University of Mindanao: Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

Department of Arts and Social Sciences Education
Mabini Street, Tagum City

Telefax: (084) 655-9591
UNIVERSITY OF MINDANAO
Tagum College
Department of Arts & Sciences Education

Language Discipline
Physically Distanced but Academically Engaged
Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)
Course/Subject: GE 2- Purposive Communication with Interactive

Learning
Name of Teacher: ________________________________
THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
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SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For

Online Blended Delivery (OBD) and Distance Education Delivery (DED) During
the Quarantine/Lockdown Period
I. Rationale
The University of Mindanao is fully committed to cater to the different needs of

its students in terms of alternative modes of instructional delivery. In order to serve the
purpose of alternative modes of delivery, a Self-Directed Learning (SDL) program is
developed through Self-Instructional Manuals (SIM). In fact, the development of
SIM/SDL for the online and blended learning alternative modes is already in the
University’s pipeline for academic year 2020-2021. Prior to the development of these
manuals, the University has already instituted industry-leading academic innovations
and initiatives for outcome-based education such as the Student Portal; online student
consultation program; Student Advising Program (SAP); Outcomes Assessment
Threshold (OATH program); various interactive learning resources; and the
subscription use of the BlackBoard Open as the official learning management system
(LMS) for virtual/online classes to further enhance the quality of teaching and learning
experiences of students.
With the ongoing COVID-19 pandemic which has resulted in massive social and
physical distancing, prohibition of mass gatherings, suspension of classes and
extended community quarantine/lockdown, there is a need to fast-track the
development of the SIM/SDL manuals to respond to the segmentized and unique
instructional needs of students.
The University is fully aware of the drawbacks and limitations of the online
blended teaching modes using self-instructional manuals particularly for laboratory
and practicum courses, competency appraisal courses, undergraduate research
courses, and a host of demonstration courses, not to mention the lack or poor internet
connections among the faculty and students. But with the quality assurance
procedures and academic innovations in place, the institution is confident that the
same quality of teaching and learning will be enjoyed by the students.
II. Objectives
1. The SIM/SDL Manual aims to provide the guidelines for instructional development
by the teachers and directed learning by the students; and
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2. The SIM/SDL Manual aims to provide avenues for innovative and flexible
alternative modes of delivery in response to the quarantine/lockdown
requirements.
III. Definition of Terms
(1) Self-Instructional Manual (SIM) refers to the teachers’ manual that consists of all
instructional contents and activities necessary for students’ learning. SIMs come
from the context of teachers; SIMs are conceptualized, designed, developed,
monitored and evaluation by the teachers.
(2) Self-Directed Learning (SDL) refers to the learning processes of the students. It is
self-directed because the students manage their own learning. It is directed
learning because the students follow the instructions provided in the SIMs. SDL
comes from the context of students and is intended for the students.
(3) Online Learning refers to the virtual class through the Blackboard (BB) Learning
Management System (LMS). Online learning requires computer hardware and
internet connection at home.
(4) Blended Learning refers to the combination of online learning and on-campus/on-
site learning (face to face). The SIMs shall provide the distribution of instructions
and activities done online and done on-campus/on-site.
(5) Distance Education refers to off-campus learning, which can be done with or
without online learning. It is a modular and seminar type of instructional delivery
that requires the use of traditional contact and social media platforms combined
with on-campus/onsite learning (face-to-face). The SIMs shall provide the
distribution of instructions and activities for distance education mode.
(6) Traditional contact refers to faculty and student interaction via cellphone/telephone
for communication and SMS.
(7) Social media platforms refer to email, Private Messenger, Facebook, Viber,
WhatsApp, Line, Zoom and other similar applications.
IV. Delivery Implementation Guidelines
There are 2 modes to implement the alternative delivery of instructions, with

their corresponding general guidelines: Online Blended Delivery (OBD) and Distance
Education Delivery (DED). Students can choose to enroll in OBD or DED, whichever
suits their needs and contexts as long as they meet the requirements of what they
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choose. OBD and DED courses shall continue to be based on the appropriate course
syllabi in terms of learning outcomes, content and coverage.
A. Online Blended Delivery (OBD)
(1) OBD courses and classes shall be offered during the quarantine/lockdown period.
For Summer Classes and Semestral Classes determined by the University, the
online component shall be held for the entire Summer and Semestral periods and
the on-campus/onsite component can be conducted anytime on the last week,
where the quarantine/lockdown period shall be slowly lifted and allows resumption
of classes. In the event that the quarantine/lockdown period is neither lifted nor
eased off, proper instructions shall be given for flexible arrangements. What is
important is for one 3-unit course/subject to meet the 54-hours class requirement.
(2) The on-campus/onsite component shall be conducted in 2 days – one whole day
for review and synthesis, and another one whole day for final examinations. The
review and examination schedules shall be determined and announced in the
proper time depending on the quarantine/lockdown conditions.
(3) The faculty who will teach/handle an OBD course is required to have and use their
computer hardware and internet connection at home. The faculty in charge of a
course shall design the SIM and deploy in the BlackBoard LMS after the review
and approval by the Program Head and the Dean.
(4) The students who wish to enroll in OBD course are required to have and use their
own computer hardware and internet connection at home. After receiving the
course SIM, the students shall follow the instructions and activities as provided and
shall proceed their paced learning through SDL.
(5) Both the faculty and students under the OBD mode need to use their umindanao
email account and BlackBoard LMS account to access the BlackBoard LMS
virtual/online classes.
(6) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(7) A separate Blackboard LMS manual shall be given to the faculty for the use of the
Blackboard LMS program. The faculty shall be in charge of giving instructions to
the students on how to use the Blackboard LMS virtual class.
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B. Distance Education Delivery (DED)
(1) DED courses shall be offered with caution by the University, taking into
consideration the quarantine/lockdown prohibitions as well as quality delivery. The
University may opt to limit the offering of DED courses for reasons of instructional
delivery and logistical constraints.
(2) Depending on the available DED courses, the students can choose the DED mode
if they do not have computer hardware and internet connection at home, and thus
they do not have access to the BlackBoard LMS.
(3) The students can claim their course manual or course SIM from the University
(home college) and follow instructions for paced learning for SDL. If prohibited by
the quarantine/lockdown orders, the University through the Admissions Office shall
send the course manual/SIM to the students by courier.
(4) For safety and security, SIMs and all its lecture and reading materials, need to be
converted to PDF files before distribution to enrolled students.
(5) Faculty and student interactions in DED mode can be supplemented by traditional
contact and social media platforms, depending on what is available for both
teachers and students.
(6) Deadlines and submission of requirements can be arranged with flexibility: by

email, by courier if reliable or by personal submission (on-campus/onsite) if
allowed. The faculty in-charge shall design specific instructional delivery
requirements appropriate for DED mode.
(7) Final examinations in DED mode shall be done on-campus/onsite. Schedules shall
be determined and announced depending on the quarantine/lockdown conditions.
V. Components of the SIM
The course manual or SIM which shall be designed by the faculty and used by the
students for their SDL shall contain the following components or parts:
Part 1. Quality Assurance Policies and Course Outline Policies

