Unit Code: COMM104 Understanding International Communication · access to readings and lecture...

Unit Guide: COMM104 Understanding International Communication 1

Implementation Date: Session 2 2018

Unit Code: COMM104

Unit Title: Understanding International Communication

Session: Session 2 2018

Program(s):

Diploma of Communication (core) Diploma of Arts (core)

Pre-Requisites: None

Credit Points: 3 credit points

Duration: 1 session

Unit Convenor Dr. Dennis Bruining

Document modified: 22 June 2018

Teaching Team: Contact details and consultation hours of lecturers and tutors will be advised in class and via the SIBT Learning Site at the beginning of session. Name Email address

Dr. Dennis Bruining

[email protected]

mailto:[email protected]



1. Welcome

1.1 Purpose Communication is viewed the core of all actions. Most people would agree that communication is productive, creative, necessary, useful and fun. It includes unlimited forms of expression, is constantly created and reproduced, open to everyone, seemingly without limitations such as language or visibility and, last but not lea st, connecting people all over the world. Unfortunately, human being is not always successful and may produce more harm than good, leading to misunderstanding, war and disaster. This unit provides an introduction to communication processes in general, and to mass communication, international communication, mediated communication, documentary films, advertising as well as public relations in particular. You will experiment with verbal and non-verbal communication tools, develop a theoretical framework for the study of international communication and critically approach, analyse communication processes, documentaries and the creation of meaning, and produce a documentary project.

1.2 Student Workload The expected student workload per week for this unit comprises of:

Lectures 2 hours Tutorials 2 hours

Personal Study 6 hours Total: 10 hours

1.3 Mode of Delivery This unit is a face-to-face unit, comprising of 4 contact hours per week. During these four hours main key concepts, theories and various other tasks will be introduced as well as group and class discussion will be held. Critical thinking and voicing your opinion is encouraged during those discussions. Additionally, students are expected to do the readings for each week, prepare presentations and other assessments to be able to actively participate in classes.

1.4 Learning Support SIBT is committed to providing additional academic assistance to students to maximise their opportunity to successfully complete units of study. Learning Advisors conduct regular workshops in skill areas essential to studies. These include: time management, goal setting, essay preparation, examination techniques, academic writing skills and Maths. Further information on programs available can be accessed on the SIBT Learning Site or by asking the SIBT staff on reception.

1.5 Specialist Facilities No access to specialist facilities and/or equipment is required for this unit.

2. Academic details

2.1 Learning Outcomes Upon successful completion of this unit, you will be able to:

1. recognise and define different areas of International Communication theory;

2. explain the key theories in these different fields ;

3. apply these key theories to set texts ; and

4. use their research to construct a position from which to answer a question relevant to International Communication.



2.2 Graduate Signature Capabilities SIBT programs are designed to develop a set of capabilities that will assist graduates in further studies or the workforce.

1. Discipline Knowledge and Skills articulating basic facts, concepts and rules of discipline practice

applying theories and procedures to real or hypothetical scenarios

making links betw een theory and practice (developing professional identify/

judgement)

2. Organisation Skills

developing skills of a self -directed learner, taking responsibility for planning and goal

setting, time management

being systematic in f inding, summarizing, organising and referencing sources of

information for a purpose completing tasks successfully on time and w ith given resources

3. Critical Thinking Skills diagnosing and solving problems by identifying requirements

researching, analysing and evaluating information

combining processes and ideas to propose solutions, integrative thinking)

4. Collaboration Skills w orking with others respectfully, ethically and positively

negotiating roles, responsibilities, contributions

contributing discipline know ledge and interpersonal skills to team outcomes

5. Communication Skills

conveying ideas effectively in English, appropriate for academic or professional

contexts choosing appropriate tools, technologies and formats

structuring and presenting an argument in w ritten, visual or verbal forms

Specifically, this unit prioritises the following signature capabilities and performance is evaluated in the assessment tasks listed at section 2.5 of:

1. Discipline Knowledge and Skills; 2. Organisation Skills 3. Critical Thinking Skills; and 5. Communication Skills.



2.3 Weekly Teaching Schedule

Week

Lecture Topic and Tutorial Activity

Online & Personal Study/Assessment

1

Unit Overview and Introduction In the lecture we will look at the unit outline including unit content, assessment tasks, unit schedule and contact details. You will be given an overview of the field of International Communication. You will also have a chance to introduce yourself to your lecturer(s), tutor(s) and peers. Tutorial activity Academic communication and SIBT Learning Site training workshop – you will know how to find relevant academic sources for your study, how to paraphrase and summarise a paragraph or message and integrate it into your own text, and how to make academic references. Tutors will tell you how to use SIBT Learning Site in this class, e.g. access to readings and lecture slides, contribute to discussion forums and wiki, and submit assessments online.

Access to SIBT Learning Site and Navitas Library

Find the unit outline, lecture slides, assignments and weekly readings online

Contribute to Week 1 Forum “Your Selfie”

Socrative activity will be conducted in class

Homework: - Complete your study

plan and selfie if you have yet

- Make sure you have read Week 2 readings before the next lecture

- Contact student service if you need any help, e.g. SIBT Portal and Learning Site access, etc.

2

Communication, Mass Communication and International Communication In this session we will concentrate on the main theories and basic concepts of communication, mass communication and international communication, which include the communication process, communication models, communication issues, concepts and models for mass communication, international communication theories, and international communication paradigms. Tutorial Activity In the first half of tutorial, the whole class will be divided into six different groups to summarise and discuss the concepts, theories and models taught in the lecture. The six topics or questions will be allocated and each group will be given 5 minutes to present a summary of the discussion. Every student needs to speak. Questions from other groups are encouraged. In the second half, students will participate in two online activities “class glossary” and “online discussion forum” by using their own mobile devices (e.g. smart phones and iPads). Essential Reading Fiske, J. (1990), ‘Communication Theory’, in Introduction to Communication Studies, pp.6-23, London, NY: Routledge. Additional Text McQuail, D. (2005), ‘Concepts and Models for Mass Communication’, in McQuail’s Mass Communication Theory, pp.49-76, LA, London, New Delhi, Singapore: SAGE Publications. Ady, J.C. (1990), 'ASSOCIATING INTERNATIONAL COMMUNICATION THEORIES: TOWARD A UNIVERSAL PARADIGM?', World Communication, 19, 2, p. 121, Communication Source, EBSCOhost, viewed 27 January 2016.

All students have access to SIBT Learning Site

All students have been familiar with the unit guide and assessment settings, and can find online recourses (e.g. lecture slides and weekly readings) and online activities (e.g. forum and quiz).

Socrative activity will be conducted in class

Homework: - Make sure you have

read Week 3 readings before the next lecture

- Make an appointment with lecturer or tutor do discuss your study plan if you have missed the Week 1 class



Week



3

The Creation of Meaning – Study of Semiotics In this week, we will focus on semiotics and explore how meaning is created by using different semiotic terms. You will study the relationship between signs and meaning, various semiotic concepts, denotation and connotation, social semiotic and ideology, as well as the use of signs in advertising. Tutorial Activity In the first half of tutorial, you will discuss how signs have been used in advertising, how people can be read and how music and sound effects can change meaning. In the second half of tutorial, a semiotic analysis practice will be provided for the preparation of in-class test being conducted in Week 4. Examples including photos and videos will be supplied. Essential Reading Fiske, J. (1990) ‘Communication, Meaning, and Signs’, in Introduction to Communication Studies, pp.39-63. London, NY: Routledge. Additional Text Bianchi, C. (2011) ‘Semiotic approaches to advertising texts and strategies: Narrative, passion, marketing’, in Semiotica, Vol. 2011 (Issue 183), pp.243-271.

