Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Guía de actividades y rúbrica de evaluación – Second Activity -
To specify a Purpose for Research and collect Data

1. Descripción general del curso

Escuela o Unidad Escuela de Ciencias de la Educación

Académica
Nivel de Profesional
formación
Campo de Formación disciplinar
Formación
Nombre del curso Educational Research
Código del curso 551027
Tipo de curso Teórico-práctico Habilitable Si ☐ No ☒
Número de 3
créditos

2. Descripción de la actividad

Tipo de Número de
Individual ☒ Colaborativa ☐ 6
actividad: semanas
Momento de Intermedia,
Inicial ☐ ☒ Final ☐
la evaluación: unidad:
Entorno de entrega de actividad:
Peso evaluativo de la Collaborative Environment and
actividad: 175 Monitoring and Evaluation
Environment
Fecha de inicio de la
Fecha de cierre de la actividad:
actividad: miércoles, 9 de
domingo, 25 de Octubre de 2020
Septiembre de 2020
Competencia a desarrollar:
*Linguistic Learning: To foster the enough linguistic elements for
acquiring vocabulary to express some doubts and circumlocutions on
topics such as educational issues, factors, and prospective. To have the
enough linguistic elements to reflect on educational practices, to explain
the main topics of one idea or issue with a reasonable accuracy and
express thought about educational research processes.
*Sociolinguistic Learning: To know to perform basic language functions
when searching on education, for example, share and request
information, also, express opinions and attitudes easily on educational
factors and issues.
To express appropriately in different situations, for example by skype or
web topics related to participatory actions and avoid making major
mistakes.
To explain with conviction and clarity appropriate to the situation when
commenting some educational research participatory factors.
*Pragmatic Competence: To be able to link a series of short elements of
educational research for concreting and creating a cohesive and linear
sequence. To use with effectiveness a variety of linking words to signal
clearly the relationships between ideas when he is talking about
educational factors and issues.
*Research Competence: To develop research competences making acts
for drawing up educational issues, research questions, and purposes,
and for applying some tools to collect information and analyze it under
an educational framework. This research competence will be developed
by the set of knowledge, skills and attitudes to be applied in carrying
out the function of researching.

Temáticas a desarrollar:
Unit 2 : Second Activity – To specify a Purpose for Research and collect
Data
Pasos, fases o etapa de la estrategia de aprendizaje a
desarrollar Intermediate: Second Activity – To specify a Purpose for
Research and collect Data
Actividades a desarrollar

Actividad Individual:
At this part, you need to focus your educational problem so that you can
study it. A focused restatement of the educational problem is the purpose
statement. This statement conveys the overall objective or intent of your
research. As such, it is the most important statement in your research study.
It introduces the entire study, signals the procedures you will use to collect
data, and indicates the types of results you hope to find.

The purpose for research consists of identifying the major intent or objective
for a study and narrowing it into specific research questions or hypotheses.

1. For that reason, you must specify a purpose for your chosen
educational problem before. Afterwards, you must develop the following
aspects completing the Template 2 (You can find it at Practice Environment):

2. You must write two (2) paragraphs specifying a purpose for your
chosen educational problem in first activity in the Template 2 (You can find it
at Practice Environment):

3. Moreover, you must write two (2) research questions in the Template
2 (You can find it at Practice Environment):

4. Collecting Data

According to your chosen educational problem of first activity; now, you

need evidences that helps provide answers to your research questions and
purpose. To get these answers, you engage in the step of collecting or
gathering data. Collecting data means identifying and selecting individuals
for a study and gathering information by asking people questions or
observing their behaviors through the survey, which is a very valuable tool
for assessing opinions and trends.

Furthermore, you must design a survey (in full English; if it is necessary, you
apply it in Spanish and then translate all) with ten (10) questions and apply
to ten (10) people. These people might be headmasters, teachers, peers,
students, parents, etc. according to your educational research.

1. You must deliver individually the Template 2 (You can find it at

Practice Environment):

• One survey with ten (10) questions and their answers respectively, all
in full English. You must deliver a single survey, it is not necessary the 10
surveys, one is enough. Questions of survey must be designed by you, not
downloaded from internet or another author. Questions must be made by
you.

5. Survey must be in the Template 2 (You can find it at Practice

Environment) a PDF file with your personal information.

Entornos
para su Collaborative Environment and Monitoring and
desarrollo Evaluation Environment
Individual:
Completing Template 2 and converting to PDF file
answering all. Specifications of PDF file:

For it, you must take into account these specifications:

* This is an individual task.

*You can respond according to your topic of research.

That PDF file must only be uploaded by ‘Monitoring and

Productos
Evaluation Environment’ at the space designed for it, and
a entregar
not for another one. Tutor doesn’t receive or grade it at
por el
different another one.
estudiante

Collaborative:

Each student must do, at least, two comments on the

other works at forum.

Remember: The corrected PDF file must be uploaded by

‘Monitoring and Evaluation Environment’ in an individual
way.
 Lineamientos generales del trabajo colaborativo para el
desarrollo de la actividad

Collaborative learning is a strategy that allows students

to work together in order to achieve a common goal.
Unlike the group work, we know from traditional
education, collaborative work is based on a structured
and planned process that includes individual activities,
group and socialization in the virtual classroom. On this
occasion, in order to reflect on the issues proposed in
the course, each student must make at least three
contributions within the forum, like this:
Planeación
de
1. An initial contribution according to required reading
actividades
papers, other consulted references, their own points of
para el
views and their own experience.
desarrollo
del trabajo
2. Comments on the initial contributions of the other
colaborativo
members of the group.