Part 2. Instruction Delivery
Under the Instruction Delivery are the following parts:

(a) Unit Learning Outcomes (Big Picture)
(b) Course Outcomes (Chunks)
(c) Course Facilitator (Faculty/Teacher/Course Coordinator)
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(d) Facilitator’s Voice (Coordinator’s Voice)

(e) Metalanguage
(f) Essential Knowledge (Concepts, theories, lessons, computations)
(g) Self-Help
(h) Let’s Check (Activities/Exercises)
(i) Let’s Analyze (Activities/Exercises)
(j) Nutshell
(k) Q&A List
(l) Keywords Index
Part 3. Course Schedules – daily and weekly programming of all lectures, activities
and requirements stipulated in Essential Knowledge, Let’s Check, and Let’s Analyze
portions.
The Online Code of Conduct, as provided herein as part of the guidelines, shall
be incorporated as part of the SIM/SDL manuals. This is to ensure that all
faculty/Course Facilitators and students are made aware of their agreement,
adherence and observance of professional conduct in OBD and DED courses.
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Table of Contents
Page
Part 1. Quality Assurance Policies and Course Outline Policies ................... 1

Part 2. Instruction Delivery
Unit Learning Outcomes (ULO) .............................................................. 5
Course Coordinator’s Voice ......................................................................... 6
Course Outcomes .................................................................................... 6
Week 1-3
ULO a............................................................................................................7
Metalanguage .................................................................................... 7
Essential Knowledge ......................................................................... 7
Self-Help ............................................................................................... 9
Let’s Check ............................................................................................... 10
Let’s Analyze .................................................................................... 11
Nutshell ............................................................................................... 13
Q&A List ............................................................................................... 13
Keywords Index .................................................................................... 14
ULO b ......................................................................................................... 14
Metalanguage .................................................................................... 14
Self-Help ............................................................................................... 18
Let’s Check ............................................................................................... 18
Let’s Analyze .................................................................................... 19
Nutshell ............................................................................................... 21
Q&A List ............................................................................................... 21
Keywords Index .................................................................................... 22
ULO c ......................................................................................................... 22
Metalanguage .................................................................................... 22
Self-Help ............................................................................................... 27
Let’s Check ............................................................................................... 28
Let’s Analyze .................................................................................... 29
Nutshell ............................................................................................... 31
Q&A List ............................................................................................... 31
Keywords Index .................................................................................... 32
Week 4-5
ULO a ......................................................................................................... 32
Metalanguage .................................................................................... 32
Self-Help ............................................................................................... 37
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Let’s Check ............................................................................................... 37

Let’s Analyze .................................................................................... 39
Nutshell ............................................................................................... 39
Q&A List ............................................................................................... 40
Keywords Index .................................................................................... 40
ULO b ......................................................................................................... 41
Metalanguage .................................................................................... 41
Self-Help ............................................................................................... 42
Let’s Check ............................................................................................... 43
Let’s Analyze .................................................................................... 43
Nutshell ............................................................................................... 45
Q&A List ............................................................................................... 45
Keywords Index .................................................................................... 46
Week 6-7
ULO a ......................................................................................................... 47
Metalanguage .................................................................................... 47
Self-Help ............................................................................................... 52
Let’s Check ............................................................................................... 52
Let’s Analyze .................................................................................... 53
Nutshell ............................................................................................... 54
Q&A List ............................................................................................... 55
Keywords Index .................................................................................... 55
ULO b ......................................................................................................... 55
Metalanguage .................................................................................... 55
Self-Help ............................................................................................... 62
Let’s Check ............................................................................................... 62
Let’s Analyze .................................................................................... 63
Nutshell ............................................................................................... 67
Q&A List ............................................................................................... 67
Keywords Index .................................................................................... 68
Week 8-11
ULO a ......................................................................................................... 68
Metalanguage .................................................................................... 68
Self-Help ............................................................................................... 71
Let’s Check ............................................................................................... 71
Let’s Analyze .................................................................................... 72
Nutshell ............................................................................................... 74
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Q&A List ............................................................................................... 74

Keywords Index .................................................................................... 74
ULO b ......................................................................................................... 75
Metalanguage .................................................................................... 75
Self-Help ............................................................................................... 79
Let’s Check ............................................................................................... 80
Let’s Analyze .................................................................................... 81
Nutshell ............................................................................................... 81
Q&A List ............................................................................................... 81
Keywords Index .................................................................................... 82
Week 12-14
ULO a ......................................................................................................... 82
Metalanguage .................................................................................... 82
Self-Help ............................................................................................... 88
Let’s Check ............................................................................................... 88
Let’s Analyze .................................................................................... 89
Nutshell ............................................................................................... 90
Q&A List ............................................................................................... 90
Keywords Index .................................................................................... 91
ULO b ......................................................................................................... 91
Metalanguage .................................................................................... 91
Self-Help ............................................................................................... 97
Let’s Check ............................................................................................... 98
Let’s Analyze .................................................................................... 99
Nutshell ............................................................................................... 100
Q&A List ............................................................................................... 100
Keywords Index .................................................................................... 101
Week 15-16
ULO a ......................................................................................................... 101
Metalanguage .................................................................................... 101
Self-Help ............................................................................................... 104
Let’s Check ............................................................................................... 105
Let’s Analyze .................................................................................... 105
Nutshell ............................................................................................... 106
Q&A List ............................................................................................... 106
Keywords Index .................................................................................... 107
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ULO b ......................................................................................................... 107

Metalanguage .................................................................................... 107
Self-Help ............................................................................................... 112
Let’s Check ............................................................................................... 112
Let’s Analyze .................................................................................... 113
Nutshell ............................................................................................... 114
Q&A List ............................................................................................... 114
Keywords Index .................................................................................... 115
Week 17-18
ULO a ......................................................................................................... 115
Metalanguage .................................................................................... 115
Let’s Check ............................................................................................... 112
Continuation of Chapter 11: Week 19-20

ULO a ......................................................................................................... 123
Metalanguage .................................................................................... 123
Self-Help ............................................................................................... 134
Let’s Check ............................................................................................... 134
Let’s Analyze .................................................................................... 138
Nutshell ............................................................................................... 147
Q&A List ............................................................................................... 147
Keywords Index .................................................................................... 148
Part 3. Course Schedule .................................................................................... 149
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PART 1: QUALITY ASSURANCE POLICIES

This is the first part of the manual which explicitly reflects the quality assurance
procedures unique to this course. These include the attendance requirements (face to
face or virtual), schedule of examination, submission and return of assessment papers,
schedule and extension of deadlines, appeal on the grades, penalties, communication
and special learning needs of students. Also included in this section are the contact details
of the Dean, Program Head, Faculty or Course Facilitator, Guidance Facilitator, Librarian,
and Help Desks to promptly respond to your needs.
Course Outline: GE 2- Purposive Communication with