Socrative activities will be conducted in class

Participate in online activities



- Read the feedback of your “Semiotic Analysis Practice”

- Prepare for the Semiotic Analysis (week 4 in-class test)

4

Computer Mediated Communication and Social Media “We live in a time where brands are people and people are brands” (Solis, 2013). This week is dedicated to the analysis of social media usage. International contexts add another dimension to mediated communication. Interpersonal communication theories are explored to understand the application of social media and social network sites. Tutorial Activity In the first half of tutorial, we will conduct a Semiotic Analysis week 4 in-class test (60 mins – weight 15%). In the second half, some interactivities related to the weekly topic will be conducted. The next assignment task (Social Media Interview Summary) will be introduced and explained to students. The relevant research skill training will also be provided. Essential Reading Lipschultz, J.H. (2014) ‘Introduction to Social Media Concept’, in Social Media Communication: Concepts, Practices, Data, Law and Ethics, pp.1-25. Florence: Taylor and Francis. Additional Text Sheldon, P. (2015) ‘Social Media and Traditional Communication Theories’ and ‘Social Media and Theories of Mass Communication’, in Social Media: Principles and Applications , pp. 3-35. Lanham: Lexington Books.

Semiotic Analysis (week 4 In-class Test) (60 mins – weight 15%)





- Select a research question, design your own interview questions and contact your interviewees

- You may watch Week 5 recommended documentaries



Week



5

Documentary: The Voice of People In this week, we will discover how documentary films have been used to present the voice of people and facilitate public debate in the past and at present. You need to consider how technologies (e.g. digitalisation) have evolved documentary-making forms. The situation-specific nature of documentary filmmaking that invites an ethical practice distinct from moral discourses about visual representation is reviewed. A guest lecturer may be invited (if possible) to share his/her experience on filming a documentary. Tutorial Activity Week 4 in-class test grade and feedback will be given to you. You will watch Week 5 recommended documentaries and contribute to the online discussion. Written transcript and ZOOM training sessions will be conducted in the second half of tutorial class . Essential Reading Lee-Wright, P. (2009) Documentary Handbook, pp.73-88, London, NY: Routledge. Additional Text Butchart, G.C. (2014) 'What can a philosophy and ethics of communication look like in the context of documentary filmmaking?', Semiotica, vol. 2014, no. 199, pp. 83-96. Available from: 10.1515/sem-2013-0119. [7 February 2016]. Barbash, I., and L. Castaing-Taylor (1997) Cross-cultural Filmmaking: A Handbook for Making Documentary and Ethnographic Films and Videos, pp.1-89, University of California Press, Berkeley. (Optional Reading)



You may be required to participate in an observation or documentary filming practice in this week.

Homework: - Submit the Social

Media Interview Summary via Turnitin by due date

- Week 5 online discussion forum – documentary review practice


- You may watch week 6 recommended documentaries

6

Independent Documentary Films and Documentary Power The cases on how documentary filmmaking opens up a space for public debate in China and Taiwan are studied in this week. The new dimensions opened up by independent filmmakers and the impact of media technology on the everyday life will be explored. You may consider citizen’s right to access information and participate and intervene in social issues. Tutorial Activity In the tutorial you will first watch an independent documentary ‘Hannah’s Story’ (2012, 43’52”) (https://www.youtube.com/watch?v=tXRlibeRmA4), and then write a documentary review. Relevant week 7 in-class test rules and details will be announced. Essential Reading Viviani, M. (2014) 'Chinese Independent Documentary Films: Alternative Media, Public Spheres and the Emergence of the Citizen Activist', Asian Studies Review, 38, 1, pp. 107-123, Academic Search Complete, EBSCOhost, viewed 29 January 2016. Additional Text Chiu, K. (2012) 'Documentary power: Women documentary filmmakers and new subjectivities in contemporary Taiwan', Continuum: Journal of Media & Cultural Studies, vol. 26, no. 1, pp. 169-181. Available from: 10.1080/10304312.2011.533748. [7 February 2016].



