or download transcripts
and presentations)
● Attend and participate
in Google meetings
facilitated by your SLU
instructor
Elaborate and Evaluate

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● Answer assignments
after each unit
(multiple-choice
questions and open
questions – Unit 2 & Unit
8)
● Answer teacher-made
summative assessment
Week 4 MIDTERM EXAM
Units 1-12
Chapter 4 & 5 Intercultural Communication Skills and IACD MOOC Wrap-up and
Summary
Units 13-18
Intercultural passport: Digital storytelling video
Week 5-7 4. Identify the relevance of developing Engage, Explore, and

intercultural interaction and Explain
appreciation, global competence, ● Watch the videos from
and global mindset. various MOOC
facilitators of the
course (or download
transcripts and
presentations)
● Attend and
participate in Google
meetings facilitated by
your SLU instructor
Elaborate and Evaluate

● Answer assignments
after each unit
(multiple-choice
questions and open
question – Unit 16 & 17)
● Answer teacher-made
summative assessment
● Submission of IACD
MOOC completion
Certificate & Digital
Storytelling video
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Week 7 FINAL EXAM
Unit 13 - 18
IV. Evaluation
Formative Assessment
The IACD MOOC course includes assignments (cultural intelligence test, multiple-
choice questions, and follow-up google meet from your SLU facilitators) that assess your
knowledge and understanding of each learning unit. Although most of these assignments
are ungraded, these are all crucial parts of your total learning experience.
Summative Assessment
Summative assessments include the open-questions assignments found on unit 2,
unit 8, unit 16 & 17. It also covers teacher-made summative assessment/quizzes, IACD
MOOC completion certificate, and the Digital Storytelling Video (D.S. video).
*Note: Completing the IACD MOOC certificate and submitting D.S. video stories allows
you to earn an Intercultural Passport Certificate award. This Intercultural Passport Award is
equivalent to 4 European Credit Transfer and Accumulation System (ECTS), a plus factor
in building your academic resume. Please note that what our current dynamic world
needs right now is the possession of a global mindset, global knowledge, and global
skills. Having this Intercultural Passport Certificate included in your resume will be a plus
factor when you apply for a job someday or be an entrepreneur who may entertain
various people from all walks of life, local or otherwise foreign. This Certificate will always
come in handy and can be utilized whenever applicable.
Midterms and Final Exams

Grading System
Midterm Grade
● Class Standing = 60%
● Examination = 40%
Tentative Final Grade (TFG)

● Class Standing = 60%
● Examination = 40%
Final Grade
Midterm (50%) + TFG (50%)
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V. Technological Tools
The GCWORLD course focuses on the IACD-MOOC, pivotal in SLU's
"internationalization at home" program. Hence, all students (whether OBL or CBL) need to
schedule and manage their time to access a stable and reliable internet connection, at
least for seven weeks, to let them complete the online course within the selected
timeframe.
Since GCWORLD is a self-paced MOOC, students need a decent internet
connection to access the erasmusplusfriends.eu website. Therefore, laptops/desktops,
smartphones, or tablets are necessary to participate in the course facilitation through
Google classroom and the Erasmus+ FRIENDS website. Facebook Messenger chats may
also be utilized for faster facilitation of instructions.
For CBL students, since this is a virtual course, you still need to register and log in
online to participate and secure your completion certificates. Printed copies of learning
packets and soft copies stored in a USB OTG are still provided to help out a limited internet
connection. For more timely submission of assignments, screenshots or photos from
smartphones or tablets may be required. Weekly monitoring of progress will be done
through messenger chats, CBL google classrooms, emails, or SMS.
Please be warned that posting and sharing learning materials online are strictly
prohibited.
VI. Contact Information of the Facilitator
Carmelita B. Caramto Gabriel Paul K. Pinas

Contact #: +639987742358 Email: gpkpinas@slu.edu.ph
Email: cbcaramto@slu.edu.ph
Angela Chamos-Tenorio, PhD
Shivanee A. Dolo, PhD
Contact #: +639158948696
Contact #: +639996989163
Email: actenorio@slu.edu.ph
Email: sadolo@slu.edu.ph
Janice P. Dominguez Fredeliz L. Villanueva
Contact #: +639088856251 Contact #: +639083778920
Email: jpdominguez@slu.edu.ph Email: flvillanueva@slu.edu.ph
Geoffrey S. Kidlo Buddy M. Castillo, PhD

Contact #: +639194811084 Contact #: +639175082374
Email: gskidlo@slu.edu.ph Email: bmcastillo@slu.edu.ph
Ian S. Torres Rosalina P. Segundo, PhD

Contact #: +639175542872 Contact #: +639396423951
Email: istorres@slu.edu.ph Email: rpsegundo@slu.edu.ph
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Christine Jay Z. Abordo

Contact #: +639472732917 Johamme G. Colingan
Email: cjzabordo@slu.edu.ph Contact #: +639997003355
Email: jgcolingan@slu.edu.ph
Atty. Mark Gil J. Ramolete
Contact #: +639178664174 Kathleen Kaye L. Biay
Email: mgjramolete@slu.edu.ph Contact #: +639982348982
Email: kklbiay@slu.edu.ph
Julivette P. Milo
Contact #: +639295578729 Jude Franz Marquez
Email: jpmilo@slu.edu.ph Contact #: +639093235588
Email: jfmarquez@slu.edu.ph
Geraldine B. Bogatan
Contact #: 09193030681 Eihman P. Qureshi
Email: gbbogatan@slu.edu.ph Contact #: +639270855955
Email: epqureshi@slu.edu.ph
Sonia P. Aguinalde
Contact #: +639154429677 DPSS Department Head:
Email: spaguinalde@slu.edu.ph Mary Jane O. Najarila, PhD
Brian Walter James Y. Delos Reyes Contact #: +639318360833 /
Contact #: +639189475743 +639551445363
Email: bwjydelosreyes@slu.edu.ph Email: mjonajarila@slu.edu.ph
Maureen P. Pulido STELA DEAN'S OFFICE CONTACT NOS.:

Contact #: +639995719278 0938-757-7842 OR 0953-134-9220
Email: mppulido@slu.edu.ph
Prepared by:
Kurt Zeus L. Dizon Department of Political and Social
Contact #: +639058767525 Sciences Department
Email: kzldizon@slu.edu.ph
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ASSIGNMENT GUIDE
Output Rationale Materials Specific Guidelines Evaluation Tool

Module 1 IACD MOOC
MIDTERM
Elaborate- Short To Unit 2 of *Draft a short *Content &
*Unit 2 Cultural demonstrat IACD cultural guide for a development–
Assignment Guide for e students' MOOC group of Describe your points
Internationa intercultural videos international (comprehensive,
l Students knowledge and students planning accurate &
and skills, transcripts to visit your persuasive); Make
they will country. Include sense of what you
draft a short some information are trying to discuss
cultural related to – 5%
guide for a geography,
group of climate, history, *Organization &
internationa economy & structure – Structure
l students business, language, is clear & easy to
planning to religious beliefs, follow; paragraph
visit the ethnic groups, transitions are
country gender equality, logical and
negotiations, coherent ---intro,
education, body & conclusion;
communication keep focused but
style, gift-giving, stay on topic – 5%
business etiquette
& leadership & *Mechanics &
management style. citations – Free of
*Write up to 800- spelling, grammar,
1200 words (not capitalization,
characters, indentation &
correction to punctuation errors;
MOOC instruction) correct
paragraphing, all
sources are cited
correctly and
completely (APA
format 7th ed.) – 5%
*Plagscan – the
Plagscan score is
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between 5 to 8%
(reasonable) – 5%
*Students attach the
Plagscan result of
their cultural guide.
*Unit 8 Reflection To develop Unit 8 of *To understand *Content &