Interactive Learning
Course Coordinators: MADILYN C. ONDOY, PhD/HENRY C. LIGAN, PhD

Email: madilyn037@gmail.com/henrichlogan@yahoo.com
Student Consultation: By appointment
Mobile: 09393406029/09497861849
Effectivity Date: June 2020
Mode of Delivery: Blended Learning
Time Frame: 54 hours
Student Workload: Expected Self Directed Learning
Requisites: None
Credit: 3 units
Attendance Requirements: A minimum of 95% attendance is required at all scheduled
Virtual or face to face sessions
Course Outline Policy

Areas of Concern Details
Contact and Non- Contact Hours This 3-unit course self-instructional
manual is designed for distance education
mode of instructional delivery, i.e. online
sessions through the LMS and the 2-days
on- campus/onsite face-to-face review
and final examination. The expected
number of hours will be 6 hours per week
(1 Term) including review and examination
days. The face to face sessions shall
include the summative assessment tasks
(exams).
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Assessment Task Submission Submission of assessment tasks shall be

on 3rd, 5th, 7th and 9th week of the
summer/term class. The assessment
paper shall be attached with a cover page
indicating the following:
i. Title of the assessment task,

ii. Name of the course coordinator,
iii. Date of submission, and
iv. Name of the student.
The document should be sent via Quipper

portal. You are also expected that you
already paid your tuition and other fees
before the submission of the assessment
task. For students who have difficulty in
submitting via Quipper or any prescribed
learning management system platform
portal due to connection interruption, they
may send the document via email or
private messenger; on on-site upon
schedule.
Turnitin Submission To ensure honesty and authenticity, all
(if necessary) assessment tasks are required to be
submitted through Turnitin with a
maximum similarity index of 30% allowed.
This means that if your paper goes beyond
30%, the students will either opt to redo
her/his paper or explain in writing
addressed to the Course Facilitator the
reasons for the similarity.
In addition, if the paper has reached more

than 30% similarity index, the student may
be called for a disciplinary action in
accordance with the University’s OPM on
Intellectual and Academic Honesty.
Please note that academic dishonesty

such as cheating and commissioning
other students or people to complete the
task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item
Assignment/Assessment submitted after the designated time on the
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due date, without an approved extension

of time, will be reduced by 5% of the
possible maximum score for that
assessment item for each day or part day
that the assessment item is late.
However, if the late submission of

assessment paper has a valid reason, a
letter of explanation should be submitted
and approved by the course coordinator. If
necessary, you will also be required to
present/attach evidences.
Return of Assignments/ Assessments Assessment tasks will be returned to you
two (2) weeks after the submission. This
will be returned by email or via Quipper
portal.
For group assessment tasks, the course

coordinator will require some or few of the
students for online or virtual sessions to
ask clarificatory questions to validate the
originality of the assessment task
submitted and to ensure that all the group
members are involved.
Assignment Resubmission You should request in writing addressed to
the course coordinator your intention to
resubmit an assessment task. The
resubmission is premised on the student’s
failure to comply with the similarity index
and other reasonable grounds such as
academic literacy standards or other
reasonable circumstances e.g. illness,
accidents financial constraints.
Re-marking of Assessment Papers and You should request in writing addressed to
Appeal the program coordinator your intention to
appeal or contest the score given to an
assessment task. The letter should
explicitly explain the reasons/points to
contest the grade. The program
coordinator shall communicate with the
students on the approval and disapproval
of the request.
If disapproved by the course coordinator,

you can elevate your case to the program
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head or the dean with the original letter of

request. The final decision will come from
the dean of the college.
Grading System All culled from Quipper sessions and
traditional contact course
discussions/exercises – 40%
1st-7th Exam – 30%
All culled from on-campus/onsite sessions

(TBA):
Final exam – 40%
Submission of the final grades shall follow

the usual University system and
procedures.
Preferred Referencing Style Depends on the discipline; if uncertain or
inadequate, use the general practice of
the APA 6th Edition.
Student Communication All communication formats: chat,
submission of assessment tasks, requests
etc. shall be through the portal and other
university recognized platforms.
You can also meet the course coordinator
in person through the scheduled face to
face sessions to raise your issues and
concerns.
For students who have not created their
student email, please contact the course
coordinator or program head.
Contact Details of the Dean GINA FE G. ISRAEL, EdD
Dean of College
0909-994-2314/0915-832-5092
deansofficetagum@umindanao.edu.ph
Contact Details of the Program Head Prof. Lovely Mae R. Prieto
Email:
lovelymaeprieto@umindanao.edu.ph
Phone: 09771712622/09995520303
Students with Special Needs Students with special needs shall
communicate with the course coordinator
about the nature of his or her special
needs. Depending on the nature of the
need, the course coordinator with the
approval of the program coordinator may
provide alternative assessment tasks or
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extension of the deadline of submission of

assessment tasks. However, the
alternative assessment tasks should still
be in the service of achieving the desired
course learning outcomes.
Library Contact Details Claire Donayre (Chief Librarian)
Email: cvrdonayre@gmail.com/
lictagum@umindanao.edu.ph
Phone: 0927-395-1639
Well-being Welfare Support Ms. Rochen Yntig (GSTC-Head)
Held Desk Contact Details Email: chenny.yntig@gmail.com
Contact Number: 09771712622
Course Information see/download course syllabus in the Quipper Portal
PART 2. INSTRUCTION DELIVERY

In this part, you can see the overall overview of this subject through the Unit
Learning Outcomes. See the table below.
ULO: At the end of the unit, you are

Week Coverage Exam
expected to:
a. acquaint with university vision, mission,
values and hymn.
Orientation and b. explain the essence of communication
1-3 1st Exam
Chapter 1 in forming knowledge.
c. discuss the implications of globalization
to communication.
a. analyze the function of communication
in local and global communication in
cross/multi-cultural settings.
4-5 Chapter 2 and 3 2nd Exam
b. identify the elements of verbal and non-
verbal communication in cross/multi-
cultural settings.
a. analyze varieties and registers of
6-7 Chapters 4 and 5 spoken and written language. 3rd Exam
b. evaluate messages and images.
a. explain how sign language aids
communication.
8-11 Chapter 6 4th Exam
b. discuss how technological tools help in
communication.
a. perform the different types of speeches
12-14 Chapters 7-8 5th Exam
eloquently.
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b. deliver a speech using audio-visual

aids
a. determine the general categories of
office communication
15-16 Chapters 9-10 b. Write minutes of the meeting, business 6th Exam
letters, and other communication
materials accurately.
Half of Chapter 11 a. Critique a research paper based on
Definition of diction, unity, and paragraph
17-18 Research – Time development. 7th Exam
Saving Tips to Do
Research
Half of Chapter 11 a. Cite sources or references
Time-Saving tips to appropriately using the APA format
19-20 Do Research – 8th Exam
Research Proposal
Outline
CC’s Voice: Hello there! Welcome to this course, GE 2-Purposive Communication

with Interactive Learning. This subject will enable you to develop your
communicative competence and enhances your cultural and intercultural
awareness through multi-modal tasks that will provide you engaging opportunities
to enhance communications skills effectively and appropriately to a multi-cultural
audience in a local and global context. As such, you are also expected to develop
critical thinking in evaluating messages and images for responsible communicative
abilities. Don’t be afraid to share your insights in this subject. Reassuring you that
we will get along thru online learning. Stay connected, have fun and let’s celebrate
learnings together!
CO: This course is intended to develop an advance knowledge, skills, and insights
that you will gain from this course that could be used on your other academic
endeavors. In addition, this will help you in your chosen discipline, and to your future
career as you compose and produce relevant oral, written, audio-visual and or web-
based output for various purposes. Have a fruitful, meaningful and vivid learning
experience.
LET’S BEGIN!
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Big Picture
Week 1-3: UNIT LEARNING OUTCOME (ULO)

