Promoting Indigenous Filipino Food Ingredients through "Social Tags”
1. Promoting Indigenous
Filipino Food Ingredients
through Digital ‘Social Tags’
Project Leader: MARK RAYGAN E. GARCIA
Institution: Silliman University, Dumaguete City, Philippines
Website: www.smarkideas.com
Email: markraygan@yahoo.com
2. Aims and Objectives
1. Promote indigenous Filipino food ingredients in modern-
day cooking using digital tools (website, YouTube,
Facebook)
3. Develop “social tags” on identified indigenous Filipino
food ingredients to establish their cultural/historical
relevance.
3. 1. Produce instructional videos of cooking demonstrations
for online access and availability on discussion
platforms.
4. Facilitate the strengthening of the Filipino identity through
increased awareness of indigenous Filipino food
ingredients.
5. Assist in addressing malnutrition and promoting healthy
eating using indigenous food recipes.
4. Methodology (1 of 3)
Phase 1 Orientation
• Profiling
• Expectation-Setting
• Identification & Ranking of Indigenous Ingredients
• ‘Town Hall’ Discussion on Food as Identity
• Tasking
* Documentation; Popularization on Facebook
24. JILL HULGUIN MAHLOU CASTUMBRAS
Dish: Humbang Nangka Dish: Ginisang Balataong
Age: 26 Age: 25
Children: 4 Children: 1
Education: High School Grad Education: 3rd Year HS
Docu. Tool: Sony Cybershot Docu. Tool: Nokia 3120 C
25. Methodology (3 of 3)
Phase 3 Packaging
• Transcription & Translation
• Nutritional Content Analysis
• Video Development
• Uploading (Facebook, YouTube,
www.smarkideas.com)
26.
27.
28.
29. Outcomes
1. Promotion of the Maayong Tubig community (livelihood and
resource availability; culture: sense of belonging and oneness;
characteristic of resilience).
2. Reinforcement of the value of local Filipino food recipes vis-à-
vis sense of pride and identity.
3. “Outsiders’” appreciation for indigenous Filipino food
ingredients (“discovery” of what already exists for
generations).
4. Widened reference and discussion options.
30. Applications/Outputs
1. Integration into curriculum/program as a service-learning
activity. (Education, Nutrition and Dietetics, Socio-Anthro,
Communication)
• Utilization as a reference (or subject) for online discussions
among students and/or faculty on local knowledge (how
seemingly trivial items such as food build identity)
• Adoption of methodologies as an approach to undertaking IRE-
related initiatives.
31. Conclusions
1. Food choices are influenced by at least two things:
(a) availability of resources
(b) personal affinity/experience.
• Food builds up identity; identity roots from what links you to
family (clan or generation; ancestry) or a personal experience.
• Food bridges cultural divide.
* Nothing beats the sincerity of people in grassroots communities.
32. Recommendations
1. Conduct a national (and/or regional) online dialogue on
indigenous food with focus on:
(a) extent by which food builds identity
(b) interconnectedness [yet distinctness] of localities/
cultures through food ingredients
(c) food-related threats (actual and/or potential) to culture
2. Outputs in #1 to be consolidated into an/a I/R/E material.
3. Integration as a service-learning activity. (Twist: SL via the Net)
37. Daghang salamat!
Project Leader: MARK RAYGAN E. GARCIA
Institution: Silliman University, Dumaguete City, Philippines
Website: www.smarkideas.com
Email: markraygan@yahoo.com
Notes de l'éditeur
This is a presentation template. You may edit the elements of each page with details of the project. For tips on effective presentation slides, follow the online resource at this link: http://www.chillibreeze.com/articles_various/top-10-examples-of-effective-slides-in-a-presentation.asp You may also wish to explore some popular models at http://slideshare.net , e.g. http://www.slideshare.net/satyajeet_02/how-to-make-effective-presentation
You may wish to contextualize objectives within a related subject area, topic, or academic discipline.
You may wish to contextualize objectives within a related subject area, topic, or academic discipline.
Method (Design, Participants, Data Gathering Procedure, Data Analysis --if applicable) You may refer to this blog post which offers a list of methodologies - http://people.audrn.net/forum/topics/public-scientific-method
Method (Design, Participants, Data Gathering Procedure, Data Analysis --if applicable) You may refer to this blog post which offers a list of methodologies - http://people.audrn.net/forum/topics/public-scientific-method
Method (Design, Participants, Data Gathering Procedure, Data Analysis --if applicable) You may refer to this blog post which offers a list of methodologies - http://people.audrn.net/forum/topics/public-scientific-method
Method (Design, Participants, Data Gathering Procedure, Data Analysis --if applicable) You may refer to this blog post which offers a list of methodologies - http://people.audrn.net/forum/topics/public-scientific-method
Method (Design, Participants, Data Gathering Procedure, Data Analysis --if applicable) You may refer to this blog post which offers a list of methodologies - http://people.audrn.net/forum/topics/public-scientific-method
Findings/Learnings Consider this part in relation to how the aims/objectives were met.
Application/Outputs (relating to higher education) and how this research work could be integrated in the classroom. Project highlights could be useful here. You may add more slides as needed.
You may also include some serendipitous discoveries, where applicable, in the actual implementation of the project.
Include some ideas to help move your project forward, e.g. with a call for collaboration.
Some useful related literature and content, where applicable, could go here
All told, the entire presentation should take a maximum of 20 minutes.