Assignment paper on intercultural IACD more about development–
different knowledge, MOOC masculinity & Describe your points
body skills,and videos femininity and how (comprehensive,
languages sensitivity, and some societies can accurate &
students transcripts be categorized as persuasive); Make
share and masculine and sense of what you
reflect on feminine, watch are trying to discuss
their the video of Geert – 5%
experiences Hofstede ---
with https://www.youtu *Organization &
different be.com/watch?v= structure – Structure
body QXK3Z88feXs is clear & easy to
languages *Write a reflection follow; paragraph
depending essay about your transitions are
on their personal logical and
cultural experiences on coherent ---intro,
backgroun different body body & conclusion;
d, ethnic languages keep focused but
origin and (depends on stay on topic – 5%
gender. people's gender,
ethnic origin, and *Mechanics &
cultural citations – Free of
background (write spelling, grammar,
up to 800 to 1200 capitalization,
words, not indentation &
characters) punctuation errors;
correct
paragraphing, essay
format; all sources
are cited correctly
and completely
(APA format 7th ed.)
– 5%
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*Plagscan – the
Plagscan score is
between 5% to 8%
(reasonable)
-Students attach the
Plagscan result of
their reflection
paper. - 5%
Evaluate Answer To monitor IACD Answer teacher- *Check on the

*Units 1-12 teacher- and assess MOOC made summative individual teacher-
summative made students' Unit 1-12 assessment made evaluation
assessment summative progress tool
assessment and *Note: To preserve
knowledge the integrity and
acquired confidentiality of
the course,
individual
instructors create
their summative
assessments; they
are also responsible
for contacting and
giving their
teacher-made
assessments to their
CBL students. Still,
alternative
summative
assessments for
midterm and final
terms are given at
the end of this
module but are
subject to the
teacher's directive.
FINALS
Elaborate Essay paper To develop Unit 16 of *Write an *Content &
*Unit 16 demonstrati students' IACD explanation of how development–
Assignment ng intercultural MOOC the seating Describe your points
knowledge competenc videos arrangement will (comprehensive,
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on doing e, they will and be in a particular accurate &

business demonstrat transcripts business meeting persuasive); Make
etiquette e their scenario. sense of what you
and understandi *Seat your guests are trying to discuss
protocol ng of doing at the table. What – 5%
business will be the order of
etiquettes seatings? Where *Organization &
and should each structure – Structure
protocols person be seated? is clear & easy to
through Use the given follow; paragraph
seating their diagram to transitions are
guests at a illustrate your logical and
business answer further. coherent ---intro,
meeting *Explanation should body & conclusion;
table be up to 800 to keep focused but
1000 words, not stay on topic – 5%
characters.
*Label also your *Mechanics &
table/diagram. citations – Free of
spelling, grammar,
capitalization,
indentation &
punctuation errors;
correct
paragraphing, essay
format; all sources
are cited correctly
and completely
– 5%
*Plagscan – the
Plagscan score is
between 5% to 8%
(reasonable) – 5%
*Students attach the
Plagscan result of
their assignment.
*Unit 17 Essay paper To Unit 17 of *After watching *Content &

Assignment comparing demonstrat IACD body languages development–
body e students' MOOC and cultural gaffes Describe your points
Page 14 of 56
language intercultural videos beyond borders (comprehensive,

and knowledge, and presented by Jody accurate &
gestures skills, and transcripts Olsen persuasive); Make
sensitivity, (https://www.youtu sense of what you
they will be.com/watch?v= are trying to discuss
compare haohj1sVnyk), think – 5%
and about body
contrast the languages and *Organization &
body gestures that are structure – Structure
language specific to your is clear & easy to
and cultural society. Are follow; paragraph
gestures they different or transitions are
specific to similar to those logical and
their cultural examples shown in coherent ---intro,
society with the video? Give an body & conclusion;
those example of a keep focused but
examples particular gesture stay on topic – 5%
shown in commonly used by
the videos people in your *Mechanics &
environment? citations – Free of
(Discussion should spelling, grammar,
be up to 800 to capitalization,
1200 words, not indentation &
characters) punctuation errors;
proper
paragraphing, essay
format; all sources
are cited correctly
and completely
– 5%
*Plagscan – the
Plagscan score is
between 5 to 8%
(reasonable) – 5%
*Students must
attach the Plagscan
result of their essay
paper.
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Evaluate Answer To monitor IACD Answer teacher- *Check on the

*Units 13-18 teacher- and assess MOOC made summative individual teacher-
summative made students' unit 13-18 assessment made evaluation
assessment summative progress tool
assessment and *Note: To preserve
knowledge the integrity and
acquired confidentiality of
the course,
individual
instructors create
their summative
assessment; they
are also responsible
for contacting and
giving their
teacher-made
assessment to their
CBL students.
Culminating Intercultural To https://eras Craft a 2–3-minute Creativity and

task passport: demonstrate musplusfrien video (horizontal Originality of the
Digital intercultural ds.eu/digita stories. Short and Design – 30
Storytelling knowledge l- vertical videos, full-
Video and skills and storytelling- motion videos with Impact and Content
sensitivity manual/ sound, and/or of the Storytelling – 30
To identify animation or still
the Backgroun images) about Editing and
relevance of d music, international or Cinematography – 20
developing images, intercultural
global videos, experience, global Structure and
competence interviews, experience, cross- Navigation - 20
and global props cultural experience,
mindset intercultural journey,
importance of cross-
cultural experience,
cross-cultural
communication,
cultural diversity, etc.
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GCWORLD
INSERT RELATED PICTURE HERE
COURSE LEARNING OUTCOMES

At the end of the module, you should
be able to:
1. assess the effects of
globalization on education;
2. analyze current news events in
the context of globalization;
3. explain global issues concerning
Filipinos and the Philippines;
4. write academic essays following
proper citations on topics
related to globalization;
5. articulate personal positions on
various worldwide problems;
and
THE CONTEMPORARY
6. demonstrate intercultural
WORLD awareness and sensitivity to
cultural diversity while
developing global
competence and a global
mindset.
Page 17 of 56
Insert related picture or quote here

(adjust size and borders depending on t he text
below)
COURSE INTRODUCTION
This virtual course, The Contemporary World, follows closely the learning objectives
intended by the Commission on Higher Education. The New General Education Curriculum
for learning the contemporary world introduces students to the world phenomenon called
globalization. It exposes students to how globalization impacts not just world politics,
economics, and culture but how it directly affects ordinary students' lives. Hence, this
module showcases how globalization reshapes development in education. In particular,
the practice of internationalization in higher education.
This distance course introduces students to a non-traditional education through a

self-paced Massive Open Online Course (MOOC) that focuses on intercultural awareness
and cultural diversity (IACD). The integration of this "internationalization at home" project
of SLU mandated by CHED CMO 55 s. 2016 is co-funded by the Erasmus+ FRIENDS
Programme. It is crucial that students of this virtual course fully realize that globalization
processes and conditions influence their coursework in this module.
The primary purpose of this virtual module is to help students develop and increase
their intercultural competence and sensitivity to cultural diversity. This will be culminated
by students' submitting a digital story video highlighting their intercultural prior experiential
learning. This course also aims to establish a point of departure for lifelong learning in a fast
globalizing society. Students have to adapt and adjust to new values, perceptions,
attitudes, and behavior. In this way, students will become more effective intercultural
communicators instilled with global ethical responsibility and a global mindset.
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TABLE OF CONTENTS Page

This course has one virtual module covering a short introduction to globalization and its
impact on higher education (internationalization at home) and the Intercultural Passport
course ---IACD MOOC and Digital Story.
Module 1: Globalization, Internationalization at Home &

IACD MOOC overview………………………………………………………….... 19
Learning outcomes ……………………………………………………………………. 21
FRIENDS Intercultural Passport Registration and Login …………………………… 21
Instructions on How to Use the IACD MOOC ……………………………………… 25
IACD MOOC syllabus ……………………………………………………………………. 27

