Public Diplomacy Module Malay Language Training Salmy Gheblawi

Public Diplomacy Module Malay Language Training Salmy Gheblawi CUR 516: Curriculum Theory and Instructional Design Phase IV November 7, 2016 Professor Gary Weiss

The PD Module v The Public Diplomacy Module for Malay Language is jobfocused. v The module prepares Public Diplomacy Officers with language needed for outreach efforts in a Malayspeaking country – Malaysia, Singapore or Brunei.

Job-Relevant With language preparation, our public diplomacy officers will be ready to do their jobs and meet the US State Department goal: v To strengthen and deepen government-togovernment relationships. v To advance US interests by engaging civil society and the peoples of those countries.

Phase I: Goals of the Public Diplomacy Module • To strengthen and deepen US government relations with Malaysia, Singapore and Brunei. • To advance US interests by engaging civil society and the peoples of Malaysia, Singapore and Brunei. Delivery Modality Experiential Learning Project-based Learning Target Audience • Foreign Service Officers involved in public diplomacy (PD) at posts learning Malay Language in the 36 -week program at the Foreign Service Institute. • These adult learners would be at the ILR Speaking 2/Reading 2 levels when they begin the module, with the goal of reaching Speaking 3/Reading 3 at the end of training. Length of Training Module • 10 weeks (from weeks 24 – 34 of Malay Language training) • 5 hours a day on weekdays

Phase II: Objectives Public Diplomacy Module Instructional Strategies Goals Objectives Instructional Technologies

Phase II: Objectives Goal 1 To strengthen and deepen US government relations with Malaysia, Singapore and Brunei. Goal 2 To advance US interests by engaging civil society and the peoples of Malaysia, Singapore and Brunei. Objectives * Given a list of pronouns and greetings, the officer should be able to express basic greetings within 3 minutes with accuracy. * Given an invitation to speak at a seminar, the officer should be able to express thanks to the host within 3 minutes. * Given 50 minutes to write a short autobiography, the officer should be able to deliver a short speech to introduce him/herself within 5 minutes. * Given an invitation to appear on the local television network, the officer should be able to respond to questions in a 10 minute television interview * Given a biography of a famous American motivational speaker, the officer should be able to introduce the guest speaker within 5 minutes at an event for entrepreneurs. * Given 5 everyday topics to choose from, the officer should be able to engage in ‘small talk’ with native speakers within 15 minutes. * Given the announcement of a controversial new US policy, the officer should be able to host a civil society group at the US embassy to Explain America’s viewpoint on the subject within 20 minutes. * Given the launching of a US scholarship program, the officer should be able to explain about the program to a group of high school students within 10 minutes followed by a 15 - minute question and answer session.

About Objectives The students (Foreign Service Officers who will serve as public affairs officers, cultural affairs officers, and information officers ) will be encouraged to apply their critical thinking skills as they engage in experiential learning and project-based learning in order to meet the eight objectives outlined in the 10 -week training module.

Instructional Strategies Experiential Learning The students participate in brainstorming, sessions, create dialogues and conduct role-plays, demonstrate presentation skills , create audio-visual materials, form discussion groups, provide feedback to each other, and have time for reflection. Project-based Learning The students will be assigned to conduct research in real-world events; they will collaborate when conducting research and share with their peers; hone their public speaking skills using the target language and share their presentations on social media with college students (control group) at post.

Instructional Technologies The students will use Quizlet when practicing their personal pronouns and greetings; Smart panel to access audio and visual materials in the classroom; access the Internet and the Kelas Bahasa Melayu Google site for resources or to post their audio-visual materials; post their presentations or speeches on the Malay You. Tube channel and obtain feedback from (invited) college students. They will also use the Foreign Service Institute’s Innovation Lab that is equipped with a 270 -degree wraparound triple screen studio where students are immersed in an environment of their choice.