At the end of the unit, you are expected to:
a. acquaint with university vision, mission, values and hymn.

b. explain the essence of communication in forming knowledge.
c. discuss the implications of globalization to communication.
Big Picture in Focus: ULO a. Acquaint with university vision, mission, values
and hymn.
Metalanguage
In this section, the most essential terms relevant to the study of university vision, mission,
values and hymn are operationally defined to establish a common frame of reference as
to how the course work in your chosen field or career. You will encounter these terms as
we go through the university policies and procedures. Please refer to these definitions in
case you will encounter difficulty in understanding specific terms.
1. Policy. Refers to a course or principle of action adopted or proposed by a government,

party, business, institution or individual.
Essential Knowledge
To understand better about university vision, mission, values and hymn the
following terms/concepts are discussed and defined. This will give you ideas about
the important things that you really need to know as you get engage yourself in
this institution.
1. The University of Mindanao Vision, Mission and Values
Vision
By 2022, a globally recognized institution providing quality,

affordable and open education.
Mission
To provide a dynamic and supportive academic environment

through the highest standard of instruction, research and extension
in a non-sectarian institution committed to democratizing access to
education.
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Core Values
Excellence
We are committed to world-class customer service and quality as we excel for the mutual
success of our stakeholders. We ensure that our product and services are on par with
the global standards to ensure its responsiveness and impact on our stakeholders and
the community and country in general.
Honesty and Integrity
Our organization establishes utmost trust and ensures transparency in dealing with our
stakeholders. We practice accountability in all our undertakings especially those that
involve our stakeholders. Professionalism is at the core of our thrusts as an academic
institution.
Innovation
We always think outside the box to be of prime service to our stakeholders. We do this
by continuously introducing new programs as value added benefits to our clients.
Teamwork
We believe in the concept that "the whole is greater than the sum of its parts." We value
the collective effort of every stakeholder through synergy, cooperation, collaboration,
and 'esprit de corps' as it is integral to the success of the institution.
2. The UM Logo
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The University of Mindanao and the year it was founded, 1946 are inscribed on top and
below, respectively inside an outer circle edged with waves. The inner circle has the Latin
words, "Vincit Omnia Veritas, "meaning Truth Conquers All. Over it is two (2) laurel leaf
branches symbolizing honor and achievement, framing a vinta on wavy sea, whose giant
sail has the initials of UM, with the horizon behind. This conveys the message "Sail On"
or "Move On." In the sky above the horizon are five (5) stars representing the heavenly
bodies that influence the destiny of the youth, Hope of the Fatherland.
3. The University Songs
University of Mindanao Hymn UM LOYALTY MARCH
Glory to UM, Light of the Southern With loyal hearts and purpose true
Skies And with a spirit ever new we sing
Guide to the thousands who’ve to thee
come to thy halls. In joyous harmony we lift our
Seeking the wisdom, the voices clear to thee
knowledge thou hast to offer Our Alma Mater dear.
To young and seasoned alike.
Ever with faith in thee, we’ll never
cease to see UM beloved to thee, we pledge our
That thy name shall always ring loyalty
with glory. We’ll strive to live up to thy name
Honor to UM, our Alma Mater dear Thy honor is our aim.
UNIVERSITY OF MINDANAO Through honor is our aim.
Though we will wander far and
Tanglaw ka UM sa timog wide
Mindanao We’ll cherish thee with pride
Gabay ka sa aming mga kabataan Thy noble aims and spirit bright
Hanap namin ay talino’t Our guiding light.
karunungan
Sa iyo ay makakamtan
Pananalig sa iyo ay di magbabago
Mamahalin naming lagi pangalan
mo.
Dakilang UM ang Alma Mater ko
UNIBERSIDAD NG MINDANAO
Self-Help: You can also refer to the sources below to help you further
understand the lesson:
University of Mindanao Student Handbook, 2018
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Let’s Check!
Activity 1. Clear the cobwebs. There are 28 letters in the Filipino Alphabet. Each letter
has a corresponding numbers from 1 to 28. I want you to decode each word below by
identifying the letter that corresponds to the numbers in each item.
1. ____ ____ ____ ____ ____ ____ ____ ____ ____

3 17 13 13 9 22 22 5 4
2. ____ ____ ____ ____ ____ ____ ____

19 23 1 12 9 22 27
3. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
20 5 21 18 17 14 21 9 24 5 14 5 21 21
4. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
22 20 1 14 21 18 1 20 5 14 3 27
5. ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
18 20 17 6 21 21 9 17 14 1 12 21 13
Activity 2. Word Network. After you decode the words in the first activity. Create a
sentence utilizing those words that will reflect how important vision, mission and values
as a student in this institution. You may add articles, adjectives, etc. for as long as you
use all the words in the first activity.
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LET’S ANALYZE!
Activity 1. Explain the relevance of vision, mission and values of the university to your
life as a student. Your answer must be composed of 2 paragraphs. Refer to the rubric
below.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Activity 2. Visualize your life 5 years from now. Draw the visualization of yourself inside
the box. Your illustration must show the characterization of the core values of UM.
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In a NUTSHELL! In this section you will provide the very gist of the unit that you have
learned.
___________________________________________________________
List down 5 words that you have liked most in our first ULO, afterwards explain how these
words affect your motivation to learn.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Questions & Answer List: In this part, you are encourage to write questions about the
___________________________________________________________
topic. You may communicate these questions to your instructor/professor through
Quipper or any prescribed social media platform. After you get the answers you may jot
___________________________________________________________
it down in the table below. This is to bridge the gap of learning between vague concepts
___________________________________________________________
and your prior knowledge.
___________________________________________________________
Do you have any question or clarification?
___________________________________________________________
Questions/Issues Answers
___________________________________________________________
1.
___________________________________________________________
2.
___________________________________________________________
___________________________________________________________
3.
___________________________________________________________
___________________________________________________
4.
5.
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KEYWORDS INDEX
word-class transparency responsiveness innovation
committed accountability excellence honesty
quality standards teamwork integrity
Big Picture in Focus: ULO b. Explain the essence of communication in forming

knowledge.
Metalanguage
In this section, the most essential terms relevant to the study of the essence of
communication operationally defined to establish a common frame of reference as to how
the texts work in your chosen field or career. You will encounter these terms as we go
through the study of the essence of communication. Please refer to these definitions in
case you will encounter difficulty in understanding specific terms.
1. Communication. Considered as the act of conveying meanings by the use of mutually

recognized signs, symbols, and semiotic rules from one person or party to another.
Essential Knowledge
To understand better about essence of communication the following
terms/concepts are discussed and defined. This will give you ideas about the
important things that you really need to know as you get engage yourself in this
chapter.
Chapter One: The essence of communication
What if man is not endowed with communication skills?