Chapter 1: Welcome to IACD MOOC introduction …………………………… 28
Chapter 2: What is culture? ………………………………………………………… 28
Chapter 3: European cultural identity and diversity: united in diversity ……. 30
Chapter 4: Intercultural communication skills …………………………………… 31
Chapter 5: Wrap-up and summary ……………………………………………….. 33
Digital Storytelling video………………………………………………..………………… 36
GCWORLD Weekly Overview……………………………………….…………………… 47
Assignment templates for units 2, 8, 16 & 17…………………………………………... 50
Summative assessment for CBL students ……………………………………………… 56
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MODULE 1: Globalization, Internationalization at Home (IaH), and

Intercultural Awareness and Cultural Diversity (IACD) Massive Open
Online Course (MOOC)
Overview
This virtual course, the Contemporary Worl, is basically about globalization. The
term globalization has been a buzzword throughout the world since the early 19 th century.
Its origins began in the field of international economics in the 1960s, referring to increasing
international flows of trade and finance (Feder, 2006). Since then, it has been applied to a
wide range of topics, and different scholars like anthropologists, sociologists, political
theorists, economists, historians, and journalists have produced much literature about it.
There is now a substantial argument about its definition, significance, and how it contours
our current world. While there is no single definition of globalization, most agree that the
increasing technological, political, economic, and cultural exchanges between peoples
and nations have made and continue to make our current world a more interconnected
and interdependent place.
Although a student, your life is not new to globalization—you encounter
globalization every day in your life. With the current covid-19 pandemic, you have
witnessed how global health security concern impacts the world. You have received
covid-vaccine jabs manufactured from abroad. The media and the internet have
become your windows to the contemporary world. Your daily experiences are considered
interactions with your country and the outside world. When you want to entertain yourself
after some laborious household chores or academic work, you watch some Korean or
other Asian movie series from your Chinese-made phones, tablets, laptops, or desktops.
Even if you have not traveled outside the Philippines, your overseas Filipino Worker (OFW)
relatives might have posted pictures on Facebook of some Dubai tourists spots, the Angkor
Wat of Cambodia, or the Hong Kong Disneyland. Even your consumption habits are
global or international. You either have owned an Apple, Samsung or some Chinese
mobile phones, dined in McDonald's or Pizza Hut, maybe drank coca-cola or dalgona
milk tea, and eaten Vietnamese noodles. Through globalization, you might now be
interested in traveling to other parts of the country or abroad, learning new languages,
continuing your flexible education, or simply wanting to immerse yourself into new cultures
and lifestyles. Whether you are aware or not, you are already a citizen of the world.
Indeed, globalization defines many aspects of our social life, including our educational
practices in higher education.
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Globalization in education is most apparent in the convergence of education

systems around a standard "international model" of policies and practices (Stener-Khamsi,
2004). With the onset of globalization and speedy changes in information and
communication technology in the country, the concept of internationalization has
increasingly become a feature of higher education in the Philippines.
CHED Memorandum Order (CMO) No. 55 s. 2016 section 6 for internationalization of
higher education in the country aims to improve the quality of education that would
translate into developing a competitive Filipino human resource capital that can adapt to
shifting demands in the regional and global environment to support and sustain the
country's economic growth. Through internationalization of practicing broader interaction
of knowledge networks, it intends to stimulate innovation and technological
advancement of the country. Likewise, pursuing internationalization contributes to building
an informed and critical citizenry, which improves lives positively, impacting our country's
social and economic landscapes.
For these reasons, Saint Louis University continues to advance its programs for
internationalization. SLU's internationalization agenda includes "Internationalization at
home" (IaH) or "home-based internationalization (within national borders). IaH or campus-
based internationalization involves collaborative activities and events, networking,
partnership, and other linkages with foreign higher educational institutions (HEIs), aided by
information technology, without the learner or the education service provider moving out
of their respective national territories (CHED CMO No. 55 s. 2016 p. 1).
As a student in a rapidly globalizing society, your learning environment needs to be
enhanced; your experiences are diversified, and your competencies are sharpened so
you can participate meaningfully in regional and global labor markets. Thus, to realize this
vision, the Intercultural Awareness and Cultural Diversity Massive Open Online Course
(IACD MOOC) has been incorporated into The Contemporary World's formal curriculum.
This online module of The Contemporary World focuses on a self-paced Massive
Open Online Course (MOOC) entitled Intercultural Awareness and Cultural Diversity
(IACD). This course's primary purpose is to help you develop and increase intercultural
competence and sensitivity to cultural diversity. It aims to establish a point of departure for
your lifelong journey in a fast globalizing social environment in which you have to adapt to
new values, perceptions, attitudes, and behavior. In this way, you will become more
effective intercultural communicators with a global perspective.
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Learning Outcomes:
At the end of the module, you should be able to:
1. Articulate understanding of globalization and its impact on higher education;
2. Demonstrate intercultural knowledge and skills and sensitivity to cultural diversity;
3. Elucidate the development of European cultural identity and diversity with intercultural
understanding, tolerance, and unity; and
4. Identify the relevance of developing intercultural interaction and appreciation, global
competence, and global mindset.
FRIENDS Intercultural Passport Registration and Login
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INSTRUCTIONS ON HOW TO USE THE IACD-MOOC
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ERASMUS+ PROGRAMME, KEY ACTION 2
CAPACITY BUILDING IN HIGHER EDUCATION
Furthering International Relations Capacities and Intercultural Engagement to Nurture

Campus Diversity and to Support Internationalisation at Home (FRIENDS)
Intercultural Awareness and Cultural Diversity (IACD)

Massive Open Online Course (MOOC)
SYLLABUS
The FRIENDS project supports the Partner Countries Higher Education Institutions' (PC HEIs)
internationalisation capabilities and campus diversity. The project consortium combines the
expertise and efforts of four Eastern European Programme County HEIs in Bulgaria, Hungary,
Poland and Turkey, as well twelve PC HEIs from Asia, namely two in Bhutan, two in Cambodia,
two in Malaysia, three in the Philippines and three in Thailand.
The project's chief goal is to develop the Asian HEIs students' global competence through the
integration of intercultural dimensions into universities' formal and informal curriculum. The
project is built around the concept of internationalisation at home (IaH) that shifts HEIs' focus of
attention from outbound to virtual mobility and on-campus intercultural engagement for the
benefits of non-mobile students' employability and global outlook.
The IACD MOOC is one of FRIENDS' key outcomes. It is designed and developed by the European
project partners and is targeted at Asian HEIs' students at all levels of education and of diverse
backgrounds who are interested and motivated to build their intercultural competence and
sensitivity to cultural diversity.
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Chapter 1: Welcome to IACD MOOC

Unit 1: Introduction to the academic fields of Intercultural Studies, Communication Studies and
Cultural Studies
Delivered by the teams of VUM, BMU, SUT and IAU
This unit offers an introduction to the complex meaning of culture, interculturality, cultural
dimensions, perception of otherness and the barriers for intercultural communication.
Furthermore, students will get acquainted with the Intercultural Passport tool and how to earn
it.
Chapter 2: What is culture? The concept of culture. Cultural theories Unit

2: What is culture? Concepts of culture. Approaches in defining culture Delivered by
VUM team
This unit outlines the core concepts and definitions of culture. The key characteristics of culture
are explained through differences in values between nations, differences in acceptance of norms,
differences in the beliefs of what is true or false. The unit also offers some insights into the way
in which group values determine individual perceptions and behaviour and affect self-perception,
cognitive abilities and views of own and other groups. Two broad categories of a physical /
objective culture and a psychological / subjective culture are introduced. The sharedness of
cultural characteristics are discussed, noting the individual variations within groups.
Unit 3: Dimensions of culture - cultural distances between countries: identity, power, gender,
uncertainty, time and gratification of needs
Delivered by VUM team
The focus in this unit is on the practical relevance of measuring cultural distances and the criteria
used to compare national cultures. Several fundamental dimensions are presented in relation to
the importance of individual versus group values, the relation to authority and power, differences
in gender roles, different time concepts and orientation to the past, the present and the future,
differences in handling anxiety and avoidance of unpredictable future situations, and differences
in perceptions of personal life control.
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Unit 4: Cultural taxonomies. A critical approach to cultural taxonomies

