Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric
Task 4 – Activity Design

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 Translation Techniques
Course Code 551037
Course Type Teórico 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 Intermediate
al ☐ ☒ Final ☐
Moment: Unit 2
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
120 points
Environment
Starting Date of the
Deadline of the Activity:
Activity:
May 8th, 2020
April 13th, 2020
Competences to Develop:
Students reflect on the learning approaches to stablish relations
between translation practices and acquisition process of the foreign
language by designing a class activity.
Topics to Develop:
Unit 2 - Where translation takes place
Chapter 2: Translation and EFL learning process
Steps, Phase or Stage of the Learning Strategy to Develop
In this activity students develop the following steps:
Step 1: Academic Activity
Step 2: Reflection
Step 3: Wix
Step 4: Submission

Activities to Develop
Step 1: Academic Activity
Go to the Knowledge Environment and read the contents of unit 2 in
chapter 2.

Go to the Practical Learning Environment, download the file “Guide for

the use of educational resources”, and watch the Genially tutorial.

Use Genially to plan and present an academic activity demonstrating

the integration of Grammar Translation Method with the
Communicative Approach. Use three slides:
Slide 1: topic and objective
Slide 2: description of the activity
Slide 3: resources and references

Share your presentation in the forum and make comments on

classmates’ contributions.

Step 2: Reflection
Write a reflection in which you argue according to the given
statement. Focus your reflection on how to avoid the use of the
mother tongue in English Class.
Relate your reflection with the contents of the course highlighting
advantages and disadvantages of translating in the classroom. (500
words) Cite and add references according to APA.

“Translation has progressively lost ground as an activity in language

learning, especially in the last few decades. With the advent of the
communicative approach, translation was virtually banned from the
classroom and deemed unsuitable” Zlatnar, M., Mikolič T. and
Žigon T. (2017).

Share your learning process in the forum and receive feedback from
the tutor.
Afterward, make meaningful comments on your classmates’
contributions.

Step 3: Wix
Go to the Practical Learning Environment, download the file “Guide”
for the use of educational resources, and watch the WIX tutorial.

The group creates a WIX page and consolidates the academic activities
proposed in step 1 and 2.

It must be creative and show the academic activities proposed by each

student and the reflections.

Step 4: Submission
The group adds in a final document the link to the Wix.

The leader of the group submits it through the monitoring and

evaluation environment.
Knowledge Environment: Students must read
the course content located in the Knowledge
environment. Students relate the activities
proposed to the required bibliography of unit 2
in chapter 2.

Practical Environment: Students must watch

the video tutorials in the Guide for the use of
educational resources.
Environments for
the Development
Collaborative Learning: Students must
of the Activity
participate in forum Task 4 – Activity Design
sharing the learning process and making
comments on classmates’ contributions.

Evaluation and Monitoring: The group must

submit the final document through the link Task
4 – Activity Design in the monitoring and
evaluation environment.

Individual:
 1. Task 4 – Activity Design Forum:
Students share in forum their learning process.
The participation in the forum must include the
following:

1. Step 1 – Academic Activity

2. Step 2 - Reflection

Collaborative:
1. Submission Environment:
The group must submit the final document
through the link Task 4 – Activity Design in the
monitoring and evaluation environment. The
Products to be
final document must include with the following
Submitted by
information:
Students
1. Presentation cover
2. The link to the Wix page

2. Submission format:
The document can be delivered in Word or pdf.
Cover according to APA style including the
names of the participants.
Font: Arial o Times New Roman 12
Line spacing: 1.5

3. General Guidelines for the Collaborative Work

Collaborative learning is a strategy that allows

students to work together in order to achieve a
Planning of common goal. Accordingly, the collaborative
Activities for the work proposed for the course is based on a
Development of structured and planned process that includes
Collaborative individual and group activities, as well as
Work 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
development of the activity should be reflected
within the course through the different media
and especially in the forum of each activity,
since the interaction; if they work by Skype or
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
Roles to Be
changed if decided by the group members.
Performed by the
Facilitator: Makes sure that every voice is
Student in the
heard and focuses work around the learning
Collaborative
task. Provides leadership and direction for the
Group
group and suggests solutions to team problems.
Recorder: Keeps a public record of the team's
ideas and progress. Checks to be sure that ideas
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
product.
Reviser/Editor: Makes sure the written work
follows all the criteria established in the activity
guide.
Roles and Duties
Evaluator: Evaluates the final document to
for the
ensure it follows the evaluation criteria of the
Submission of
rubric and informs the student in charge of
Products by
alerts about any changes that need to be made
Students
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.
All references considered for this activity have to
be cited using APA Style.
American Psychological Association APA rules: It
is very important for students to take into
References account these rules in order to avoid difficulties
with plagiarism and the consequences they may
face in the assessment processes. BibMe. (n.d.).
APA Citation Guide. Retrieved from
http://www.bibme.org/citation-guide/apa/
 What is the plagiarism for the UNAD?
You can read on this very important topic at:
https://goo.gl/9CX3i1
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
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
Plagiarism Policy
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/

4. Evaluation Rubric
 Evaluation Rubric
Task 4 – Activity Design
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 Activity is
presented in a
The Activity is
style that is
presented in a
appealing and
plain way. It is
creative. It is
confusing and
clear and provides
does not provide
comprehensive
comprehensive
insight,
insight,
understanding,
understanding,
and reflective
and reflective
Academic thought about the No Activity is
thought about the 40 points
Activity chosen topic. presented.
chosen topic. It
It demonstrates
does not
accurately the
demonstrate the
integration of
integration of
Grammar
both approaches;
Translation
it is focused only
Method with the
on one.
Communicative
Approach
(up to 40 (up to 20
(up to 0 points)
points) points)
Student supports Student does not
the reflection with support the
strong arguments reflection with
based on the arguments based No reflection is
Reflection 50 points
contents of the on the contents of done
course. Student the course.
presents a Student
balanced and demonstrates
 critical view; little engagement
interpretation of with ideas
the statement is presented.
both reasonable There are some
and objective. punctuation
Sentence and/or spelling
structure is mistakes.
generally correct.
There are minor
punctuation
and/or spelling
mistakes.
(up to 50 (up to 25
(up to 0 points)
points) points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
The group created
The group created
a well-organized
a Wix page, but it
and creative Wix The group did not
does not include
page that includes create a wix page
Wix all the required 20 points
all the required
information
information.
(up to 20 (up to 10
(up to 0 points)
points) points)
The final file was
uploaded in the
The final file was
forum but not in
correctly
the Evaluation
uploaded.
and Monitoring No PDF is
The document
Environment. The uploaded
Final File included all the 10 points
document
required items in
included some of
a correct way.
the required items
but not enough.
(up to 10
(up to 5 points) (up to 0 points)
points)
Final Score 120