Will humans be able to gain knowledge?
Will man be able to control and manipulate his environment?
Will the ‘homo sapiens’ be considered the superior race?
Perhaps the resounding answer is NO.
• Knowledge is thought to be synonymous with power: but knowledge can

only be conveyed through communication.
• Knowledge is difficult to communicate without contact. Man does not get
knowledge without contact. Man would be made worthless, without
knowledge.
• So contact seemed as important as the air we breathe, the food we
consume and the water we drink. Communication means the human race
continuing.
• Communication is the Intelligence 'sine qua non.' When one is interested in
understanding, he will communicate. If one wants to be successful, then he
needs to be a good communicator.
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The Elements of Communication

Communication is composed of five elements: 1) the sender, 2) the message, 3)
the channel, 4) the receiver and 5) feedback.
1. The Sender
The sender is the first aspect of communication, the root of communication
success is important in that he / she is the message source. A successful 'sender'
should be efficient in formulating his message, be it in verbal (speaking) or non-
verbal (written, signals, body movements) form. A good 'sender' should however
be able to know and understand the medium in which he / she could send the
message. A good 'sender' should be able to study like a medium through which
he/she could use the message to deliver. A strong 'sender' will recognize and know
the receiver of his message.
2. The Message
What are the characteristics of a good message? A good message must be readily
grasped; a positive message should be clear. It should be descriptive, that is, it
should be distinctive and definite. A definite or defining message is one free of any
doubt.
3. The Channel
What qualities does a strong channel have? A good channel is one which could
simply, reliably and effectively communicate the message. The channel should be
able to relay the message accurately/exactly-no less or more
4. The Receiver
What are the attributes of a good receiver? A good receiver is someone who is a
good listener, who could comprehend the message accurately and one who is free
from any emotional or psychological baggage that could affect the accuracy of the
message.
5. The feedback
Feedback is the response to the message given by the reviewer. What are the
qualities of a good feedback? A good feedback is given on time, as quickly as
possible after the message has been received. Feedback should not only be
timely, it should also be responsible, meaning, the person giving the feedback
should be accountable/answerable to give his/her response accurately and on
time.
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https://ecampusontario.pressbooks.pub/app/uploads/sites/205/2018/05/image1.png
The Ethics of Communication
Successful communication requires certain ethical rules for a communicator to

follow. Andrew button (https:/ /biz. fluent. com. /info, retrieved February 20, 2018)
suggests for basic rules to observe:
1. Honesty;
2. Openness to other views;
3. Commitment, and
4. Consensus building.
1. Honesty. This quality is very important for successful communication. Webster

described honesty as being true behavior, quality or state. Perhaps there may be
occasions where an individual might be compelled to lie, such as misleading an
adversary in a war that demands crucial details about where friendly forces are
located. Button takes the view that integrity is more than just not lying, it's
transparent and it gives whatever knowledge you have, even if it puts your own
short-term interests at stake.
When a foreign television newscaster commented on the shortage of government

services in a city ravaged by a typhoon, he put his safety at risk and was personally
ostracized for his report. Communication integrity is important, since it is tied to
trust. And in an environment of authenticity will confidence in communication
flourish.
2. Openness to Other Views. One key factor for good communication is your
ability to be open to viewpoints that vary or even go against your ideas. An
environment where people are not free to express their ideas is not an ethical
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environment, particularly if these may be unpopular. The free flow of information is

vital for organizational and country welfare and growth in this matter.
3. Commitment. Webster provides a fascinating concept of loyalty, i.e., being

bound emotionally / intellectually committed to a course of action or to someone
else. Commitment is a pledge or agreement to do something. It is often a condition
of being committed or engaged. In communication one is bound by a variety of
obligations or promises: to be honest or truthful, to be sincere in what you say or
write. False news, instead, is a major NO in communication.
4. Build Consensus. Consensus is a general agreement among the members of

a given group or community, each of which exercises some discretion in decision-
making.
The story of the buffaloes and the tiger, gives us a clear example of the benefit of
consensus. When the buffaloes were united against the tiger, which attack them
frequently, the tiger was no match to the strong team of buffaloes, thus did not
succeed in eating them.
But one day, the buffaloes fought against each other and became dis-united, thus
they were easily defeated by the tiger, and was eaten one after the other.
Ethical communication should lead to consensus. Communication should promote

unity. Hence it is the responsibility or must be the commitment of the sender of the
communication to ensure that his message would promote agreement
(consensus), harmony and unity.
Principles of Communication
To be effective, a communicator should be able to use some fundamental
assumptions or rules. This assumptions or rules are called principles. At least five
basic principles could be utilized to make communication successful, they are the
following:
1. Relevance. An important consideration in sending your message is the value of

relevance of your message to your receiver. Thus, foremost, a speaker of a writer
should ask him/herself the following questions: What is the value of my message
to my receiver? Will my message appeal to the interest of my receiver? Will my
message add value to my receiver or to the company of my receiver?
2. Be Positive. Formulate you message with an open and positive attitude. It is an
accepted rule in physics that an action requires an equal amount of reaction. It is
believed that if a speaker or a writer has a positive attitude then his message would
be received positively by the audience/reader.
3. Choose the Best Medium. An equally important principle in communication is

the medium, the means that a speaker or a writer use, as channel of
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communication. It is advisable that the speaker or the writer utilize effective

communication systems to drive through the message. Nowadays, it is said that
the attention span of people is shorter, thus the need to maximize their attention
as longer as you can to drive through the message.
Gone are the days when the longer you speech or your letter, the more impressive
they are. Because of the short attention span of people, the speaker or the writer
has to make use of tools, which could catch their attention. So a speaker or writer
must be able to maximize to use audio-visual presentations, charts and graphs.
4. Study your Audience. It is must that a speaker or writer knows the audience
or reader. Thus, the speaker or writer should study the socio-economic profile, the
interests, and the inspirations of his/her audience/reader; more importantly, what
appeals to them. If your audience/reader is politically inclined, then talk of
something related to current political issues.
5. Be Enthusiastic. Enthusiasm is a very important quality of a speaker or writer.