This unit presents a brief overview of the six-dimensional cultural classification typology developed
by Geert Hofstede in 1980, initially suggesting four main dimensions through which cultures can be
compared: Power distance, Individualism / Collectivism, Masculinity / Femininity, and Uncertainty
avoidance. The fifth Long- / Short-term orientation dimension was further added to the taxonomy
based on Michael Harris Bond's research followed by the sixth dimension of Indulgence / Restraint,
which became a part of the model in 2010 by the contribution of Michael Minkov. The Schwartz's
model of basic values defines ten motivational values in dynamic relations of conflict or congruence
among them. The GLOBE Project is another value structure, based on the models of Hofstede and
Schwartz, aiming to redefine the concept of the impact of national culture on individual and
organisational performance.
Unit 5: World Values Survey

The World Values Survey highlights the importance of cultural beliefs in economic growth,
democratic development of societies and fostering gender equality. Ronald Inglehart and
Christian Welzel suggest two dimensions of cultural variation: Traditional values versus Secular-
rational values and Survival values versus Self-expression values.
Unit 6: Understanding Ethnic and cultural diversity - multicultural citizenship and ethnic identity
Delivered by IAU team
There are over a 100 peoples of distinct origins in Europe, sharing over 300 distinctive set of ideals,
values, standards of behaviour. Despite the fact that we see similar life styles and values all
around the world, the traditional cultures are still shaping the everyday experiences of people.
What makes one culture distinct from the other? Looking at concepts of ethnicity, race and
diversity, this unit discusses the role of culture across time-space and how subcultures are
formed.
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Unit 7: Linguistic barriers as hidden dimensions of culture

Delivered by IAU
Language helps preserve and transfer culture. It is expected that two people speaking the same
language will understand each other. However, because of their cultural values people from
different cultural contexts and geographies can understand a different thing from a message. In
this regard, hidden linguistic barriers represent one of the biggest obstacles to cross-cultural
communication. This unit focuses on linguistic diversity and culture for a better understanding of
this hidden dimension.
Unit 8: Understanding gender and gender roles in different cultural contexts
Delivered by IAU team
The understanding and expectations of gender vary in different cultural contexts. This unit
provides an overview of the terminology and definitions related to gender and gender roles.
Discussing the regional and local variations in terms of gender roles, friendship, emotional
relations; and how these lead to misunderstanding and conflict due to gendered cultural
communication, the unit will help develop an understanding of how gender is a cultural construct.
Chapter 3: European cultural identity and diversity: united in diversity Unit 9:

European identity and European values - Unity in diversity
Delivered by BMU team
This unit explores what it means to be" European" and what values we choose to call" European."
Students will learn about the historical, political, and cultural contexts in which European identity
and European values came to be. Do they differ from the identities and values of other cultures?
If so, how and why? If not, what is the common ground among the various cultures of the world
in the 21st century? How can Europe contribute to the global well-being of the citizens of the
whole world, and what role may it want to choose for itself in the globalized world? These and
similar questions will be looked at in this unit.
Unit 10: Europe 2020: the current state of E.U. identity and diversity
This unit covers the most recent changes in Europe. Students will not only learn about the newest
changes and developments, but they will understand the reasons behind and the possible future
scenarios. Where is Europe heading in the 2020s in terms of culture, education, shared European
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values, the creation of a modern European identity, politics, and the economy? What forces do we
see working in the direction of further unification of the E.U. and what forces can we see working
against that? Europe has probably never been this diverse before: is this phenomenon to be seen
as a beautiful opportunity or something that Europeans should fear?
Unit 11. European identity and values reflected in culture

Europe can be defined in many ways: as a political entity, as a geographical location and also as a
community of shared cultural values. In this unit, students learn more about the ways in which
European identity (and values) are reflected in various forms of European arts and culture.
Emphasis will be put on the 21st century manifestations of this identity and these values. Some
outstanding European cultural productions will be sampled, taking examples from the visual arts,
textual arts, digital and pop culture, architecture, etc.
Unit 12: Europe's intercultural H.Q.: report from Brussels

Brussels is regarded as the H.Q. of the European Union: both in the literal and the metaphorical
sense of the word. In this unit more emphasis will be put on the latter. Student will mostly learn
about the European Union as a political entity: the historical context in which it was born; the
hows and whys of its expansion; and also the major issues it has faced in recent times." Brussels"
is constantly changing—while simultaneously claiming that it stays faithful to its core values. This
unit explores how these two motions can be in play simultaneously.
Chapter 4: Intercultural communication skills Unit

13: Introduction to the communication studies
Delivered by SUT team
This unit aims to present the role of communication studies and to reveal how communication
builds social relations, human and social interactions, exchange of ideas, thoughts, and feelings.
The students will gain knowledge on the theory of communication, models of communication,
basic types of communication, communication noises and barriers, effective communication.
They will also acquire practical skills in how to communicate and listen proactively.
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Unit 14: Intercultural communication: culture as a frame for communication

The unit introduces students to the issue of culture as a context for communication processes
related both to social and business as well as media communication. The objective is to discuss
how various cultural dimensions such as identities, beliefs, values etc. affect different types of
communication. By completing the unit, the students will gain knowledge of the intercultural
communication phenomenon and understand its role in different social contexts.
Unit 15: Culture matters: the role of cultural factors in intercultural communication
This unit will reveal the complexity of modern multicultural societies and issues of cultural and
ethnic diversity, conflicts of values and social perception, mechanisms of contemporary policy of
integrating the newcomers with host communities, and draw attention to the role of culture in
communication effectiveness. The content is oriented on raising Student's awareness of
intercultural differences and their consequences in the process of communication and the role of
cultural roots of behavior. The issues of cultural factors such as non-verbal communication
affecting the communication process as well as different communication patterns over the world
are discussed.
Unit 16: Business etiquette and protocol: Do's and Don'ts when conducting business in specific
cultures/countries
Delivered by SUT
The following topics related to business etiquette and protocol will be covered: issues related to
self-presentation, priority rules, rules for seating guests during meetings, business dress code,
rules for preparing correspondence (including electronic correspondence), proceedings in the
case of using the help of an interpreter in business meetings, as well as the dimensions of the
business etiquette. Students will also learn the basics of corporate social responsibility (CSR).
Finally, differences in doing business in different countries will be discussed.
Unit 17: Effective strategies for working in multicultural business environments

Delivered by VUM
Cross-cultural competencies and the concept of cultural intelligence (C.Q.) are presented in their
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relation to the skills and attitudes needed to manage successfully cultural differences in
intercultural encounters. The three main aspects of C.Q., namely Knowledge, Skills and
Metacognition can be developed through effective training strategies based on reflection of own
strengths and weaknesses in order to enhance general and more specific awareness of cultural
differences, open-mindedness and emotional intelligence. C.Q. can be used to predict personal
adaptability, decision making approach, effectiveness of negotiation and leadership, personal
initiative and profitability.
Chapter 5: Wrap-up and summary

