AH1 for asynchronous learning Sept 14, 2020

The session introduces the course 'Proposive Communication' (AH1 - Arts and Humanities 1) as a live recording for asynchronous learning. Students are encouraged to take notes, research for additional knowledge, and be ready to ask questions and share insights during live discussions. Participation is graded, and English is to be used for practice.

Communication skills encompass reading, speaking, listening, and writing. The video stresses demonstrating strength and clarity of ideas over linguistic correctness. Confidence in communication stems from belief in one's ability, skills, and experience. Teaching others is highlighted as a powerful way to deepen understanding and build confidence.

This part delves into communication in diverse cultural settings, focusing on cultural and language barriers, intercultural communication challenges, and ethical considerations. The concept of language registers (levels of formality) is explained, illustrating how communication style changes based on the situation and relationship with the audience (e.g., informal with family/friends, formal at work/public speaking).

The discussion covers the existence of many varieties of English (e.g., American, British, Filipino English), highlighting differences in vocabulary (e.g., 'elevator' vs. 'lift', 'truck' vs. 'lorry') and pronunciation. It emphasizes that while some terms may only exist in specific varieties, understanding is key to effective communication across different Englishes.

The video discusses whether effective communication is crucial for good business. Maintaining a favorable image through clear and purposeful communication is presented as a vital tool for achieving goals and success. It also touches upon the importance of learning business and technical writing, such as application and cover letters, to avoid reliance on others and potential interview discrepancies.

With the prevalence of social media, the importance of being an information-literate and responsible communicator is stressed. The session introduces concepts like misinformation, disinformation, and malinformation, urging critical thinking before clicking, commenting, sharing, or reacting to online content. Students are advised to question the source, purpose, and audience of information.

The communication process is detailed, involving a sender encoding a message, a receiver decoding and interpreting it, and crucial feedback to complete the cycle. Without feedback, communication is incomplete. Noise can affect message interpretation. The session provides an illustration and challenges students to analyze a more abstract diagram of this process.

Human communication is presented as vital for survival and unavoidable, even in isolation (intrapersonal communication). Derived from the Latin 'communis' (common), communication involves sharing ideas, thoughts, and emotions through verbal or non-verbal symbols, aiming for understanding. Purposive communication is defined as communication with a good and well-thought-out purpose.

The video emphasizes being a responsible communicator by thinking about the 'why' before sharing information, considering potential outcomes (positive or negative impact on self or others). It introduces information disorders: misinformation (unintentional false sharing), disinformation (deliberate false sharing to harm), and malinformation (true information shared to harm). It also covers fake news (false information), satire/parody, clickbait, misleading content, false context, imposter content, manipulated content, and fabricated content.

Practical advice is given on how to teach children (or influence parents) to critically evaluate online content by asking questions like 'Who made this?', 'Do you trust this source?', and 'For whom was this made?'. The session concludes by asserting that 'truthful information saves lives' and assigns a task for students to prepare and discuss situations where this is evident, particularly in the context of the COVID-19 pandemic.

A final reminder to students about critical thinking before engaging with online content is given. They are urged to check, evaluate, and investigate information sources. The instructor reiterates the importance of active participation in live discussions to earn points and encourages continued learning and responsibility in communication.