It is defined as divine inspiration or frenzy. Simply said enthusiasm is the intensity
of feeling, excitement interest or eagerness.
6. Maintain an Intense Focus. To be effective, a speaker or writer should be fired

with intense feeling or be passionate. Webster believes that the sender of the
communication should be given to a strong feeling, sometimes even romantic
and/or sexual.
Castigador, A. C. (2019). Speak and write for a purpose. ACC Book

Publishing. Cavite, Philippines
Let’s Check!
Activity 1.
1. Drawing from what you have learned from the elements of communication.
2. Then recall a very interesting conversation experience you had with a friend.
3. Recall how the conversation started; how it progressed and how it ended.
4. Then, prepare a flow chart or framework to illustrate the flow of communication
from you as the sender, to your friend as the receiver, and back to you as feedback.
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Activity 2. Identify the following. Write the answer on the blank provided.
____________1. This refers to the response of the message given by the reviewer.
____________2. This is the first aspect of communication, also considered as the root
of communication.
____________3. The ability to be open and acknowledge other viewpoints that vary or
even go against your ideas.
____________4. Defined as divine inspiration or frenzy to intensify the feelings and
emotions of the audience.
____________5. A pledge or agreement to do something.
LET’S ANALYZE!
Activity 1. Quote Analysis. Explain the message of the quote below about how
communication aids the knowledge between confusion and clarity in 2 paragraphs. Refer
to the rubrics on the next page.
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
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learned.
Democratic Points: You are going to jot down the things that you have learned in bullet
form. You may express it in sentence or in phrase.
✓ __________________________________________________________________
✓ __________________________________________________________________
✓ __________________________________________________________________
✓ __________________________________________________________________
✓ __________________________________________________________________

1.
2.
3.
4.
5.
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KEYWORDS INDEX
essence audience relevance ethics
communication commitment commitment channel
knowledge consensus viewpoint feedback
Big Picture in Focus: ULO c. Discuss the implications of globalization to

communication.
Metalanguage
In this section, the most essential terms relevant to the study of implications of
globalization to communication is operationally defined to establish a common frame of
reference as to how the texts work in your chosen field or career. You will encounter these
terms as we go through the study of different types of knowledge. Please refer to these
definitions in case you will encounter difficulty in understanding specific terms.
1. Globalization. Globalization is the term used to describe the growing interdependence

of the economies, societies, and populations of the world, brought on by cross-border
trade in products and services, technology, and investment, citizens, and knowledge
flows.
2. Implication. The inference that may be drawn from something, even if it is not explicitly
stated.
Essential Knowledge
To understand better about the implications of globalization to communication the
following terms will be used. This will give you ideas about the important things
that you really need to know as you get engage yourself in this chapter.
Implications of Globalization to Communication
Communication competence in one factor in the success of in individual,

including success in business. However, globalization has created a big impact in
dramatic ways on the way people communicate. Part of this global development is
the advent of the fourth industrial revolution, which brought about massive
developments in information technology, including artificial intelligence.
Nowadays, one needs not fly to other countries to conduct meetings. It is

now possible to do teleconferencing. Moreover, one can communicate via email,
Skype, Viber, Facebook, Instagram, and twitter, etc. and study via learning
managements systems. These developments also entail changes in the way we
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communicate, although the same ethical considerations and principles would hold
true.
1. Virtual interactions. Because of globalization, virtual communication has
become in vogue, thus has accelerated the flow of communication in exponential
terms. Around ten or so years ago, one has to make an overseas call to
communicate with a friend or relative in a foreign country. Nowadays, through the
use of the internet and modern gadgets, communicating to any part of the world
has become as easy as the click of a finger.
2. Information highway. The channel of communication has become doubly
efficient brought about by the availability or numerous service providers offering
internet, cable TV and mobile telephone facilities.
3. Business Transaction. The speed and efficiency communication entails new
approaches to transact business around the globe. Traveling to another country to
transact business could be foregone in lieu of internet facilities, a number of them
for free.
One can do teleconferencing with a business partner abroad, without spending

much for travel. Thus, promotions, marketing and selling products across the globe
has become easy and very quick because of virtual communication, moreover,
because of the availability of quick communication facilities, information flow has
been significantly facilitated and decision-making has become faster
4. Social Media Power. One effect of globalization is the prevalence of social

media networks, resulting in social awareness of people in a global sense. The
advent of advanced communication technology promoted the ‘Massification’ of
information, views, research studies, opinions, and prototypes. Where before
society is fragmented because of geographic separation, now a global society has
become a reality courtesy of social media.
Consequently, the political, economic and social impact of this communication

revolution could only be unimaginable because the world has virtually shrunk like
an apple due to the speed by which communication could be transmitted.
Examples of Globalization
Due to trade developments and financial exchanges, we often think of

globalization as an economic and financial phenomenon. Nonetheless, it includes
a much wider field than just flowing of goods, services or capital. Often referred to
as the globalization concept map, some examples of globalization are the following
according to the website of https://youmatter.world/en/definition/definitions-
globalization-definition-benefits-effects-examples/:
1. Economic Globalization. Refers to the development of trade systems within

transnational actors such as corporations or NGOs.
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2. Financial Globalization. This can be linked with the rise of a global financial
system with international financial exchanges and monetary exchanges. Stock
markets, for instance, are a great example of the financially connected global world
since when one stock market has a decline, it affects other markets negatively as
well as the economy as a whole.
3. Cultural Globalization. This refers to the interpenetration of cultures which, as
a consequence, means nations adopt principles, beliefs, and costumes of other
nations, losing their unique culture to a unique, globalized supra-culture;
4. Political Globalization. This refers to the development and growing influence
of international organizations such as the UN or WHO means governmental action
takes place at an international level. There are other bodies operating a global
level such as NGOs like Doctors without borders or Oxfam;
5. Sociological Globalization. Since the information moves almost in real-time,
together with the interconnection and interdependence of events and their
consequences, thus people move all the time too, mixing and integrating different
societies;
6. Technological Globalization. This is a phenomenon by which millions of
people are interconnected thanks to the power of the digital world via platforms
such as Facebook, Instagram, Skype or Youtube.
7. Geographic Globalization. This is the new organization and hierarchy of
different regions of the world that is constantly changing. Moreover, with
transportation and flying made so easy and affordable, apart from a few countries
with demanding visas, it is possible to travel the world without barely any
restrictions;
8. Ecological Globalization. This accounts for the idea of considering planet
Earth as a single global entity – a common good all societies should protect since
the weather affects everyone and we are all protected by the same atmosphere.
To this regard, it is often said that the poorest countries that have been polluting
the least will suffer the most from climate change.
Effects of Globalization
1. Ethnocentrism. The Webster third international dictionary defines
ethnocentrism as a habitual disposition to judge foreign peoples or groups by the
standards and practices of one’s own culture or ethic group. It is belief that one’s
own practice is the proper way of life. People from another country tend to judge
those coming from other countries, based on their standards, cultural practices,
values and beliefs thus, the tendency to look down upon the culture of other
peoples, resulting in inaccurate assumptions. Thus, those who have not been
exposed to other cultures, may have the tendency to impose his/her own beliefs,
find it challenging to relate with another people belonging to another culture and
result in a gap in the relationship.
Ethnocentrism could be a source of bias or prejudice that may hence affect