Unit 18: Summary of the IACD MOOC
Wrap-up and Certificate of completion. How to benefit from the Intercultural Passport beyond
the FRIENDS project?
Recommended Reading Materials
Barna, L. M. (1994). Stumbling blocks in intercultural communication. In L.A. Samovar & R.E.
Porter (Eds.). Intercultural Communication: A Reader (7th Ed.). Belmont, CA; Wadsworth Inc. 337-
346.
Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing intercultural competence in
practice. Clevedon: Multilingual Matters.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard
University Press.
Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student

outcome of internationalization. Journal Studies in International Education, 10(3), 241- 266.
http://dx.doi.org/10.1177/1028315306287002
GLOBE 2020 (2016 – 2019). Global Leadership and Organizational Behavior Effectiveness.
Available at https://globeproject.com/
Gudikunst, W.B., Matsumoto, Y., Ting-Toonmey, S., Nishida, T., Kim, K., & Heyman, S. (1996).
The influence of cultural individualism-collectivisms, self-construals, and individual values on
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communication styles across cultures.Human Communication Research, (22), 510-543.
Hall, E. T. (1959). The silent language (Vol. 948). Anchor books.
Hall, E. T. (1966). The hidden dimension. Garden City, N.Y: Doubleday.
Hall, E. T. (1977). Beyond culture. New York: Anchor Books.
Hofstede, G., Hofstede G. J., & Minkov, M. (2010). Cultures and organizations: Software of the
mind. Revised and Expanded 3rd Edition. New York: McGraw-Hill.
Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings
in Psychology and Culture, 2(1). Available at https://doi.org/10.9707/2307- 0919.1014
Johnson, J., Lenartowicz, T., & Apud, S. (2006). Cross-Cultural Competence in International
Business: Toward a Definition and a Model [PDF file]. Journal of International Business Studies,
37(4), 525-543.
Holmes, P. (2017) 'Intercultural communication in the global workplace, critical approaches.' in

The international encyclopedia of intercultural communication [PDF file]. New York: John
Wiley Sons, pp. 1-16. Available at:
http://dro.dur.ac.uk/20600/1/20600.pdf?DDD29+hsmz78+d700tmt+hsmz78.
Inglehart, R., C. Haerpfer, A. Moreno, C. Welzel, K. Kizilova, J. Diez-Medrano, M. Lagos, P. Norris,

E. Ponarin & B. Puranen et al. (eds.). 2014. World Values Survey: All Rounds - Country- Pooled
Datafile 1981-2014. Version:
http://www.worldvaluessurvey.org/WVSDocumentationWVL.jsp. Madrid: J.D. Systems Institute.
Kinginger, C. & Blattner, G. (2008). Development of sociolinguistic awareness in study abroad. In

L. Ortega and H. Byrns (Eds.), Longitudinal Studies and Advanced L2 Capacities, 223-246. New
York: Routledge.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential
learning in higher education. Academy of management learning & education, 4(2), 193-212.
Kroeber, A. & Kluckhohn, C. (1952). Culture, a Critical Review of Concepts and Definitions.
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Cambridge. Peabody Museum of American Archeology and Ethnology, Harvard University,

[PDF file] XLVII(1). Available at:
http://www.pseudology.org/Psyhology/CultureCriticalReview1952a.pdf
Lister, M., & Pia, E. (2008). Citizenship in contemporary Europe (Chapter 7 European citizenship
and European identity) [PDF file]. Edinburgh: Edinburgh University Press.
Mindtools.com. (2017). The Seven Dimensions of Culture: Understanding and Managing Cultural
Differences. [online] Available at:
https://www.mindtools.com/pages/article/seven-dimensions.htm
Minkov, M. (2011). Cultural differences in a globalizing world. Bingley: Emerald.
Schmidt. V., Conaway, R., Easton S, and Wardrope W.J. (2007). Communicating Globally:
Intercultural Communication and International Business. Sage Publications.
Schwartz, S. H. (2012). An Overview of the Schwartz Theory of Basic Values. Online Readings in
Psychology and Culture, 2(1). PDF file available at
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1116&context=orpc
Spencer-Oatey, H., & Franklin, P. (2012). What is culture. A compilation of quotations.

GlobalPAD Core Concepts, 1-22. Available at
https://warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills_old/global_pa d_-
_what_is_culture.pdf
Ting-Toomey, S., & Chung, L. (2012). Understanding Intercultural Communication:2nd Revised

(2nd ed.). New York: OXFORD University Press INC. Retrieved from
https://www.academia.edu/37748088/Ting-Toomey_Stella_Chung_Leeva_C-
_Understanding_Intercultural_Communication
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
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ERASMUS+ PROGRAMME, KEY ACTION 2
CAPACITY BUILDING IN HIGHER EDUCATION
Furthering International Relations Capacities and Intercultural Engagement to Nurture

Campus Diversity and to Support Internationalisation at Home (FRIENDS)
DIGITAL STORYTELLING A
HOW-TO MANUAL
1. Introduction
The FRIENDS project is funded under the European Union's Erasmus+ Programme for Capacity
Building in Higher Education. The project's primary goal is to strengthen the twelve involved Asian
universities' internationalisation capabilities and to develop their students' global skills and
intercultural competence through the purposeful integration of intercultural dimensions into the
universities' formal and informal curriculum. This project is led by Varna University of
Management, Bulgaria and combines the efforts of four Programme Country Higher Education
Institutions (HEIs) from Europe (Bulgaria, Hungary, Poland, and Turkey) and twelve Partner
Country HEIs from Asia namely, two from Bhutan, two from Cambodia, two from Malaysia, three
from the Philippines, and three from Thailand.
Staging a Digital Storytelling Contest is a significant part of the FRIENDS project to integrate an
intercultural awareness and cultural diversity (IACD) sensitivity programme on campus. In
FRIENDS, digital storytelling is a way of sharing students' IACD stories publicly through various
multimedia and channels. Digital storytelling is an engaging platform to reach a broad audience
that can creatively showcase a mixture of mediums such as audio, video, and images. Storytelling
is an amazing way to connect with people. It is through stories that we learn to appreciate,
recognize, and understand the experiences and opportunities that we have encountered. Digital
storytelling makes an ordinary story more potent with the use of multimedia. Using this popular
medium may help to challenge long-standing beliefs and how individuals view themselves and the
world around them.
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Sharing digital stories in FRIENDS is expected to raise awareness on the higher education
internationalisation agenda across the consortium. A story can be from a lived-in experience or
scripted from an imagination that is based on reality. This story can provide wisdom from an
experience that otherwise may have been forgotten or yet to unfold. The story can enlighten
viewers who may never have given importance to IACD concerns at all. Sharing an intercultural
and/or international experience through the means of digital storytelling can be a powerful tool
to help guide students' future direction and goals.
Crafting and submitting a digital story along with completing the IACD Massive Open Online
Course (MOOC) designed and delivered in the FRIENDS project entitles the bearer to get an
International Passport. The IACD MOOC provides, inter alia, an online internationalisation at home
and a virtual mobility experience. As stated, complying with these two requirements (Digital
Storytelling and IACD MOOC) will lead to the award of an International Passport certificate, which
means that the student is expected to have acquired global skills that are considered an asset not
just by the Intercultural Passport awardee but more importantly by his/her prospective
employers. Getting an International Passport is deemed a student's global skills trusted and
reliable seal of approval. The Intercultural Passport award to a student is seen as a metaphorical
supplement to the official international passport that a person should have when traveling.
Interestingly, similar initiatives for the provision of an intercultural competence certificate are
offered by a good number of highly internationalised universities across the world, which aim to
develop and assess students' global competence.
2. Digital Storytelling Guidelines and Entry Rules
As a student involved in the FRIENDS project, you can plan, organize, and make your own digital
story on IACD and or international experience by using this how-to-guide built for old- time and
newbie participants alike.
Eligibility
All enrolled students both in the undergraduate or graduate levels of the twelve Asian universities
in FRIENDS are eligible to join this contest. For each call of interest to join this contest, the top
three winners shall be announced.
Number of submissions
Only one (1) submission per student is allowed. No entry from a pair or group/team shall be
entertained.
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Where to submit
Entries should be submitted in person through a flash drive at the International Relations Office
(IRO) of your home University or can be emailed to the same office. A release letter in which a
template is available at the IRO must be filled out upon submission of the entry. This release letter
provides consent for the University, care of IRO to use/disseminate the video to a broader
audience for the exploitation of the internationalisation objectives in line with the Erasmus+
FRIENDS project's mandate.
*Note: Your SLU facilitators will first check your D.S. videos. When you satisfy the essential
criteria, you will be informed to submit your D.S. video together with your IACD MOOC
completion certificate for a chance to earn your Intercultural Passport Certificate, which is
equivalent to 4 ECTs. Submit work to SLU University and Research Innovation Center (UnRIC)
under Dr. Richel Lamadrid (rllamadrid@slu.edu.ph).
3. Mechanics of Digital Storytelling
Content and duration