Homework: - Week 6 online

discussion forum – documentary review practice

- Prepare for Documentary Review (week 8 in-class test)


7 Intra-session Break From Monday 13 August to Friday 17 August 2018

https://www.youtube.com/watch?v=tXRlibeRmA4



Week



8

Public Relations and International Information/Advertising Campaigns In this week, we will distinguish public relations and international information/advertising campaigns. The basic communication models and theories learnt from previous lectures will be recapped. You will explore relevant PR theories and concepts, diffusion of innovations theory, symmetrical and asymmetrical communication models, information/advertising campaign principles and process, and international/global advertising. You will also study how to develop a PR project proposal and design an information/advertising campaign. Tutorial Activity In the first half tutorial class, Social Media Interview Summary grade and feedback will be given to students. In the second half, we will conduct Documentary Review week 8 in-class test (total105 minutes including the watching time, weight 15%). Essential Reading Gordon, A. E. (2011) ‘Public Opinion and Communication Models’, in Public Relations, pp.36-66, Oxford: Oxford University Press. Additional Text Gordon, A. E. (2011) ‘Goals, Objectives and Strategy’, in Public Relations, pp.158-184, Oxford: Oxford University Press. Newsom, D. (2007) ‘The Roles of Advertising and Public Relations’, in Bridging the Gaps in Global Communication, pp.113-124, Oxford: Blackwell.

Documentary Review (week 8 in-class test) (weight 15%)


Participate in online activities after the field trip (if required)

Homework: - Make sure you

have read Week 8 readings before the next lecture

9

International Media and Global Media Flows This week is dedicated to international media, global media flows and subaltern / contra-flows of visual media (mainly television and film). We will explore how heterogeneous global audiences consume mainstream commercial commodities and alternative media and examine how the BRICS has reshaped the current global communication order as an emerging power bloc. The relevant academic terms such as globalisation, hegemony, hybridity, localisation and glocalisation will be studied. Tutorial Activity In the first half class, feedback of documentary review practice conducted in the previous weeks will be given to students. In the second half, some interactivities related to the weekly topic will be conducted. Essential Reading Thussu, D.K. (2010) ‘Mapping Global Media Flow and Contra-Flow’, in Thussu, D.K. (ed) International Communication: A Reader, pp.221-228, London, New York: Routledge. Additional Text Zhao, Y. (2015) ‘The BRICS formation in reshaping global communication: possibilities and challenges’, in K. Nordenstreng & D.K. Thussu (eds.) Mapping BRICS Media, pp. 65-86, London, New York: Routledge. Straubhaar, J. (2015) ‘BRICS as emerging cultural and media powers’, in K. Nordenstreng & D.K. Thussu (eds.) Mapping BRICS Media, pp. 87-103, London, New York: Routledge.



Homework:

Make sure you read Week 10 readings before the next lecture

Contribute to Week 9 online discussion

Start thinking about your final project and writing an early draft of your proposal



Week



10

Public Sphere and Transnational Communication Public sphere is seen ‘a network for communicating information and points of view’ (Habermas 1996, p.360). This session will introduce Habermas' concept of the public sphere and lead to a discussion about space for transnational communication and public sphere within the new media. Relevant cases will be studied. Tutorial Activity The 1st Final Project Workshop is provided (online). In the second half, we will work out ideas of final project proposal. You are encouraged to submit your proposal at the end of the tutorial if your proposal is ready. Essential Reading Castells, M. (2010) ‘The New Public Sphere: Global Civil Society, Communication Networks and Global Governance ’, in Thussu, D.K. (ed) International Communication: A Reader, pp.36-47, London, New York: Routledge. Additional Text Obijiofor, L. (2012) ‘Death of the Gatekeeper: Foreign News Reporting and Public Sphere Participation in Africa’, in J. Clarke & M. Bromley (eds.) International News in the Digital Age: East-West Perceptions of a New World Order, New York and London: Routledge. Crack, A. (2008) ‘Contending Theories of Transitional Public Spheres: Propositions for an Alternative Analytical Framework’, in Global Communication and Transnational Public Spheres, pp.47-68, N.Y.: Palgrave Macmillan.

