Utmost importance of living peacefully with diversity and multi-culturalism is saliently discussed in society since the globe is becoming smaller and smaller, and we are at the present living in the world of technological advance. Borders become borderless. People with different backgrounds have more opportunities to share ideas, feelings, resources, and so on with others. People are likely to be more open to new digital era. Communication mobility is a new phenomenon as shown that information and news can be accessed faster through technological devices. Yet, the quality and originality of the communication are problematic. Facts can be transformed to be hoax in a second with or without intention of the one who disseminates that piece of information to his fellows, counterparts, and community. One small piece of ambiguous news and information might be powered up to an explosion of separation, prejudice, and misunderstanding. The aforementioned texts are awareness and outcomes I have gained from taking part as a researcher in this mega project entitled “MEDLIT – International Media Studies: Media Literacy as a Media Competence Program for Social Change” under the campaign “Erasmus+ Capacity Building for Higher Education”.

In terms of the project inputs and supports, the project itself is gigantic and requires a series of tangible and intangible resources, such as, constructive ideas, content knowledge, never-ending energy, well-built collaboration, time management, and trust from every single partner institution. We are all different as you can see that six universities in SEA countries together with universities in the EU region are working under the same contract towards the same goal. Communication through steering board meetings is the main key to success. However, a professional and well-noted minute of meeting is even more significant. Also, open-mindedness and being a good team player play a major role here. Inputs and supports in this sense including Financial support from European Union, Academic and technical support from UniVie (Thomas), ZU, UMK, OUNL, and CU, Manpower from SWU and CU, Time allowance out from work routines from SWU, and so on. My gratitude goes to all of those.

Project management as a process is undeniably valuable, and this management process includes international, national, and institutional levels. As an institutional lead of SWU, I myself need to be active and capable at all times from the start to the stop. Sometimes I was stunned by numbers, figures, workload, and stuff assigned to complete the project requirement at each stage. Thanks to UniVie management and support team who are trying their best to reduce tensions and be helpful facilitators. Having been working with intercultural co-workers in different venues with limitation of time difference and telecommunication is the main challenge. As mentioned earlier, well-noted minute of meeting helps make our lives easier.

The project’s output as MOOC is the ultimate goal that we all have the same in common. Comparative study of the three MOOCs belonging to Malaysian, Thai, and Vietnamese surpass our willingness to initiate an ordinary online material to our learners and the public. I could say that MOOCs of all participating nations are extraordinary with some room for improvement. For SWU, we are so proud of it since we are all YOUNG linguists and language teachers. Apart from working as a teacher in our daily life, we have promoted ourselves to become autonomous learners in terms of media literacy and media production. Eventually, we are already ‘media literate’. One good thing about the project for SWU is that we work and learn at the same time. This means not only to our main five participants, but also to other SWU lecturers who are interested in enhancing their media competence.

Since the beginning of the refection, I have expressed gaining profits from the project as outcomes several times. Here, I am honoured to saliently manifest two outstanding outcomes from the project to me which are self-learning to elevate expertise on Media Literacy, and learners becoming more media literate. Participating in and working on this project allows me to read and research more on new fields of study and approach, e.g. Delphi Study, Media Literacy, Social Movements and so on. This has led me in charge of media literacy related course at my workplace, SWU141 Information Literacy Skills, I am quite certain that we could manage outcomes of the project to be research anecdotes. Experiential learning and hands-on experience induce my new expertise. My new expertise is used to nurture my learners to become more media literate. This witnesses a productive evidence from the previous semester of SWU 141 Information Literacy Skills at SWU.