The length of the production should be two to three (2 to 3) minutes. The topic content of digital
storytelling can be but is not limited to international or intercultural experience, global
experience, cross-cultural experience, intercultural journey; the importance of cross- cultural
experience, cross-cultural communication; cultural diversity, etc.
All submissions must be original work by the eligible student and have full copyright to the
submitted material, including sound effects and music if used. This means that all submissions
should not use copyrighted material without any permission from any sources. Also, all
submissions must not include any endorsements of products or services. Further, all submissions
must be appropriate for viewing by the general public and by the multi-cultural international
community with the content restrictions as below:
• Nudity, profanity or vulgar behavior
• Promote illegal behavior
• Support racial, religious, sexual or other invidious prejudice
• Advocate sexual or violent exploitation
• Graphic violence or inappropriate materials of the scene/s in their sole discretion,
dangerous stunts, real weapons of any kind, drug use, content that use hate, torture or
slander
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• Material that promotes prejudice, hatred or harm against any group or individual or
promotes discrimination or exploitation based on race, sex, religion, disability, age or
any other basis protected by law
• Materials that are likely to cause offense to any person or to injure the name,
reputation or standing of any person in any way directly or indirectly
• Violate rights established by law or agreement
• Invade the privacy of any person
Copyright
If someone else's images, music, video, research, and ideas are used, permission has to be secured
from the author/owner to use their work. In other words, any material that is not the digital
storyteller's original work needs to have references/citations or prior permission for usage of
work. A digital story that contains another's work without reference and consent shall be
disqualified.
For more information on how to get permission and copyright-related law in Europe, please
check here:
https://www.europarl.europa.eu/RegData/etudes/STUD/2018/625126/EPRS_STU(2018)
625126_EN.pdf
For more information on how to get copyright approval, check here:
https://fairuse.stanford.edu/overview/introduction/getting-permission/
Language of the story
Submission of a digital story can be in English or any local language with English subtitles. English
subtitles are encouraged even if the medium of the video is in English.
Digital storytelling format

The digital storytelling format can be in the form of horizontal stories, short and vertical videos,
full motion videos with sound; and or animation or still images. While in particular for the video
format, it must be in the form of visual video, a story with swipeable slides, AMP stories, listicles,
and or virtual reality. Video resolution needs to be HDTV resolution, 1080p (1920x1080 pixels,
16:9 aspect ratio). The video must be in one of the following formats AVI, WMB, MOV, or MP4
format (MP4 and MOV format preferred).
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Credits
An Erasmus+ project requires that a reference to the logo of the Erasmus+ Programme as well as
to the project's logo must be part of the credits/acknowledgments. In other words, the Erasmus+
logo, followed by the logo of the FRIENDS project and subsequently by the logo of the University
where the applicant is from, should be cited in the video. A sample is shown below:
Erasmus+ Programme logo:
FRIENDS project logo:
The following disclaimer, which is displayed as the footer of this Manual should also be included
in the video, namely:
This project has been funded with support from the European Commission. This
publication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
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4. Creating a Digital Story

For initial guidance on how-to develop a digital story, the students engaged in the FRIENDS project
may refer to content that was developed by another Erasmus+ project for Capacity Building in
Higher Education, namely the Common Good First: Digital Storytelling for Social Innovation
project, project number: 574065-EPP-1-2016-1-UK-EPPKA2-CBHE-JP
(https://commongoodfirst.com/how-to-tell-your-story).
Furthermore, all students to craft a digital story in FRIENDS are invited to get inspiration from the
succeeding steps designed for their reference and presented below.
Steps in making a digital story:

1. Develop an idea
2. Plan
3. Outline/script
4. Storyboard
5. Film and record
6. Finish and rubmit
4.1. Developing an idea

To create a captivating digital story, you should be passionate about what you want to tell. It is
easier to work on a project that has a meaning to you, than to feign interest in something you
think will impress others. Here are a few key ideas that will help you frame your thoughts and begin
your project.
Some questions to help activate your creativity:

• What do you want to tell the audience?
• What creative ways can you express your experiences with intercultural and
international experiences, communication, and internationalisation?
• Do you have something unique to say based on your experiences, awkward encounters,
or fond memories?
• What is a story that only you can tell?
• Is there a particular object that ties you to another part of the world?
• Can you tell the backstory of a picture? Please share it creatively with us!
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4.2. Plan
Once you have an idea, you will also need to have a plan for your storytelling. Making and having
a plan will help you organize your thoughts and help you figure out how best to use the resources
you have.
State the purpose of your storytelling:

• Why do people share a personal story?
• Think about a time you heard someone's personal story that inspired you.
• How did you feel? What was the message?
• What is your story and what is your message?
• How do you want your audience to feel while watching your story?
Audience
Firstly, identify who you are making the story for. This will give you an idea about the language
level, the background of those viewing your work, and how much introductory information you
must provide within your topic.
Materials
Digital storytelling can combine unique aspects of multiple mediums. You may need to gather
backdrops for interviews or a physical object to display for a shot. You may need to work with
lights to set the scene. You may need to create props to emphasize points in your story.
Equipment
Depending on how you visualize your project, you will need different equipment. You may be able
to create your entire project on your phone if you can record decent audio and have a camera.
You may want to use external recorders or microphones for the sound. You may have access to a
stand-alone camera or a video camera that you will want to use. You could have excellent editing
equipment on your phone or computer that you will use.
4.3. Outline/Script
Frame your story
Think about why your story is unique. Since it is going to be only two to three minutes, you need
to consider what details should be included so that you do not lose your plot.
Script
Once you have formulated your idea and gathered materials, you will likely have to come up with
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an enticing text to lead your viewers through your project. You will want some sort of story arc to
give a proper beginning, problem, conflict, solution, and closure that is full of authenticity. How
will you "hook" us and draw us in? Does your story have emotion? All of these things will have to
be captured in no more than 5 minutes while maintaining proper tone and tempo.
Here are a few things to keep in mind while scripting:

1. Remember honest, and real stories are always powerful
2. Don't forget to add a few lines on lessons learned that others can relate to
3. What is your plot of the story?
4. What will your viewer take back from watching your story?
5. Presentation and storyline are equally essential to engage and attract your audience.
4.4. Storyboard
Storyboarding refer to a way of planning for all the things that will appear in the digital story, such
as music, pictures, words, text, photos, and video. Storyboards help storytellers to
picture the entire story from start to finish. Storyboarding is a visual that you make to show each
scene of your digital story. This is a way to get all your thoughts onto a piece of paper so you can
put in visual and audio ideas in the order you envision your final project. You might have identified
captions, thought bubbles, labels, animation, or other cues that lead picture, video, or animation
from scene to scene.
Tips
Try to draw your story visually, what will be your first shot and why?
4.5. Film and record