relationship and communication in an intercultural setting. To illustrate, negative
pre-judgment and dislike of food from other countries is an example of
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ethnocentrism. For instance, the indo-Chinese people love to eat raw vegetables,
which for Filipinos maybe a practice that would not be too welcome.
What are the possible effects of ethnocentrism to intercultural and global
communication?
a. Bias – is the inclination, predisposition or partially towards something. Bias

connotes a favourable impression towards a culture or belief. Communication
situation is something positive.
b. Prejudice – is the opposite of bias. Prejudice is defined as an adverse judgment
or opinion formed beforehand, without knowledge of the facts. The effect of
prejudice to communication is negative, in the sense that a person may have an
adverse pre-judgment of another person coming from another culture, thus could
hinder intercultural understanding and communication.
c. Discrimination – is the unfair treatment of a person or group as a consequence
of an adverse judgment or opinion of a culture.
d. Loyalty – ethnocentrism cam cement loyalty within the same social grouping or
people belonging to the same society. For instance the world football games had
strengthened loyalty among the competing countries, since the tendency is for
people to support their own team.
e. Miscommunication – communication is affected by either bias or prejudice,
positive or negative. Bias for another culture could create a positive impression,
thus facilitate better communication. On the other hand, pre-judgment of one
culture brought about by prejudice could lead to misunderstanding.
f. Division – unity could not be achieved among different cultures under a situation
where prejudice abounds. If people have adverse assumptions about foreign
peoples or groups, this could adversely affect communication and thus lead to
division, or even worse to conflict or at the extreme, war.
2. Cultural Relativism. The concept of cultural relativism implies that person’s

beliefs and practices should be perceived by others, in the context of his culture.
This also means not judging the culture of other people that are not the same as
yours. Similarly, we should appreciate the cultural practices of other societies in
the context of their culture. For instance the Filipino food ‘’balut’’. Thus,
understanding fully one’s beliefs and practices would require a study of his/her
culture. A related situation is the issue of whale catching. While many countries
and worldwide organizations forbid the catching of whales, other countries
engaged in the practice would not find this acceptable, since it has been a part of
their culture for generations to catch whales. Thus, the question is: who would set
the standards for right or wrong?
For cross-cultural communication to succeed, it is helpful for one to think about the
culture of other countries in such a way what we could appreciate their practices
in light of their beliefs.
3. Cultural Appreciation. Cultural appreciation happens when a person attempts

to appreciate and study about another culture, for one to widen his understanding
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and relate with others in a cross-cultural setting. Cultural appreciation could

facilitate cross-cultural understanding and communication.
4. Cultural Appropriation. Cultural appreciation is taking one component of a
practice belonging to another culture and using it for a purpose. For instance,
buying an ethnic clothing from the natives of the mountain province and using it to
make someone look fashionable, without knowing the appropriate occasion and
its meaning when this clothing is used may be offensive to the ethic group. So, the
call for us is: understanding the culture of others and sensitivity of their beliefs and
traditions.
Successful Communication in an International and Intercultural Setting
The advent of information and communication technology has made the globe
smaller, where it has become as easy as a flick of a finger to communicate and
interact with people around the world. Thus, political, social and economic
interactions among countries and peoples had been facilitated - - now called
globalization.
Consequently, relationship between peoples had been globalized. Globalization

hence, is the word of the day. Because of that, interaction and communication
among peoples had become frequent and inevitable.
The effect of globalization is internationalization and inter – culturalization. The

question now is: in light of these developments, how could one be an effective
communicator? The following tips may be worth considering:
1. Global awareness. One should be knowledgeable of developments and issues

obtaining in countries around the world. We are blessed by information technology
to have global television channels and media to search information from any part
of the world, thus one should take advantage of this.
2. Cultural sensitivity. To be an effective communicator, we have to know, accept
and respect the culture of our audience/reader.
3. Cultural intelligence (CQ) and competence. This quality relates to the
capability of a person to adjust to and cope with situations in which differences in
cultures and beliefs had been observed.
4. Respect for the cultures and beliefs of others. Our success in our relationship
with others hinges on our respect of our cultures and beliefs. In other words,
respect begets respect. People will respect you if they sense that you also respect
them. This applies to communication situations. Respect to your audience/reader
begets respect to you.
5. Openness and positive attitude toward others. The key to a successful
relationships is an open and positive attitude towards others. Start a conversation
by a positive comment and you will almost certainly get a positive response.
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Important Pointers in Communication
1. Be ethical. Different countries have distinct ethical rules to follow in

communication. Thus, it is highly recommended that you make a simple study of
your audience/reader, their culture and their way to communicate, and the basic
rules they follow.
2. Use standard English terms and sentences. It is advised that a speaker/writer
avoid the use of esoteric terms, which means words used by specific professions
or groups.
3. Use a reasonable pace/speed in speaking. Be sensitive and considerate of
your audience. A public speaker should avoid delivering a speech using
conversational speed. Calibrating your space according to the reactions for your
audience could help the speaker succeed. It is a advised that you use simple rather
than compound and complex sentences.
4. Keep it short and simple (KISS). So that you can easily remember this pointer,
let us adopt an acronym: ‘’KISS,’’ meaning be as simple and as brief as possible.
Researchers believe that the interest span of a normal audience has shortened.
Thus, the longer as your sentences and your speech/write up for that matter, the
less your chances of succeeding. Shorter words and sentences are easy to digest
and comprehend than longer words. For instance use “Everyone’’ instead of the
cliché “each and everyone’’ say “good morning’’ instead of a ‘’pleasant good
morning’’.
5. Be a good listener. One speaker said to his audience: ‘’I hate people who
speak, while I am interrupting.’’ this trait is common to a number of people. Filipinos
are said be not so good listeners, thus we need to develop our active listening
skills, meaning: imagine what a speaker is saying; make a picture of the ideas that
are being put across. Ask questions to make sure that you understood well what
the order person is trying to communicate. Do wait for your turn to speak, never
interrupt, for many cultures interrupting a speaker is rude.
6. Keep tabs for important details. It is advisable to write important details,
especially complicated figures or ideas to help your audience understand your
message.
7. Encourage interaction. Interaction is very important for feedback and
successful communication. Sharpen your questioning techniques by learning to
use open-ended questions.
Castigador, A. C. (2019). Speak and write for a purpose. ACC Book Publishing:
Cavite, Philippines
Globalization: Definition, Benefits, Effects, Examples – What is Globalization? Retrieved

July 20, 2020https://youmatter.world/en/definition/definitions-globalization-
definition-benefits-effects-examples/
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Let’s Check!
Activity 1. Statement Analysis. Analyze the statement of Herbie Hancock, discuss the
implication of globalization to communication including ideas and culture in two
paragraphs. Refer rubric on the next page.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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LET’S ANALYZE!
Activity 1. Choose a favorite Asian country. Make a simple research and prepare a grid
based on the following:
1. Country
2. Common features of people
3. Common beliefs
4. Common values
In the last column of the grid, compare the feature of your country of choice
with that of the Philippines. So your matrix would look like this.
Attributes Country of Choice Philippines
1. Common features of
people
2. Common beliefs
3. Common values
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Activity 2. Think of the favorite social media you use, then recall the ethics and principles
of communication. What ethics and principles do you think you should consider or not
consider? Explain why you should consider or not consider the ethics and principles in
utilizing these social media.
Types of Social
Ethics to Apply Principles to Apply
Media
1. e-mail
2. facebook
3. twitter
4. skype
5. instagram
6. viber
Activity 3. Write true is the statement is true and false it is false.

