Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric – Step 1 - Identify
intellectual property as an asset
1. General description of the course

Faculty or Basic Science, Technology and Engineering

Academic Unit School
Academic Level Undergraduate
Academic Field Disciplinary
Course Name Valuation and Negotiation of Technology
Course Code 212032
Course Type Theoretical Can be yes ☐ N ☐
enable o
d
Number of Credits 3

2. Description of the activity

Number
Type of the
Individual ☒ Collaborative ☒ of 4
activity:
weeks
Moment of Unit
Initial ☐ ☒ Final ☐
evaluation Intermediate:
Delivery Environment of the
Evaluative score of the activity: Collaborative Learning and
activity: 90 Monitoring and Evaluation
Environment
Starting date of the activity: Deadline of the activity:
15/02/2019 14/03/2019
Competence to develop:
The student analyzes the importance of intellectual property rights
protection, as a differentiating factor to stand out in the competitive
markets.

Topics to develop:

Unit 1: Intellectual property:

 Copyrights
 Patents
 Trademarks
 Industrial designs
 Commercial secrets

Steps, phases of the learning strategy to develop

Step 1 - Identify intellectual property as an asset

Activities to develop

Individual:

The students must develop the following activities:

 
1. Read the following references for Unit 1 at the Knowledge
Environment:

 Ryder, R. D., & Madhavan, A. (2014). Intellectual

 Property and Business : The Power of Intangible
Assets. (pp 5-7).

 Delong, J. V., & Palmer, T. G. (2018). Proposition:

Intellectual Property Must Be Protected. (pp 44-46)

 Mc Manus, J. P. (2012). Intellectual Property : From

Creation to Commercialisation: A Practical Guide for
Innovators & Researchers. 3. Forms of Intellectual
Property.

2. Based on the readings and extra information gathered from the

internet:

 Identify Figure 1.1. Types of intellectual property from

Ryder, R. D., & Madhavan, A. (2014). Intellectual
Property and Business : The Power of Intangible
Assets. (pp 5-7) reading.

 Build a comparative chart following the structure below:

IP Comparative Chart
Student name: Date
IP form IP Descriptio Exampl
(Traditional/nontraditional Typ n e
) e
1.
2.
3.
4.
5.
6.
7.
 8.
9.

3. Identifying traditional IP from previous activity, draft three

creative infographics, one for each type: Patents, Copyrights,
Trademarks including the following:

 Student name, date, group number

 IP type (Patents, Copyrights, Trademarks)
 Colombian office in charge of rule the registration
according to the type of IP
 Registration process according to the type of IP
 Requirements and fees

4. This course is for students to analyze and find solutions to the

following problem:

How to promote digital transformation in Colombian medium-

sized enterprises?

With the aim of developing a diagnosis to identify the current

situation of medium-sized companies in Colombia, each student
contributes recording an audio of the development of one
Survey to identify and characterize medium-sized enterprises for
digital transformation to the form proposed in the Annex 1
attached in the Collaborative Learning Environment. The
company to be studied must meet the following requirements,
which can be confirmed in its public information:
  The Company must be a legal person (persona jurídica)
with an existing registration in a Chamber of Commerce in
Colombia.
 According to the law 905 of 2004, a medium-sized
company must fulfil this parameters:

o Workforce between 51 and 200 employees

o Total assets between 5.001 and 30.000  legal
monthly minimum wages

For its evaluation, the results must be submitted on the

following Google form in English, therefore, the student might
find a person in the company who can be able to answer the
questions in that language, otherwise, the student has the
responsibility of translating the answers with the aim of being
evaluated.

Google form: https://goo.gl/forms/zmufsl4kjjKq9KrC2

Also, it is mandatory that the person who solve the survey and
the student, sign a confidentiality agreement attached in the
Collaborative Learning Environment as Annex 2 - Confidentiality
agreement (Consentimiento Informado)

5. Individually, each student must consolidate a .zip file to be

submitted to the Monitoring and Evaluation Environment
according to the guidelines given below in section Products to
deliver by student, and name it with the following structure:

 VNT_Step 1_Student Name

Collaborative:

6. After developing the individual survey and based on its own

research on internet or other sources, each student draft a
problem tree diagram to identify the problem, its causes and
consequences according to the question proposed previously:

How to promote digital transformation in Colombian medium-

sized enterprises?

7. Research involve the problem description as a crucial step,

therefore, each group member must read the following
complementary reference from unit 1 at the Knowledge
Environment:

Kuada, J. E. (2012). Research Methodology : A Project Guide

for University Students (pp 38-40)

8. Base on the different problem trees proposed by each student

collaboratively, each group must defined a problem description
following the requirements below:

 On paragraph maximum 200 words (only one per

group)
 Describe the problem that must be solved according to the
previous question
 Include statistics with its sources

9. In the Collaborative Learning Environment forum, consolidate all

evidences in a PDF document, according to the guidelines given
below in section Products to deliver by student, and name it with
the following structure:
  VNT_Step 1_Group number

Environment
Collaborative Learning, Monitoring and Evaluation
for the
Environment
development
Products to Individual:
deliver by
Each student submits to the Monitoring and Evaluation
student
Environment a .zip file named VNT_Step 1_Student
Name including:

 IP Comparative Chart (Activity2)

 Patents infographic (Activity 3)
 Copyrights infographic (Activity 3)
 Trademarks inforgraphic (Activity 3)
 Screenshot of the Google form submitted
 Annex 2 - Confidential agreement
(Consentimiento Informado) signed

Collaborative:

Each group, through the student that choose the role

Deliveries, posts on the Collaborative Learning
Environment forum a PDF document, using APA
guidelines for references, named VNT_Step 1_Group
number, including:

● Cover
● Introduction
● Objectives
● Table of contents
● Problem tree diagram of each student (Activity
 6)
● Problem definition (200 words paragraph)
(Activity 8)
● References (Use APA)

General guidelines for the collaborative work

● Review frequently News and General forums.