Digitize
Using your storyboard, you are going to combine all the elements for the visual portion of your
story. This should give you an idea of how your finished project will look. Once you are satisfied
with watching your storyboard come alive, you will add the final touches to your project.
Voice over
The voice-over narrates the visual story for us. The script is an integral part of moving the
audience from scene to scene. This is how we know what the representation of the visuals is. You
will want to be particularly careful of background noise, static, and buzzes that will distract your
audience from your story. You may want to be creative in fading the voicing in or out or creating
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your sound effects.
Music
Another aspect you may want to utilize is music to set your mood and tone for the video.
However, you will have to be careful with copyright and intellectual property on music. Make sure
you have permission to use the music. Another note is to ensure that the music doesn't
overpower your voice over and compete for the audience's attention.
4.6. Finish and submit

Edit
The editing phase is where the planning and recording come together. This is where you combine
visual and audio parts to create a final product.
Make sure you keep more time than you think you need to edit. Editing is the longest portion of
the process. You may want to utilize peers or lecturers to watch your project with fresh eyes and
give you feedback. You will be so engrossed in creating the perfect project that you may not notice
distracting visual elements in your work and have to reshoot. You will want to ensure your sound
aligns with the scene changes. You may have to shorten your audio or visuals to fit into the time
limit. You may need to re-time your subtitles or animation to better suit the flow of the project.
You may need to create your credits or acknowledge those who helped you.
5. Judging Process and Criteria
Judging process
All the eligible entries will be subjected to the judging criteria leading to the announcement of
the top three (3) winners.
Judges
Four experts in the fields of intercultural engagement, communication and international
cooperation and in filmmaking and or digital storytelling shall serve as the members of the jury
for this contest.
Judging criteria
1. Creativity and Originality of the design (30%)
Creativity is the original, fresh, and external expression of the imagination of the maker by using
the medium to convey an idea, message, or thought. Compelling essay evokes laughter, sadness,
anger, pride, wonder, or another intense emotion. The use and control of light to create
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dimension, shape, and roundness in an image or the way the creator uses words to express
thoughts and feelings can be considered.
2. Impact and Content of the Storytelling (30%)

The Storytelling refers to the essay's ability to evoke imagination, create a feeling, tell a story, or
visually illustrate an idea. Message clarity is strong and able to motivate as well as giving
inspiration to the audience
3. Editing & Cinematography (20%)

Videography/Audio includes technical excellence, composition, lighting, style, color, sound,
music, editing, and Storytelling. The images, sound, and content should provide variety,
interesting angles, imagination, and properly convey the story being told that enhances the story.
4. Structure and Navigation (20%)

Structure and Navigation include the comprehensive organization of the content, proper
technique and mechanics, prioritization of information and manner in which users navigate
through the story. The story should evoke the emotion and wonder of the audience, leaving them
to want more by the time they reach the end. On camera, subjects are presented in a manner
consistent and supportive of the story.
Results and award

Apart from the Intercultural Passport, the top three winners will receive FRIENDS swags
giveaways. A special prize will also be given to a digital story that can provide evidence that it has
been widely disseminated to a broad audience through social media accounts like YouTube,
Facebook, and or Instagram. However, this does not guarantee or provide eeway for winning the
contest.
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References
https://www.blackmagicdesign.com/products/davinciresolve/
https://commongoodfirst.com/how-to-tell-your-story
http://digitalstorytelling.coe.uh.edu/
http://elab.athabascau.ca/workshop/digital-storytelling
https://www.europarl.europa.eu/RegData/etudes/STUD/2018/625126/EPRS_STU(2018)
625126_EN.pdf
https://fairuse.stanford.edu/overview/introduction/getting-permission/
https://www.lwks.com/
https://phist.phukethotelsassociation.com/wp-content/uploads/2019/08/submission-
form.pdf
https://photography.tutsplus.com/tutorials/how-to-make-astoryboard-for-video--cms-
26374
http://projects.kydataseam.com/photojournalism/Journey_files/videoessayrubric.pdf
This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission cannot be held responsible for any use which may be made of the information
contained therein.
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.46
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GCWORLD WEEKLY OVERVIEW

2ND SEMESTER, AY 2021-2022
BATCH 1 ( FEBRUARY 03, 2022– MARCH 23, 2022)

Week Date Type of Topic Assignments & Deadlines
meeting
1 February 1st day - Chapter 1: GCWORLD IACD MOOC registration
3-9, 2022 Lecture and introduction: Start chapter 1 unit 1 & 2
MOOC Globalization and
workshop internationalization
Unit 1: IACD MOOC
Chapter 2: Culture & Cultural
theories
Unit 2 – What is culture?
Concepts of culture
(MOOC video running time
excluding multiple-choice
quizzes and open questions:
59.26 mins)
2nd & 3rd day Unit 3 – Dimensions of culture Submit Unit 2 assignment:
- MOOC self- Unit 4 – Cultural taxonomies Short cultural guide
study (MOOC video running time
48.82 mins)
2 February 1st day – SLU Unit 5 – World Value Survey

10-16, facilitator Unit 6 – Culture across time &
2022 monitoring Space: Ethnic, linguistic and
and/or cultural diversity
assessment Unit 7 – Linguistic barriers as
hidden dimensions of culture
2nd & 3rd day Unit 8 – Understanding gender Submit Unit 8 assignment:
– and gender roles in different Reflection paper on body
MOOC self- cultural context languages
study (MOOC video running time
quizzes and open questions: 2.37
hrs.)
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3 February 1st & 2nd day Chapter 3: European cultural

17-23, – MOOC self- identity & diversity: united in
2022 study diversity
Unit 9: European identity &
European values
3rd day – Unit 10 – Europe 2020
SLU facilitator Unit 11 – European identity & Teacher-made summative
monitoring values reflected in culture assessment (Unit 1-12)
and/or Unit 12 – Europe's intercultural
assessment H.Q.: report from Brussels
hrs.)
4 February Online exam Feb. 26 & 28 – Batch 1 Midterm Complete Batch 1 midterm
24-March exams exam
2, 2022
(February
25 -
regular March 1 & 2 Complete all missing midterm
holiday) assignments
5 March 3 - 1st day – SLU Chapter 4: Intercultural

9, 2022 facilitator communication skills
monitoring Unit 13 – Introduction to
(lecture:final communication studies
topics & DS Unit 14 – Intercultural
video) communication: culture as a
frame for communication
2nd & 3rd day Unit 15 – Culture matters: the Submit Unit 16 assignment:
– MOOC self- role of cultural factors in Essay paper on doing
study intercultural communication business etiquette and
Unit 16 – Business etiquette & protocol
protocol
hrs.)
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6 March 10 1st day & 2nd Unit 17 – Effective strategies for Submit Unit 17 assignment:
– 16, 2022 day – MOOC working in multicultural business Essay paper comparing body
self-study environments language and gestures
Chapter 5: Wrap-up and
3rd day - SLU summary Teacher-made summative
facilitator Unit 18: Summary of the IACD assessment (Unit 13-18)
monitoring MOOC
and/or (MOOC video running time Submit IACD MOOC
assessment excluding multiple-choice completion certificate
33.83 minutes)
7 March 17 D.S. video Intercultural passport: Digital Submit Digital storytelling

– 23, 2022 making storytelling video video
Online exam March 22-23 – Batch 1 final Complete Batch 2 final exam
exams
/cbc January 2022

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ASSIGNMENT TEMPLATES
Note: To avoid losing your written outputs, please answer all unit assignments in MS Word before
copying and pasting them in each unit response box.
GCWORLD
IACD MOOC UNIT 2 ASSIGNMENT: SHORT CULTURAL GUIDE
NAME: _______________________________ DATE__________

CLASS & SECTION: ______________________
ASSIGNMENT (UNIT 2)
Draft a short cultural guide for a group of international students who are planning to visit your country
for a month. Include some information related to (correction: please answer with up to 800 – 1200
words, not characters):
Geography, history, climate