__________1. Cultural development is a process of taking one component of a practice
belonging to another culture and using it for a purpose.
__________2. Cultural relativism implies that person’s beliefs and practices should be
perceived by others, in the context of his culture.
__________3. Bias connotes unfavourable impression towards a culture or belief.
__________4. Ethnocentrism is a belief that one’s own practice is the proper way of life.
__________5. Prejudice is the unfair treatment of a person or group as a consequence
of an adverse judgment or opinion of a culture.
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learned.
Create an acrostic about the word globalization that will help you to remember this specific
lesson.
G-
L-
O-
B-
A-
L-
I-
Z-
A-
T-
I-
O-
N

1.
2.
3.
4.
5.
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KEYWORDS INDEX
cultural
globalization prejudice social media
relativism
ethnocentrism bias loyalty division
cultural
discrimination relevance intercultural
appreciation
Page | 32
DEPARTMENT OF TEACHER EDUCATION
Davao del Norte
Telefax: (084) 655-9591
VI. Online Code of Conduct
(1) All teachers/Course Facilitators and students are expected to abide by an honor code
of conduct, and thus everyone and all are exhorted to exercise self-management and self-
regulation.
(2) Faculty members are guided by utmost professional conduct as learning facilitators in
holding OBD and DED conduct. Any breach and violation shall be dealt with properly
under existing guidelines, specifically on social media conduct (OPM 21.15) and
personnel discipline (OPM 21.11).
(3) All students are likewise guided by professional conduct as learners in attending OBD
or DED courses. Any breach and violation shall be dealt with properly under existing
guidelines, specifically in Section 7 (Student Discipline) in the Student Handbook.
(4) Professional conduct refers to the embodiment and exercise of the University’s Core
Values, specifically in the adherence to intellectual honesty and integrity; academic
excellence by giving due diligence in virtual class participation in all lectures and activities,
as well as fidelity in doing and submitting performance tasks and assignments; personal
discipline in complying with all deadlines; and observance of data privacy.
(5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize plagiarism.
(6) All borrowed materials uploaded by the teachers/Course Facilitators shall be properly
acknowledged and cited; the teachers/Course Facilitators shall be professionally and
personally responsible for all the materials uploaded in the online classes or published in
SIM/SDL manuals.
(7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses and
shall honestly exercise due assessment of student performance.
(8) Teachers/Course Facilitators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course Facilitators
shall take the higher ground in facilitating and moderating these discussions. Foul, lewd,
vulgar and discriminatory languages are absolutely prohibited.
(9) Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations, assignments).
Page | xxxiii
DEPARTMENT OF TEACHER EDUCATION
Davao del Norte
Telefax: (084) 655-9591
(10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to others to
further academic fraudulence online.
(11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide by
all the provisions of the Online Code of Conduct, as well as all the requirements and
protocols in handling online courses.
(12) By enrolling in OBD or DED courses, students agree and abide by all the provisions
of the Online Code of Conduct, as well as all the requirements and protocols in handling
online courses.
Course prepared by:
MADILYN C. ONDOY, PhD/HENRY C. LIGAN, PhD

Name of Course Facilitator/Faculty
Course reviewed by:
ROSA MARIA T. PINEDA, EdD

Language Discipline Head
Approved by:
GINA FE G. ISRAEL, EdD

Dean of College
Page | xxxiv

University of Mindanao: Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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University of Mindanao: Self-Instructional Manual (SIM) For Self-Directed Learning (SDL)

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Department of Arts and Social Sciences Education

Mabini Street, Tagum City

Department of Arts & Sciences Education

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: GE 2- Purposive Communication with Interactive

Name of Teacher: ________________________________

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

EXPECT REVISIONS OF THE MANUAL.

SELF-INSTRUCTIONAL & SELF-DIRECTED LEARNING COURSE MANUAL For

The University of Mindanao is fully committed to cater to the different needs of

III. Definition of Terms

IV. Delivery Implementation Guidelines

There are 2 modes to implement the alternative delivery of instructions, with

A. Online Blended Delivery (OBD)

B. Distance Education Delivery (DED)

(6) Deadlines and submission of requirements can be arranged with flexibility: by

V. Components of the SIM

Part 1. Quality Assurance Policies and Course Outline Policies

Under the Instruction Delivery are the following parts:

(d) Facilitator’s Voice (Coordinator’s Voice)

Part 1. Quality Assurance Policies and Course Outline Policies ................... 1

Let’s Check ............................................................................................... 37

Q&A List ............................................................................................... 74

ULO b ......................................................................................................... 107

Continuation of Chapter 11: Week 19-20

Part 3. Course Schedule .................................................................................... 149

PART 1: QUALITY ASSURANCE POLICIES

Course Outline: GE 2- Purposive Communication with

Course Coordinators: MADILYN C. ONDOY, PhD/HENRY C. LIGAN, PhD

Course Outline Policy

Assessment Task Submission Submission of assessment tasks shall be

i. Title of the assessment task,

The document should be sent via Quipper

In addition, if the paper has reached more

Please note that academic dishonesty

due date, without an approved extension

However, if the late submission of

For group assessment tasks, the course

If disapproved by the course coordinator,

head or the dean with the original letter of

All culled from on-campus/onsite sessions

Submission of the final grades shall follow

extension of the deadline of submission of

Course Information see/download course syllabus in the Quipper Portal

PART 2. INSTRUCTION DELIVERY

ULO: At the end of the unit, you are

b. deliver a speech using audio-visual

CC’s Voice: Hello there! Welcome to this course, GE 2-Purposive Communication

Week 1-3: UNIT LEARNING OUTCOME (ULO)

a. acquaint with university vision, mission, values and hymn.

1. Policy. Refers to a course or principle of action adopted or proposed by a government,

1. The University of Mindanao Vision, Mission and Values

By 2022, a globally recognized institution providing quality,

To provide a dynamic and supportive academic environment

Honesty and Integrity

3. The University Songs

University of Mindanao Hymn UM LOYALTY MARCH

University of Mindanao Student Handbook, 2018

1.

2.