Final Project Proposal (10%) due in Week 10



Homework: Make sure you have


Documentary filmmaking and editing practice



Week



11

Verbal and Nonverbal Communication In this week the relationship between verbal and nonverbal communication will be discussed to identify the different types of nonverbal codes. The examples of cultural universals in nonverbal behaviour will be provided for the explanation of cultural influence on nonverbal communication. We may also address the issues and relationship between nonverbal communication and power and examine how nonverbal codes have been used in international communication settings (e.g. international negotiation). Tutorial Activity You will be given the grade and feedback of your final project proposal. Some of you may be required to resubmit your final project proposal if it has not been approved. A consultation session about your final assignment may be organised if required. Some interactivities related to the weekly topic will be conducted. The 2nd documentary filmmaking and editing workshop is provided. Essential Reading Jackson, J. (2014) ‘Language and nonverbal communication’, in J. Jackson (ed.) Introducing Language and Intercultural Communication, NY: Routledge. Additional Text Matsumoto, D. and H.C. Hwang (2016) ‘The cultural bases of nonverbal communication’, in M.G. Frank (ed.) APA Handbook of Nonverbal Communication, pp. 77-101, Washington: American Psychological Association.

Get your Final Project Proposal approved by Week 11

Feedback of your Final Project Proposal



Homework: Make sure you read

Week 12 readings before the next lecture

Documentary filmmaking and editing practice

Pay attention to the Final Project Presentation Timetable and check whether your proposal has been approved or not

You may be required to resubmit your final project proposal if it has not been approved.

12

Media, Culture and Society The concepts media, culture and society will be introduced in this week. We will focus on Stuart Hall’s media representation theory and explore the relationships among individual, family, media, community/culture and society. How media represent gender and race will be discussed. Antonio Gramsci’s racist philosophy and cultural hegemony theory will also be discovered. Case studies: Multicultural Society – Australia. Tutorial Activity Some interactivities related to the weekly topic will be conducted. The 3rd documentary filmmaking and editing workshop is provided. All of you must get your final project proposal approved by this week. You may start filling in the final project presentation timetable online. Essential Reading

Hodkinson, P. (2011), 'Introduction’, in Media, Culture and Society:

An Introduction (pp.1-15). London, LA: SAGE.

Additional Text

Jupp, J. (2001), ‘The Institutions of Culture: Multiculturalism’, in

Culture in Australia: Policies, publics and Programs (pp.259-277).

Cambridge: Cambridge University Press.



Homework: - Make sure you


- Documentary filmmaking and editing practice



Week



13

International Communication and Language Different languages can be one of the biggest obstacles in international communication. We will look at the role of English in international communication and examine how English has taken up the role of lingua franca in intercultural interactions in Europe and worldwide. We will introduce the concept New Englishes as post-geographic Englishes and explore how useful the ability to speak a foreign language is in international environments such as business, education, and politics. Tutorial Activity Some interactivities related to the weekly topic will be conducted. The last documentary filmmaking and editing workshop is provided. A consultation session about your final assignment may be organised if required. Essential Reading Dombi, J. (2011) 'English as a Lingua Franca in International Communication', Bulletin of the Transilvania University of Brasov, Series IV: Philology & Cultural Studies , vol. 4, no. (53) 1, pp. 183-186. Additional Text James, A. (2008) 'New Englishes as post-geographic englishes in lingua franca use', European Journal of English Studies, vol. 12, no. 1, pp. 97-112. Available from: 10.1080/13825570801900596. [9 February 2016].

You need to (i) put the YouTube link of your video in the final project presentation timetable and (ii) submit a project reflection (600-800words) via Turnitin by 23:59 on Monday 28 May

Online diagnostic test



Homework - Final project

completion - Submit your Final

Project Reflection and Video (ONE WORD FILE) via Turnitin by due date

- Prepare for your final project presentation

14

Unit Review and Final Project Presentation In the last session, there are no new topics. The whole unit will be reviewed. You will be given six minutes to (i) talk about your final project (1 minute) and (ii) show your documentary video (5 minutes) to the whole class. You may be asked some questions about your final project.

Presentation on Tuesday (13.30-17.30) 5 June 2018

2.4 Prescribed and recommended reading 2.4.1 Primary

Thussu, D.K. (2010) International Communication: A Reader (ed.), London, New York: Routledge.

Fiske, J. (1990) Introduction to Communication Studies, London, NY: Routledge. McQuail, D. (2005) McQuail’s Mass Communication Theory, LA, London, New Delhi, Singapore: SAGE

Publications.