3. The answers to all the comments that their

classmates make about your own initial contribution.

It is important to establish roles that allow the

participation of each group member and facilitate the
compilation, construction and consolidation of the final
product.
The Facilitator: - Provides leadership and direction for
the group.
- Leads discussions Suggests solutions to team
Roles a
problems.
desarrollar
- Helps members clarify points.
por el
- Protects members from attack.
estudiante
- Makes sure that every voice is heard.
dentro del
- Focuses work around the learning task.
grupo
colaborativo
Communicator: - He or She is responsible for the
communication between the tutor and the group, as
well as presenting them the information to develop of
 topic.
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.
- Keeps a public record of the team's ideas and
progress.
- Checks to be sure that ideas are clear and accurate.
- Uses charts, multiple colors, and other techniques to
highlight and summarize the ideas of the team.
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:
Roles y
Makes sure the written work follows all the criteria
responsabili
established in the activity guide.
dades para
la
Evaluator:
producción
Evaluates the final document to ensure it follows the
de
evaluation criteria of the rubric and informs the student
entregables
in charge of alerts about any changes that need to be
por los
made before delivering the product.
estudiantes
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.
In the following links you find information about rules
APA sixth version, please, keep in mind for doing the
teamwork’s references.

Zavala, S. (2009). Guía a la redacción en el estilo APA,

6ta edición. Biblioteca de la Universidad Metropolitana.
Uso de Recuperado de:
referencias http://www.cibem.org/paginas/img/apa6.pdf

Norma APA sexta edición. (s.f). Centro de Escritura

Javeriano. Recuperado de:
http://portales.puj.edu.co/ftpcentroescritura/Recursos
%20C.E/Estudiantes/Referencia%20bibliogr%C3%A1fic
as/Normas%20APA%20Sexta%20Edici%C3%B3n.pdf
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
Políticas de
University”.
plagio
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.php
?option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=
 4. Rúbrica de evaluación

Evaluation Rubric
Individual Collaborative
Activity type: ☒ ☐
Activity Activity
Intermediate,
Evaluation Moment Initial ☐ ☒ Final ☐
unit 2
Evaluated Performance levels of the individual activity
Score
items High score Average score Low score
The student The student The student did
actively participated not participate in
participated in intermittently in the forum despite
each of the the spaces, but calls and
Specifying a activities does not evidence invitation
Purpose for complying with contribution that generated by 20
Research each of the guide resulted in the peers and tutor.
indications and product
the purpose of the construction
activity

(Up to 20 points) (Up to 10 points) (Up to 0 points)

The survey Present good There is
evidences an survey, although deficiency in
excellent writing is important survey, it is not
and development articulate and clear and the
Design of of each question describe the questions 20
Survey questions presented are
presented in the not evidenced
definitions

(Up to 20 points) (Up to 10 points) (Up to 0 points)

Student manages References are Student doesn’t
new bibliographic basic and it is manage new
References
and sources to necessary to look information
20
Exploration of enhance the into more sources that
bibliography quality of work bibliography to enrich the
expand the proposal
 product

(Up to 20 points) (Up to 10 points) (Up to 0 points)

The student The student The student
applied survey to applied survey but didn’t apply
twenty (20) people responses weren’t survey to
and got excellent clear and didn’t anybody or not to
Applying responses with respond the twenty (20)
survey to valid and relevant requested, and people, and 20
twenty (20) arguments. didn’t argue or responses were
people justify his ideas not clear enough
regarding the regarding his
survey. survey.

(Up to 20 points) (Up to 10 point) (Up to 0 points)

The student was The student The student
able to synthesize demonstrated didn’t have any
clearly his/her difficulty to ability to
points of view synthesize clearly synthesize clearly
Collecting
about the survey his/her points of his/her points of
data on the 20
for applying some view in the survey. view about the
survey
tools to collect survey.
information.

(Up to 20 points) (Up to 10 point) (Up to 0 points)

His postings have His postings have Student didn’t
an excellent a bad presentation post any
presentation with with some participation.
Arguments on all instructions instructions given
postings given and show and show a few 20
some reflections reflections based
based on critical on critical thinking.
thinking.

(Up to 20 points) (Up to 10 point) (Up to 0 points)

Evaluated Performance levels of the collaborative activity
Score
items High score Average score Low score
 The student was The student The student had
able to synthesize demonstrated a little ability to
clearly his/her difficulty to synthesize clearly
points of view synthesize clearly his/her points of
Sociolinguistic about the his/her points of view about the 30
Competence elements for a view. elements for a
good needs good needs
analysis analysis.

(Up to 30 points) (Up to 15 points) (Up to 0 points)

The student is able The student is able The student isn’t
to link a series of to link a series of able to link a
short elements of short elements of series of short
educational educational elements of
research for research for educational
Pragmatic concreting and concreting but he research for 25
Competence creating a doesn’t create a concreting or
cohesive and cohesive or linear creating a
linear sequence. sequence. cohesive and
linear sequence.

(Up to 25 points) (Up to 13 points) (Up to 0 point)

Final Score 175