The panel presents post-truth, media literacy education, and the shift from in-person to online learning as contexts in emphasizing the importance of teaching, learning, and evaluating COMM 10. Specifically:

▪ Post-truth is identified by Tatcho as “a central communication issue” that may be intervened by considering “epistemologies in the Philippines in making sense of/understanding/combatting disinformation” as well as approaches that call for collaborative perspectives from historians, political scientists, and sociologists.

▪ Comm 10 contributes to the advocacy for media literacy education. In this course, students are given opportunities for what Garcia calls “reflexive interrogations” wherein students can, among other activities, analyze and create online content as ways to fight disinformation.

▪ Recommendations to improve Comm 10 include adding into the course content new perspectives on the ever-changing communication and media landscape, and Comm 10 educators having increased openness to online experimentation, possibly extending their efforts for media literacy beyond the classroom. Also, another recommendation—based on a research by Grande that looked into the negotiations done during the online learning in the 1st Semester 2021-2022 by contrasting learning outcomes of the Comm 10 course guide/curriculum and analyzing the culminating outcomes of students—is to revisit the conceptualization of “critical” in Comm 10: Critical Communication.