Phase III: Timeline of Implementation 10 Weeks Public Diplomacy Module (Weeks 24 -33 of 36 -week Malay Language Training) Week 24 Week 25 Week 26 Week 27 Familiarize with pronouns , titles, and greetings Write a thank you speech to thank the host of a seminar on Google Doc. Translate a short biography about a famous American celebrity on Google Doc. Introduce an American celebrity to a local audience based on the short bio – 5 minutes Watch 2 local talk shows and take notes. Report to class what you understand. Explain America: Appear on a local TV show to respond to questions on a current event – 10 minutes (use innovation lab) Continue research work on PBL with team member Express greetings in 3 minutes accurately Read and listen to 3 thank you speeches Week 29 Write opening remarks and bio on an American motivational speaker Introduce an American motivational speaker – 5 minutes Plan with your team member to design a presentation (use images and video) on a PBL project and offer solution to the problem Deliver the thank you speech within 3 minutes Work in pairs and decide on a topic based on a reallife situation happening at post for Project-based Learning (PBL) Week 30 Engage in ‘small talk’ with a new acquaintance (your peers). Plan with your team member to develop a presentation (use images and video) on a PBL project and offer solution to the problem Start research work on PBL with team member Week 31 Week 32 Explain America: Appear on a local TV show to explain a controversial new US policy on visas and respond to questions – 20 minutes (use innovation lab) Talk to High School students about a new US US scholarship program (10 mins) followed by question and answer session (15 mins) Continue planning with your team member to develop a presentation (use images and video) on a PBL project and offer solution to the problem Practice presenting your PBL project on a real life situation and solution to the problem with your team member (using images and video) Week 28 Use social media to chat with 2 local college students (selected by teacher) and get their views on schools and colleges. Week 33 Portfolio Presentation of PBL project with team member in Innovation Lab Reflect on Padlet (digital board) experience with PBL and share on social media with native speakers.

Phase IV: Implementation Plan v The Malay Language sections is seeking approval to implement the module at week 24 of the Malay language training, and will be conducted over 10 weeks. v The job-relevant module prepares students to meet their language proficiency goal of 3 for speaking and 3 for reading under the ILR (Interagency Language Roundtable) scale at the end of their 36 -week language training.

Timeline Implementation People Resources How Formative Assessment s Length of time 10 weeks of the 36 week Malay Language training Start: Week 24 End: Week 33 Supervisor (Administrator) Curriculum Developer & SME (involved in ADDIE) Teachers (Facilitators) & Public Diplomacy officers (Students) Teachers Textbooks Technology 1. Communicate plan 2. Build interest and commitment 3. Select participants Writing, presenting, delivering speeches, and collaborate on PBL Technology Smart board &Internet Innovation Lab Communication: Student Orientation, Syllabus Meetings, Announce on Google page Build Interest & Commitment: - Project-based Learning (PBL) based on real life situation - Experiential Learning Activities relevant to their jobs, use social media and interact with native speakers Select participants: - Public Diplomacy Officers Create dialogues for role plays , engage in role plays, deliver speeches, write short speeches on Google Doc, deliver speeches, talks and briefings, collaborate on PBL, interact on social media, group portfolio presentations (PBL) in innovation lab, provide feedback on Google Form, and reflect on Padlet (digital board). - I m p l e m e n t a t i o n

Identifying Criteria to determine whether the goals, objectives, and overall outcomes of the Public Diplomacy Module are met. Learners’ skills and abilities to: • Engage in ‘small talk’ with native speakers • Write a short and simple speech accurately • Deliver a short and simple speech accurately • Respond to questions from the media • Explain America’s educational program to high school students • Explain America’s controversial position to civil society • Interact with college students using social media • Present project-based learning portfolio at the end of the module

Evaluation Instruments v Learner Evaluation – Instructor’s observation of learners; and rubric to assess if learners have met their goals and objectives. v Formative Evaluation – One-on-one, small group or field trial (classroom) to obtain feedback on design, Dick, Carey and Carey (2009) v Summative Evaluation – Group Portfolio presentation at end of the module; Google form survey on completion of module; and survey of learners at post to find out relevance of instruction to their work, and the impact and the effectiveness of the module based on Kirkpatrick’s Four Levels of Evaluation, Brown and Green (2011)

Evaluation Overview Once the learners have served for a year as Foreign Service Officers in the area of public diplomacy, and have been using the language for at least one year at post, a survey (summative evaluation) will be sent to former learners electronically to evaluate their use of language at work, and the impact and effectiveness of the module. Their feedback will be shared with the language section and the Curriculum developers to determine if the Public Diplomacy Module should be continued, revised or discontinued.

References v Brown, A. & Green, T. D. (2011). The essentials of instructional design. Boston, MA: Pearson. v Hodell, C. (2009). ISD from the ground up: A no- nonsense approach to instructional design. Alexandria, VA: ATD Press.