Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Task 4 – Practical
Assignment 2

1. General Description of the Course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name Research project
Course Code 551028
Course Type Metodológico Retake Yes ☐ No ☒
Exam
Number of Credits 2

2. Description of the Activity

Indi
Number of
Type of Activity: vidu ☒ Collaborative ☒ 4
Weeks
al
Initi
Evaluation al
☐ Intermediate ☒ Final ☐
Moment: Unit
1
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
125
Environment
Starting Date of the
Deadline of the Activity:
Activity:
November 28th, 2019
November 4th, 2019
Competences to Develop:
To Carry out chapter 3 of a Research Project
Topics to Develop
Practical Assignment 2
Steps, Phase or Stage of the Learning Strategy to Develop
Project Based Learning
Activities to Develop Practical Assignment 2
 It is expected that the student in this field will be related to the concepts
of a research project. This, in order to have clarity and to be able to
carry out the final activity of the course. Also, it can be an election for
presentation degree thesis
Environments for
This activity has to be carry out in Collaborative
the Development
Learning Environment only
of the Activity
Individual:

Review the contents from UNIT 1 and UNIT 2 of

the course, and the contents of Research
Project, found in the Knowledge Environment.

To Construct the chapters 3 of your research

project according to previous chapter 1 and 2.

Dear student, to perform the activity 4 Practical

Assignment 2, you must take into account the
problem statement and the chapter 1 and 2
that were previously made

Products to be
Submitted by Chapter 3: Research Framework
Students

This chapter describes the structure of the

research framework, its uses and types, how to
develop the framework, the research hypothesis,
and the operationalization of the variables. A
framework is a model which allows the researcher
to explore the relationship of variables in a logical
and prescribed manner. It clarifies questions and
summarizes the overall concept being
investigated.

3.1 Theoretical framework

The theoretical framework is a structure

developed by the previous researcher(s) that
would be used as an initial idea to develop a
new concept/model. Researchers accomplish
their research based on their framework

3.2 Conceptual framework

The conceptual framework is the map for a new

idea that comes from the theoretical framework.
For example, conceptual framework A, which
has been developed in the year 1998, can be
the theoretical framework for developing
conceptual framework B, in 2000, which would,
in turn, be used as the theoretical framework for
constructing conceptual framework C in 2005.

3.3 Research hypothesis

The research hypothesis is an unproven

proposition or supposition that tentatively
explains certain facts or phenomena and is
empirically testable. It is concerned with the
relationship among variables. There are two
types of research hypothesis, i.e., null
hypothesis (Ho) and alternative hypothesis

For the accomplishment of this activity, you

better look for additional reliable
references

Collaborative

Feedback must be made to each of the

contributions of the companions in a meaningful
way.
 Each student must deliver individually, taking
into account Chapter 1, 2, 3 of the research
project in PDF format