Gordon, A. E. (2011) Public Relations, Oxford: Oxford University Press. Sheldon, P. (2015) Social Media: Principles and Applications, Lanham: Lexington Books.

Lee-Wright, P. (2009) Documentary Handbook, London, NY: Routledge. 2.4.2 Secondary

Lipschultz, J.H. (2014) Social Media Communication: Concepts, Practices, Data, Law and Ethics, Florence: Taylor and Francis.

Jolliffe, G., and A. Zinnes (2006) The Documentary Film Makers Handbook (ed.), New York, London: Continuum International Publishing Group.

Barbash, I., and L. Castaing-Taylor (1997) Cross-cultural Filmmaking: A Handbook for Making

Documentary and Ethnographic Films and Videos, University of California Press, Berkeley.

Newsom, D. (2007) Bridging the Gaps in Global Communication, Oxford: Blackwell. Nordenstreng, K. and D.K. Thussu (2015) Mapping BRICS Media (eds.), London, New York: Routledge.

Clarke, L. and M. Bromley (2012) International News in the Digital Age: East-West Perceptions of A New World Order (eds.), New York and London: Routledge.



Crack, A. (2008) Global Communication and Transnational Public Spheres, N.Y.: Palgrave Macmillan.

Jackson, J. (2014) Introducing Language and Intercultural Communication (ed.), NY: Routledge. Frank, M.G. (2016) APA Handbook of Nonverbal Communication (ed.), Washington: American

Psychological Association.

2.5 Assessment

Assessment Task Week of Assessment

Weighting Learning Outcomes Assessed

SIBT Signature Capabilities

Assessment Task 1 Tutorial participation and weekly contribution

Ongoing 10% 1,2 1,3,5

Assessment Task 2 Semiotic analysis (in- class test)

4 15% 1,2,3, 1,3

Assessment Task 3 Documentary review (in-class test)

8 20% 1,3 1,3

Assessment Task 4 Final project proposal

10 15% 1,2,3 1,2,3

Assessment Task 5 Final project and presentation

13-14 40% 1,2,3,4 1,2,3,5

Assessment Task Details

Learning participation and contribution (10%) Students are expected to make an active and informed contribution to the tutorial discussions and relevant activities. Marks are awarded for active participation in and contribution to tutorials and online activities. Weekly blog posts on assigned online topic/questions will be marked as part of contribution as well. Attendance alone will NOT count towards students’ tutorial grade. Attendance of lectures and tutorials is compulsory. Students need to inform their lecturer in advance if the y know they will not be able to attend for any reason. Irregular attendance will affect their participation mark. 2 missed classes without medical certification or valid documents results in a 0% grade. Leaving classes earlier without sufficient reasons will NOT be marked as ‘present’. Semiotic analysis (15%): This is an in-class test, which will be conducted in Week 4 tutorial (60 minutes). Students need to choose one of the advertisements provided and analyse what is the main meaning of the ad, how it is constructed and how the meaning is created by using different semiotic terms. Analyse if the advert "works" internationally or not, and give reasons for the evaluation. Using the relevant references from the unit readings (the hard copy of Week 3 Readings is permitted to be used but students need to print them out in advance) and providing a reference list are compulsory (500-600 words). Documentary review (in-class test) (20%) In Week 8 tutorial, students will firstly watch a documentary (approximate 50 minutes) related to international communication and then write a 700-800 words documentary review (total105 minutes including the watching time). The documentary review should contain:

Introduction including the title of this documentary, intended audience, the purpose of the documentary and the main message that the director wants to get across to the audience

Disciplinary knowledge including the relevant theories or concepts you have learned in this unit that have been applied into this documentary, what did you expect to see and what questions did you have about these theories

Summary including what this documentary about, what are the main events (if any) and where was it filmed

Filming technology and skill evaluation, such as how are the sound effects, image quality and camera angles, how is the filming, do you like the interviews, what have you learned from the interviews and are there any special effects?

Personal comments and recommendation including which part of the documentary do you like most, what have you learned from it, was there anything that attracted your attention, what are the drawbacks of the documentary and would you recommend this documentary to your friends?



