Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Formato guía de actividades y rúbrica de evaluación

1. General Description of the course

School Escuela Ciencias de la Educación

Level Professional
Educational field Professional - Specific
Name of the course Materials Design for Virtual Environments
Course code 551021
Course type Theoretical – Practical Habilitable Si ☐ No ☒
N° of credits 2

2. Description of the activity

Type of Collaborati
Individual ☒ ☒ Weeks 5
activity: ve
Moment of Intermedia
Initial ☐ ☒ Final ☐
evaluation: te, unit 1:
Evaluative weight of the Activity delivery environment:
activity: 175 points Evaluation and Assessment
Starting date of the activity: Deadline of the activity: 31/Mar/2018
19/Feb/2018 00:00 23:55
Competence to develop:
Identifies, organizes and interprets the ideas, data and explicit and implicit
concepts in a text, considering the context in which it was generated to define
the most appropriate linguistic structures and vocabulary for each specific
communicative situation.
Topics to develop:

Unit 1 Teaching in Virtual Environments

Theoretical foundation of virtual environments, learning and teaching in virtual

environments and learning and teaching in virtual environments

Steps or phases of the learning strategy to develop

Step 2 – Presenting a Web 2.0
To design a Web 2.0 Tool and share it with the group. There students reflect
about how useful different virtual materials can be when teaching.

Part 1. Go to the collaborative environment and enter the Intermediate

Collaborative Task 1 forum.

Part 2. Read the Intermediate Collaborative Task 1 activity guide and the
assessment rubric for this activity.

Part 3. Do the task following, step by step, the instructions from the guide.

Part 4. Upload the activity to the corresponding link in the Evaluation and
Assessment environment.

Activities to develop:

Individual

Go to the knowledge environment, Unit 1.

1. Read the text:
Onrubia, J. (2005, Febrero). Aprender y enseñar en entornos virtuales:
actividad conjunta, ayuda pedagógica y construcción del conocimiento. RED.
Revista de Educación a Distancia, número monográfico II. Retrieved
from: http://www.um.es/ead/red/M2/conferencia_onrubia.pdf
And watch the video
http://repository.unad.edu.co/handle/10596/11367
López Marín, J. ( 28,01,2017). OVI E-Learning Tools. [Archivo de
video]. Retrieved from: http://hdl.handle.net/10596/11367

2. Select one of the following tools

to be used in online teaching
-Blogger, Wix, YouTube, Wiki, slide share, or any other you find interesting.
(Each member of the group must post on the forum his selection). Remember,
you can choose a different one
3. Inform to the group the web 2.0 Tool you chose.
4. Create and share your selected tool. It must
 contain the following items:
a. Title
b. A short presentation of the tool
c. A paragraph telling the way you would use the tool for teaching and what
innovative appliances can be used in it.
d. A paragraph telling the importance of
using this tool
5. Post the link of your tool on the forum.

Collaborative:

1. Read and comment in a meaningful way at least two of the tools designed
by your partners.
2. Answer at least one of the comments written about your tool
3. Design a blog.
4. Send the link of the blog (Not a new one, but the one you created in the
individual participation) as a UNIQUE final group product. It must contain:

a. All the students’ tools linked

b. Name of the people who participated in the work.

Environme
nts to Collaborative learning environment and Evaluation and Assessment
develop environment.
the activity
Individual: 115 points.
 1. Presenting a web 2.0 Tool chosen according to the guidelines
given.
2. A word document that includes the following contents:
a. Cover page (name, course info, tutor name, CEAD, date)
b. A presentation of the tool.
b. Screen shot of the tool.
c. The link of the tool designed (according to the established
guidelines).

Products to Collaborative: 60 points.

deliver by
the student 1. The job must include all of the
asked elements listed in the guidelines front page (with title,
your whole name, your ID number, course name, group
number, name of the university, name of the program, city and
date).
2. Name your product as in the example: finalproduct_group#.
3. Submit the word file which contains the link of the group blog
by the link step 2 - collaborative task 1 placed in the
evaluative environment.
 Guidelines for the development of the collaborative activities

Reading of the theory resources.

Preparation of the individual contributions.

Planning of
activities for Interaction of the group based on the individual
the contributions.
development
of the Preparation of the assignments.
collaborative
work Revision of the products.

Preparation of the assignments according to the

established rules.
The next aspects must be taken into account:

- Every group work starts with complete individual

contributions. That way, you must not wait for your
partners to begin or Split the job and then just put it
Roles to together at the end.
develop by
the student -The group work nourishes from the interaction of all
in the the members coming to participate in the forum.
collaborative
group - A group wok which contains several phases cannot
be done in one or two days.

- In the papers of the activities, you must only include

the names of the people who actually participated.

Roles and
Compiler: Consolidate the file that is final product
responsibiliti
of the debate, having included the participations of
es for the
all the group members who participated in the
production
process. You must inform to the person in charge of
of handing-
the alerts to speak to those who did not participate
in activities
that they will not be included in the final paper.
by the
students
 Reviser: Make sure that the writing fills the
requirements presented by the teacher.