● Develop a personal agenda to achieve all
Planning of proposed activities.
activities for ● Do not leave everything to the last minute. 
the ● Participate on due time posting relevant
development information on the forums.
of ● Respect copyright, citing the sources.
collaborative ● Use correct English grammar and spelling
work ● In case of doubt, ask in advance to the due date

Roles to ● Compiler
perform by ● Reviewer
the student ● Evaluator
in the ● Deliveries
collaborative ● Alerts
group

Roles and Compiler: Consolidate the document constituted as

responsibilit the final product of the debate, taking into account
y for the that the contributions of all the participants have been
delivery of included and that only the participants who
products by participated in the process are included.
students

Reviewer: Ensure that the writing complies with the

rules of presentation of work required by the teacher.
 Evaluator: Ensure that the document contains the
criteria present in the rubric. You must inform the
person in charge of the alerts so that you inform the
other members of the team in case any adjustments
have to be made on the subject.
Deliveries: Notify delivery times of the products and
send the document in the stipulated times, using the
resources destined for the shipment, and indicate to
the other partners that the delivery has been made.

Warnings: Ensure that the members of the group are

notified of new developments and inform the teacher
through the work forum and messaging of the course,
which has been sent the document
Use APA format. Edition 6th
The APA Standards is the most used style of
organization and presentation of information in the
area of social sciences. These are published under a
Manual that allows to have the scope in the forms in
which a scientific article must be presented. Here you
will be able to find the most relevant aspects of the
Use of sixth edition of the Manual of the APA Rules, such as
references references, quotations, elaboration and presentation
of tables and figures, headings and seriation, among
others. You can check how to implement them by
entering the page
http://centrodeescritura.javerianacali.edu.co/index.p
hp?
option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=
Plagiarism
policy
In the agreement 029 of December 13, 2013, article
 99, the mistakes that infringe upon the academic
order, among others, are the following: paragraph e)
“To plagiarize is to present as your own work the
whole or part of a writing, report, task or document of
invention performed by another person. It also implies
the use of cites or lack of references, or includes cites
where there is no coincidence between them and the
reference” and paragraph f)”To reproduce, or copy for
profit, educational resources or results of research
products, which have intellectual rights reserved for
the University”.

The academic punishments that the student will face

are:
a) In case of academic fraud proved in the
academic work or evaluation, the score achieved will
be zero (0.0) without leading to disciplinary measures.
b) In case of plagiarism proved in the academic
work of any nature, the score achieved will be zero
(0.0), without leading to disciplinary measures.

To know how the documents must be cited, check the

following document:
Centro de Escritura Javeriano ( ) Normas APA. Sexta
edición. Taken from
http://centrodeescritura.javerianacali.edu.co/index.ph
p?option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

3. Evaluation rubric

Evaluation rubric
 Collabora
Activity
Individual Activity ☒ tive ☒
type:
Activity
Moment of Unit
the Initial ☐ Intermed ☒ Final ☐
evaluation iate:
Performance levels of the individual
Assessed activity Scor
Aspects Low e
High score Media score
score
The student
submit to the
The student
Monitoring and The
submit to the
Evaluation student
Monitoring and
Environment does not
Evaluation
a .zip file submit any
Understandi including the Environment
file to the
ng of a .zip file
comparative Monitoring
intellectual chart and three describing
and
property traditional and 30
creative Evaluation
(IP) assets infographics nontraditional
Environme
and its legal defining properly IP, but it is not nt,
protection following the
the IP types and describing
given
describing the IP
guidelines
legal protection
for traditional IP
(up to 30 (up to 15 (up to 0
points) points) points)
Identify The student The student The 30
technologic submit to submit to student
intangible Google form the Google form does not
assets development the submit any
investment and the audio of development survey to
towards one Survey to and the audio Google
digital identify and of one Survey forms or it
transformati characterize to identify and is not
on to stand medium-sized characterize according
out in enterprises for medium-sized to a
competitive digital enterprises for mediun-
markets transformation digital sized
 identifying
transformation
intangible assets
answering only
as a
some of the
differentiating enterprise
questions
factor to stand
proposed for
out in competitiv
the diagnosis
e markets
(up to 30 (up to 15 (up to 0
points) points) points)
Performance levels of the collaborative
Assessed activity Scor
Aspect Low e
High score Media score
score
The student
posts in the The student
The
Collaborative posts in the
student
Learning forum Collaborative
does not
a creative Learning forum
post any
problem tree a diagram
Describe problem
diagram, identifying the
problems in tree or
identifying research
a real diagram in 15
clearly the problem, but
business relation to
research there is not a
context the
problem, clear deduction
proposed
deducing causes of causes and
research
and consequences
consequences
(Up to 15 (Up to 10 (Up to 0
points) points) points)
Strength The student The student The 15
written com submits the PDF submits the student
munication s document to the PDF document does not
kills Collaborative to the submit the
Learning Collaborative PDF
Environment Learning document
forum, including Environment to the
a group research forum, but it Collaborati
problem does not ve
description, present a clear Learning
 description of Environme
evidencing
the research nt,
proper spelling
problem or it is describing
and grammar,
missing some the
following all
of the given research
given guidelines
guidelines problem
(Up to 15 (Up to 10 (Up to 0
points) points) points)
Final score 90