Economy and business
Political structure
Language
Religious beliefs
Ethnic groups
Gender equality
Negotiations
Communication with co-workers
System of education
Style of communication – greetings, gestures, formality
Gift giving
Entertaining, food, going out with friends
Business etiquette
Leadership and management style
Page 51 of 56
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GCWORLD
IACD MOOC UNIT 8 ASSIGNMENT: REFLECTING BODY LANGUAGE
NAME: _______________________________ DATE__________

CLASS & SECTION: ______________________
1. Watch the video: To understand more the concepts of Masculinity and Femininity and how some
societies can be categorised as masculine or feminine watch this video of Geert Hofstede on
Masculinity versus Femininity, https://www.youtube.com/watch?v=QXK3Z88feXs
Please share and reflect on experiences of yours with different body languages depending on people's
gender, ethnic origin and cultural background (correction: up 800 to 1200 words, not characters).
Page 53 of 56
GCWORLD
IACD MOOC UNIT 16 ASSIGNMENT: DOING BUSINESS ETIQUETTE AND PROTOCOL
NAME: _______________________________ DATE__________

CLASS & SECTION: ______________________
ASSIGNMENT (UNIT 16)

You are looking for some investors for your new project and there is a very good chance to
present your ideas. You heard that world-renowned businessman – Mr. Smith from Great Britain in
Europe – is going to visit your city. He is known for his rich investments all over the world. Therefore,
you decide to meet him and check, whether he could be also your investor. Your assistant arranges
an appointment. Mr. Smith agrees to meet you and informs that he will be accompanied by a
person who knows well the topic you want to talk about – Professor Jones.
You are about to organise this business meeting at your office. You know Mr. Smith will come together
with Professor Jones, so you decide to ask one of your most experienced employees to join the
meeting and share some advice. And you have also this new guy in your company, he works here only
for a month now, but he looks like he knows what he's doing. You might also need his opinion during
this meeting. And definitely your assistant – no one takes notes as accurately as she does, she also has
to be there.
And there it's time for the meeting. There they come, Mr. Smith looks exactly like you imagined
him, but Professor Jones appears to be a woman. After a few words of greetings, both guests hand
you're their business cards. Then you all shall sit at the table. After a short small-talk, you can finally do
your business.
1) Seat your guest at the table. What will be the order of seating? Where should which person be
seated? (Correction: please answer up to 800 – 1200 words, not characters)
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GCWORLD
IACD MOOC UNIT 17 ASSIGNMENT: COMPARING BODY LANGUAGE AND GESTURES
NAME: _______________________________ DATE__________

CLASS & SECTION: ______________________
ASSIGNMENT (UNIT 17)
Self-Study
• Enjoy watching a Youtube video about body language and cultural gaffs beyond your borders
presented by Jody Olsen (available at https://www.youtube.com/watch?v=haohj1sVnyk)
• Think about body language and gestures that are specific for your cultural society. Are they
different or similar to the examples shown in the video? Can you give an example of a very
specific gesture commonly used by people in your environment. (Correction: please answer up
to 800 – 1200 words, not characters)
Page 56 of 56
SUMMATIVE ASSESSMENTS FOR CBL STUDENTS
(Alternative activity subject to change by individual GCWORLD instructor)
Note to CBL students: Please contact your GCWORLD instructor for these summative activities.
Midterm
I. Writing Q & A: Construct 40 questions with answers from units 1 – 12. Observe proper writing
conventions. Submit assignment during week 3.
10 Identification questions (Units 1-3)
10 True-false questions (Units 4- 6)
10 Multiple-choice questions (Units 7-9)
5 Why questions (Units 10-12)
5 How questions (Units 10-12)
***Do not copy questions from the MOOC's multiple-choice questions. Write your own.
Finals
I. Writing Q & A: Write 20 questions with answers from units 13 to 18. Submit assignment during
week 6.
10 Multiple-choice questions (Units 13-15)
10 Identification (Units 16-18)
II. Reflecting IACD MOOC experience

a) What learning unit did you enjoy the most? Why?
b) What new knowledge, skills and values did you acquire from the IACD MOOC?
c) Discuss the importance of intercultural awareness and global skills to your academic
discipline.
d) Which part of the IACD MOOC do you think needs to be improved? Why it needs
enhancement? What improvement do you suggest?

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COURSE LEARNING PACKETS TEMPLATE Document Code FM-STL-013

Saint Louis University Revision No. 01

THE CONTEMPORARY WORLD

Department of Political and Social Sciences

I. I. Course Title: The Contemporary World

II. Course Overview

Building on the teaching-learning demands of one of the required core courses

B. Course Learning Outcomes

C. Module and Unit Topics

Module 1: Globalization, Internationalization at home, and IACD MOOC

With the takeoff of globalization and rapid changes in information and

Course introduction: The Contemporary World --- Globalization and

Chapter 2: Culture and Cultural Theories

Chapter 3: European Cultural Identity and Diversity

Chapter 4: Intercultural Communication Skills

Chapter 5: Wrap-up and Summary

III. Course Study Guide

To accomplish the course activities independently, do the following guidelines:

III. Study Schedule

Week Topic Learning Outcomes Activities

Elaborate and Evaluate

Week 4 MIDTERM EXAM

Week 5-7 4. Identify the relevance of developing Engage, Explore, and

Elaborate and Evaluate

Week 7 FINAL EXAM

Midterms and Final Exams

Tentative Final Grade (TFG)

VI. Contact Information of the Facilitator

Carmelita B. Caramto Gabriel Paul K. Pinas

Geoffrey S. Kidlo Buddy M. Castillo, PhD

Ian S. Torres Rosalina P. Segundo, PhD

Christine Jay Z. Abordo

Maureen P. Pulido STELA DEAN'S OFFICE CONTACT NOS.:

Output Rationale Materials Specific Guidelines Evaluation Tool

*Unit 8 Reflection To develop Unit 8 of *To understand *Content &

Evaluate Answer To monitor IACD Answer teacher- *Check on the

on doing e, they will and be in a particular accurate &

*Unit 17 Essay paper To Unit 17 of *After watching *Content &

language intercultural videos beyond borders (comprehensive,

Evaluate Answer To monitor IACD Answer teacher- *Check on the

Culminating Intercultural To https://eras Craft a 2–3-minute Creativity and

COURSE LEARNING OUTCOMES

Insert related picture or quote here

This distance course introduces students to a non-traditional education through a

TABLE OF CONTENTS Page

Module 1: Globalization, Internationalization at Home &

Learning outcomes ……………………………………………………………………. 21

FRIENDS Intercultural Passport Registration and Login …………………………… 21

Instructions on How to Use the IACD MOOC ……………………………………… 25

IACD MOOC syllabus ……………………………………………………………………. 27

Digital Storytelling video………………………………………………..………………… 36

GCWORLD Weekly Overview……………………………………….…………………… 47

Assignment templates for units 2, 8, 16 & 17…………………………………………... 50

Summative assessment for CBL students ……………………………………………… 56

MODULE 1: Globalization, Internationalization at Home (IaH), and

Globalization in education is most apparent in the convergence of education

FRIENDS Intercultural Passport Registration and Login

INSTRUCTIONS ON HOW TO USE THE IACD-MOOC

ERASMUS+ PROGRAMME, KEY ACTION 2

CAPACITY BUILDING IN HIGHER EDUCATION

Furthering International Relations Capacities and Intercultural Engagement to Nurture

Intercultural Awareness and Cultural Diversity (IACD)

Chapter 1: Welcome to IACD MOOC

Chapter 2: What is culture? The concept of culture. Cultural theories Unit

Unit 8 Reflection To develop Unit 8 of To understand *Content &

Unit 17 Essay paper To Unit 17 of After watching *Content &

NAME: _____________________ DATE

NAME: _____________________ DATE

NAME: _____________________ DATE

NAME: _____________________ DATE