Evaluator: Make sure the file fills with the criteria

in the rubric. You must communicate to the person
in charge of the alerts to inform the other members
of the group in case there is any adjustment to do
about the topic.

Deliveries: Alert about the times to hand in the

products and send the final paper file in the
stipulated times, using the resources indicated for
it, and let the group members know about the
delivering of the file.

Alerts: make sure to let the members of the group

know about the novelties of the work and inform the
teacher on the forum and course Messenger about
the handing in of the paper file.
Use of APA rules, version 3 in Spanish (Translated
from version 6 in English)

The APA Rules is a style of organization and

presentation of the most used information in the area
of the social sciences. These are published under a
Manual that allows the scope of the ways in which a
Use of scientific article must be presented. Here you can find
references
the most relevant of the Spanish edition of the Manual
of the APA Rules, such as references, quotations,
elaboration and presentation of tables and figures,
headings and recordings, among others. You can check
how to implement them by going in the next link
http://normasapa.com/

What is Plagiarism for UNAD? Plagiarism is defined by

the dictionary of the Real Academia as the action of
Plagiarism "substantially copying other people's works,
Policy presenting them as their own." Therefore plagiarism is
a serious offense: it is the academic equivalent, to
theft. A student who plagiarizes does not take his
education seriously, and does not respect the
intellectual work of others.

There is no small plagiarism. If a student makes use

of any portion of another person's work, and does not
document their source, they are committing an act of
plagiarism. Now, it is clear that we all have the ideas
of others when it comes to presenting ours, and that
our knowledge is based on the knowledge of others.
But when we rely on the work of others, academic
honesty requires that we explicitly announce the fact
that we are using an external source, either by
appointment or by an annotated paraphrase (these
terms will be defined below). When we make an
appointment or a paraphrase, we clearly identify our
source, not only to give recognition to their author,
but also to allow the reader to refer to the original if
they wish.

There are academic circumstances in which,

exceptionally, it is not acceptable to quote or
paraphrase the work of others. For example, if a
teacher assigns their students a task in which
students are clearly asked to respond using their ideas
and words exclusively, then the student should not
appeal to external sources even if they are properly
referenced.
 Evaluation rubric format

Type of activity: Individual ☒ Collaborative ☒

Moment of Intermediate
Initial ☐ ☒ Final ☐
evaluation Unit 1
Evaluated Criteria for performance of the individual activity
Score
item High Average Poor
The student The student The student doesn’t
designs the asked designs the asked design the asked
web 2.o tool and web 2.0 tools, but web 2.o tool or
it contains the it doesn’t fulfill doesn’t send the link,
requirements some of the given or it doesn’t fulfill
General established in the aspects most of the
Purpose of activity guide in established un the guidelines given in
the terms of the activity guide in the activity guide in 50
Assignment contents and use terms of the terms of the contents
of English contents and use and use of English
(spelling, of English (spelling, grammar,
grammar, etc.). (spelling, etc.)
grammar, etc.).

(up to 50 points) (up to 20 points) (up to 5 points)

The student The student posts The student doesn’t
posts the link of in the forum the post the link of the
the selected tool link of the selected toll in the
in the forum at selected tool, but forum, or it doesn’t
least five days it doesn’t work, or work.
before the the sound or
Link of the 40
closing date and image are not
Web 2.0 tool it works properly good, or it is sent
in terms of the the last three
sound and days of the
image. deadline

(up to 40 points) (up to 20 points) (up to 5 points)

Argumentativ The student The student The student doesn’t
e explains with doesn’t explain post the link of the
Competence details the way with details the selected tool, or 25
 he/she would use way he/she would doesn’t explain in
the selected web use the selected detail the way he/she
2.0 tool for web 2.0 tool for would use it for the
teaching and the teaching or doesn’t teaching process.
importance of mention the
using this tool. importance of
using this tool.
(up to 25 points) (up to 10 points) (up to 5 points)
Evaluated Criteria for performance of the collaborative activity
Score
item High Average Poor
The student The student wrote The student doesn’t
wrote some one or two write any
meaningful meaningful meaningful feedback
Interpretativ
feedback to three feedback to to her/his partners’
e 30
of her/his his/her partners’ web 2.0 tools
Competence
partners’ web 2.0 web 2.0 tools designed.
tools designed. designed.
(up to 30 points) (up to 15 points) (up to 5 points)
The student The student The student didn’t
participates participates participate with
actively with actively with meaningful
meaningful meaningful contributions to the
contributions to contributions to making of the
the making of the the making and collaborative task or
Active and on
asked group task reviewing of the does it the deadline.
Time 30
since the collaborative task
Participation
beginning of the just five days or
opening date and less before the
in the review of closing date.
the final group
product.
(up to 30 points) (up to 15 points) (up to 5 points)
Final score 175