Final project proposal (15%) Students will have a choice of three different styles to use in making a documentary film (3-5 minutes). Prior to producing the documentary film, students are required to submit a 500 words written proposal. Students are free to choose one of the topics which will be given in week 7. This proposal should contain a title of the documentary and state the purpose or the main message that this documentary intends to get across to the audience. The target audience needs to be stated in the proposal. You must relate your films to a minimum of three relevant theories or concepts learned from this unit and they should be cited in the proposal. A filming plan including the main story/event, interview, narration and a timetable must be provided. The relevant technical training sessions of filming and editing skills (e.g. using iPad, tablets or smartphones for filming and iMove or Windows Live Movie Maker for editing) and ongoing support will be provided to students. Students must submit their proposal via Google Classroom (online) by Week 10 and get it approved by Week 11. Without the proposal approval, students’ final project might NOT be accepted. Students may choose their own style/topic but they need to discuss this with their unit supervisor in advance. *Google Classroom will be used to facilitate your project proposal. More information will be given by your teachers during the class. **Teaching academics will help you with preparing your proposal in Google Classroom. The approved proposals will be submitted via Turnitin by due date. Final project and presentation (40%) After getting the proposal approved, students can start preparing for their final project. The final project consists of three parts:

Part 1: Reflection (10%) – students need to provide a reflection (600-800 words, in ONE WORD DOCUMENT) of the documentary, which includes a title, video link or copy (in a proper format), the purpose of the video, intended audience, key messages, summary of the sequences, reflection of the process of making the video and references.

Part 2: Documentary (25%) – this video documentary may be between 3 and 5 minutes. The documentary should be one of the three styles suggested by the unit supervisor (discuss with the teaching staff if students choose their own style). For example, if students choose the traditional documentary style, the documentary film should show a person/people, a story or events, interview materials, narration (if needed), music and subtitles (if needed). Students may use very basic filming and editing skills to produce this documentary. Students’ technical skills will not be assessed in this assignment, but more advanced filming and editing skills are encouraged to be used.

Part 3: Presentation (5%) – a presentation (total 6 minutes including 1minute oral presentation and 5 minutes video) will be organised for each student in Week 14. Every student will firstly talk about their documentary video and then show the video to the whole class. Students may answer their classmates’ questions.

Students need to put the YouTube link of their documentary film in the final project presentation timetable and submit the project reflection (600-800 words, in ONE WORD DOCUMENT) via Turnitin by 23:59 on Monday Week 13. The presentation will be in your last class in Week 14.

*Google Classroom will be used to facilitate your project. More information will be given by your teachers during

the class. ** Teaching academics will help you with preparing your video and reflection in Google Classroom. The final version of video and reflection will be submitted via Turnitin in by due date.

2.6 Submitted assessments All written work must be in ONE Word document and be submitted online through ‘Turnitin’ assignment via SIBT Learning Site before the deadline of each assignment. Failure to do so may result in 0 (zero) marks. Details for submission will be given in class. Absolutely no assignments will be accepted by email. Written assignments and feedback will be returned within 3 weeks after the due date through ‘Turnitin’ assignment in SIBT Learning Site unit. If possible, work will be returned in class. Feedback will include a running commentary and/or a final paragraph pointing out strengths and weaknesses of your work as well as a grade. Late assignments will be penalized 10 per cent of the final mark per day. The lecturer must be advised in person about any special consideration being sought for an assignment.



2.7 Satisfactory completion of the unit To satisfactorily complete the unit, you must:

Satisfactorily attempt ALL assessment components; and

Obtain an overall passing grade for the unit.

3. Additional Unit Information

3.1 SIBT Policies and Procedures For details on SIBT’s Policies and Procedures please refer to the SIBT Student SIBT Learning Site: http://www.sibt.nsw.edu.au/policies

3.2 Special Consideration SIBT recognises that a student’s performance in assessment tasks or examinations may be affected by compassionate or compelling circumstances. Special Consideration Policy allows for reasonable adjustment to the standard assessment requirements and ensures equitable assessment for all students. The Special Consideration circumstances surrounding disruption to study must be of at least three (3) consecutive days duration, or an acute instance within a study period, and prevent completion of an assessment task or final examination. For more information please refer to SIBT’s Special Consideration Policy: http://www.sibt.nsw.edu.au/policies

3.3 Grades Final marks and grades are subject to confirmation by the SIBT Examinations Committee which may adjust, modify or otherwise amend the marks and grades for the unit, as may be required by SIBT policies. SIBT’s Examinations Committee has a set of guidelines on the distribution of grades across the range from Fail to High Distinction. Final results will include a grade.