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

students to work together in order to achieve a
common goal. Accordingly, the collaborative
work proposed for the course is based on a
structured and planned process that includes
individual and group activities, as well as
interaction and socialization in the virtual
classroom.
1. Explore the syllabus of the course.
2. Make several readings of the activity guide
and the evaluation rubric for each of the units of
individual and collaborative work.
3. All the activities that are carried out for the
Planning of
development of the activity should be reflected
Activities for the
within the course through the different media
Development of
and especially in the forum of each activity,
Collaborative
since the interaction; if they work by Skype or
Work
other means they should evidence it in the
forum with screenshots.
4. Be in constant communication with the
colleagues and tutor during the development of
activities.
5. In case of any concern, ask the tutor or the
colleagues with time, using the various
communication channels arranged in the course.
6. Enter the contributions with time for the
Timely feedback from peers and tutor.
7. Establish a schedule of activities within each
forum and a table of roles and functions for
meet during the development of each activity.
 Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
interpersonal relationships. Every student will
take up one of these roles for the development
of the course assignments and can only be
changed if decided by the group members.
Facilitator: Makes sure that every voice is
heard and focuses work around the learning
Roles to Be task. Provides leadership and direction for the
Performed by the group and suggests solutions to team problems.
Student in the Recorder: Keeps a public record of the team's
Collaborative ideas and progress. Checks to be sure that ideas
Group are clear and accurate.
Time keeper: Encourages the group to stay on
task. Announces when time is halfway through
and when time is nearly up.
Planner: States an action for the completion of
the task at hand according to the instructions
and course agenda.
Task monitor: Looks for supplies or requests
help from the teacher when group members
agree that they do not have the resources to
solve the problem.
Compiler: Puts together the final product and
includes the work done only by those who
participated on time. Informs the student in
charge of alerts about people who did not
participate and will not be included in the final
Roles and Duties
product.
for the
Reviser/Editor: Makes sure the written work
Submission of
follows all the criteria established in the activity
Products by
guide.
Students
Evaluator: Evaluates the final document to
ensure it follows the evaluation criteria of the
rubric and informs the student in charge of
alerts about any changes that need to be made
before delivering the product.
 Deliveries: Student in charge of informing
about the dates set for presenting each task and
delivering the final product according to the
course agenda. Also informs other students that
the final product has been sent.
Alerts: Informs group participants about any
news in the work being done and reports the
delivery of the final product to the course tutor.
With this educational resource, the student will
take into account each step of the steps that
must be applied when writing a research
project. Read (Part 3. P 50 to 64
Habib, M., Maryam, H., & Pathik, B. B. (2014).
Research Methodology -- Contemporary
Practices: Guidelines for Academic Researchers.
Newcastle upon Tyne: Cambridge Scholars
Publishing. Retrieved
from http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?direct=true&db=e000xww&AN=8710
29&lang=es&site=ehost-live
With this educational resource part
2. PUTTING TOGETHER YOUR RESEARCH
References PROJECT, the student will understand the
different components of a Research Project
(Chapter 6: What are the different
components of a research project?
) P. 138 to 142 (6.1,6.2,6.3) To carry out the
activity of the first unit of the Research Project
course
Murray, N., & Hughes, G. (2008). Writing up
Your University Assignments and Research
Projects: A Practical Handbook. Maidenhead:
McGraw-Hill Education. Retrieved
from:http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?direct=true&db=e000xww&AN=2343
30&lang=es&site=ehost-live
 Read Chapter 6:
WRITING RESEARCH REPORT AND LIST OF
SOME VERBS USED FOR STARTING RESEARCH
OBJEVTIVES.
Mligo, E. S. (2016). Introduction to Research
Methods and Report Writing: A Practical Guide
for Students and Researchers in Social Sciences
and the Humanities. Eugene, Oregon: Resource
Publications. Retrieved
from: http://bibliotecavirtual.unad.edu.co/login?
url=https://bibliotecavirtual.unad.edu.co:2969/l
ogin.aspx?direct=true&db=e000xww&AN=1228
098&lang=es&site=ehost-live
Kuada, J. E. (2012). Research Methodology: A
Project Guide for University Students (Vol. 1st
edition). Frederiksberg C [Denmark]:
Samfundslitteratur Press. Retrieved from:
http://bibliotecavirtual.unad.edu.co/login?url=ht
tps://bibliotecavirtual.unad.edu.co:2969/login.a
spx?direct=true&db=e000xww&AN=503632&lan
g=es&site=ehost-live
Students must be aware of the risks and
penalties in case of plagiarism.

Under the Academic Code of Conduct, the

actions that infringe the academic order, among
others, are the following: paragraph e)
"Plagiarism is to present as your own work all or
Plagiarism Policy
part of a written report, task or document of
invention carried out by another person. It also
implies the use of citations or lack of references,
or it includes citations where there is no match
between these and the reference" and
paragraph f) " To reproduce, or copy for profit,
educational resources or results of research
products, which have rights reserved for the
 University ". (Acuerdo 029 - 13 De Diciembre de
2013, Artículo 99)

The academic penalties that the student will face

are:

a) In case of academic fraud demonstrated in

the academic work or evaluation, the score
obtained will be zero (0.0) without any
disciplinary measures being derived.
b) In case of proven plagiarism in academic
work of any nature, the score obtained will be
zero (0.0), without any disciplinary measures
being derived.
To learn how to properly cite all your tasks, see
the following:
BibMe. (n.d.). APA Citation Guide. Retrieved
from http://www.bibme.org/citation-guide/apa/

Evaluation Rubric
Task 4 – Practical Assignment 2
Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 2
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
The student The student The student
explored and partially explores didn´t enter to
analyzed the and analyzed the the course to
references for references for unit analyze the
Checking
unit 2. The 2. The references 20 points
references
information information shows according to the
shows that that student activity guide.
student didn´t
understood the understand the
 concepts and concepts and
masters the masters the topics
topics to carried to carried out an
out an excellent excellent task
task

(up to 20 (up to 12
(up to 1 points)
points) points)
The student
posted his/her
The student
individual
posted his/her
chapter 3 on the The student
individual chapter
forum. It is well- didn´t carry out
3 on the
organized and the chapter 3
collaborative
the information that shape a
forum, but It is
Forum is clear and research project 40 points
not clear or well-
participation complete. It has as it is asked in
organized. The
each one of the the activity guide
information is not
steps that shape
complete.
a research
project clearly
(up to 40 (up to 25
(up to 1 points)
points) points)
The student
The student didn’t The student
entered to the
enter the forum didn´t enter to
forum on time
on time and the forum to
Individual and participated
partially carry out the 20 points
participation actively and in a
participated. individual activity
meaningful way.
(up to 20 (up to 12
(up to 1 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The student got The student got The student
Final interested in interested in didn’t get
document developing a developing a good interested in
45 points
and peers good work, so work, but he/she developing a
‘feedback he/she checked partially checked good work, so
the partners’ the partners’ he/she didn’t
answers in order answers in order check the
to give feedback to give feedback partners’ answers
and improve. and improve. De and didn’t give
The final final document is feedback to
document is incomplete improve. Didn’t
complete send the final
document
(up to 30
(up 45 points) (up to 1 points)
points)
Final Score 125