Grade Numeric value for GPA

Range Description

HD High Distinction

4 85 -100 Complete and comprehensive understanding of the unit content; development of relevant skills to a comprehensive level; demonstration of insight in interpretation, analysis and intellectual initiative; and achievement of all major and minor objectives of the unit.

D Distinction 4 75-84 Very high level of understanding of the course unit; development of relevant skills to a very high level; demonstration of a very high level of interpretive and analytical ability and intellectual initiative; and achievement of all major and minor objectives of the unit.

CR Credit 3 65-74 High level of understanding of unit content development of relevant skills to a high level; demonstration of a high level of interpretive and analytical ability; and achievement of all major objectives of the unit; some minor objectives not fully achieved.

P Pass 2 50-64 Adequate understanding of most of the basic unit content; development of relevant skills to a satisfactory level; adequate interpretive and analytical ability; and achievement of most of all the major objectives of the unit; some minor objectives not achieved.

F Fail 0 0-49 An unsatisfactory quality of performance or standard of learning achievement. There was evidence of achievement of desired learning outcomes below the passing standard.

http://www.sibt.nsw.edu.au/policies




S Satisfactory 2 50-100

Provides evidence of achievement of the learning outcomes, within the context of a Pass/Fail unit.

W Withdrawn

0 Withdrawal from a unit prior to the academic census date. This is NOT counted as failure but is an administrative record of a student’s initial enrolment in this unit. It is not included in GPA calculations.

WF Withdrawn Fail

0 Withdrawal from a unit after the academic census date with academic penalty.

EX Exempt

0 Recognition of prior learning resulting in an exemption from undertaking the unit.

FA Fail Absent

0 Required assessment tasks within the unit are not completed and the student has not withdrawn. It is included in the GPA calculation.

Note that your raw coursework and exam scores cannot be used directly to calculate your standardized mark or to determine your final grade. The process of assigning grades involves moderating the performance indicated by your raw scores against the academic standards. 3.4 Improvements based on feedback Student feedback plays a vital role in improving the quality and educational effectiveness of SIBT units and in ensuring academic staff keep in touch with student needs. Each session you may be given the opportunity to complete a Student Evaluation of Unit (SEU) questionnaire to assess the unit. You may also have the opportunity to complete a Student Evaluation on Teaching (SET) questionnaire to provide feedback on individual teaching staff. SIBT values student feedback in order to improve the quality of its educational programs. As well as the student feedback, SIBT also instigates improvements based on other feedback by the Unit Supervisor and Teaching staff.

3.5 Attendance For you to be successful in this unit, it is an SIBT requirement that you partic ipate in scheduled activities. There are regular on campus sessions and also activities in our online space, the SIBT Learning Site. To ensure that your academic performance is maintained, attendance is recorded electronically for each class. For more information, refer to SIBT’s Attendance Policy and Course Progression policy on the SIBT Learning Site: http://www.sibt.nsw.edu.au/policies

3.6 Academic Honesty SIBT students are expected to read and comply with the SIBT Academic Honesty Policy and the SIBT Code of Conduct. These can both be found in the Policy Library on the SIBT website. This means that:

all academic work claimed as original is the work of the author making the claim;

all academic collaborations are acknowledged; academic work is not falsified in any way;

when the ideas of others are used, these ideas are acknowledged appropriately; students are expected to behave honestly during examinations.

For more information refer to SIBT’s Academic Honesty Policy and the SIBT Code of Conduct on the SIBT Learning Site: http://www.sibt.nsw.edu.au/policies



Unit Code: COMM104 Understanding International Communication · access to readings and lecture...

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Transcript of Unit Code: COMM104 Understanding International Communication · access to readings and lecture...