Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Guía de actividades y rúbrica de evaluación – Step 3 - To Follow
Guidelines For Designing Teaching Material

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 Materials Design for Face to Face Environments
Código del curso 551022
Tipo de curso Metodológico Habilitable Si ☐ No ☒
Número de 2
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: lunes, 26 de
lunes, 30 de Noviembre de 2020
Octubre de 2020
Competencia a desarrollar:
Students are able to make and apply the basic concepts involved in the
designing of materials for face to face environments and bring them
onto the practice, by means of some individual and collaborative tasks,
to be aware of the importance of using innovative strategies, updated
media to develop certain skills in the designing of specific material for
traditional contexts in order to succeed in the teaching process.
Transversal Learning Outcomes:
a) Participants examine the importance of the ICT as one very
important tool to support their academic process, by searching for some
information to reinforce and present their points of view.
b) Students can determine the English language properly to express
their points of view, in writing and oral way through the interaction in
the course activities; and are able to understand the contents given in
the course and the speech of their e-partners and tutor in the
synchronous or asynchronous communication.

Topics to develop:
Unit 2: Guidelines For Designing Teaching Material
Steps, phases or stages of learning strategy to develop
Step 3: To Follow Guidelines For Designing Teaching Material
Actividades a desarrollar

Actividad Individual:

1.You must read all documents of Unit 2 and CEFR (Common European
Framework of Reference of Language), especially the Table 2. Common
Reference Levels: self-assessment grid (p.26).

2. You must design didactic materials on the productive skills.

Productive skills are speaking and writing, because students do need to
produce language to do these, they produce and understand it. These
skills are sometimes known as active skills.

In this step, each student must design one (1) speaking activity and
one (1) writing activity:

*Speaking activity: you must make a six(6) minutes video on the topic
“Assessment strategies for learning in e-learning model” (There
is an example paper at Learning Environment; you could get many
more). You must keep in mind:

1. Video must be recorded with your voice and face in any format for
six(6) minutes.
2. You must design five (5) questions about your own video.
3. These five(5) questions must be recorded in the same video of six
minutes. Remember, six minutes video must have both the topic
and questions.
*Writing activity must be an original text (written by you) of four (4)
paragraphs on topic “Teaching-learning of Spanish as a mother
tongue” (There is an example paper at Learning Environment; you
could get many more). You must keep in mind:

1. Your text must be fully written by you and in English.

2. Your text must be written on this topic “Teaching-learning of
Spanish as a mother tongue”, not another one.
3. Your text must have four (4) paragraphs.
4. You must design five(5) questions related to your text.
5. Your text and questions must be in a Word file.

6. Then, each student of group must upload his Word File at

Collaborative Environment’s forum, where each member of group
must comment and suggest on your Word file.

7. Each student must upload his Word file at Monitoring and

Evaluation Environment after being commented by all.

Collaborative Environment for comments, suggests ad

Entornos
corrections of students and the last version must be
para su
uploaded by each student individually at Monitoring and
desarrollo
Evaluation Environment
Individual:

Each student must design one (1) speaking activity and

one (1) writing activity:

*Speaking activity: you must make a six(6) minutes video

Productos
on the topic “Assessment strategies for learning in e-
a entregar
learning model”. You must keep in mind:
por el
estudiante
4. Video must be recorded with your voice and face in
any format for six(6) minutes.
5. You must design five (5) questions about your own
video.
6. These five(5) questions must be recorded in the
same video of six minutes. Remember, the six
 minutes video must have both the topic and
questions.

*Writing activity must be an original text (written by you)

of four (4) paragraphs on topic “Teaching-learning of
Spanish as a mother tongue”. Then, you must design
five (5) questions about your text. You must keep in
mind:

6. Your text must be fully written by you and in

English.
7. Your text must be written on this topic “Teaching-
learning of Spanish as a mother tongue”, not
another one.
8. Your text must have four (4) paragraphs.
9. You must design five(5) questions related to your
text.
10. Your text and questions must be in a Word file.

Send the final individual product to the evaluation and

assessment environment.

Collaborative:

Collaborative Activity:

1. Read and comment, in a meaningful way , at least two

of their partners’ Video and Text uploaded at forum in a
meaningful 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

Evaluated Rubric
Individual Collaborativ
Type of activity: ☒ ☐
Activity e Activity
Evaluation Intermediat
Initial ☐ ☒ Final ☐
Moment e, unit 2
Evaluated Performance levels of the individual activity Scor
items High score Average score Low score e

The student The student The student

made the video made the video made the video
and text and text and text
according to all according to all without all
specifications. specifications. specifications.
They had an But they had They had poor
excellent some mistakes pronunciation
pronunciation in pronunciation and syntax,
and syntax, and syntax, respectively.
respectively. respectively. Video had bad
Structure Video had an Video didn’t sound and
of work excellent sound have a good presentation. 50
and sound and Text had too
presentation. presentation, many mistakes
Text was well respectively. in drafting and
redacted and Text was not bad organized.
organized. All well redacted No questions
questions were and organized. were related to
related to topic All questions topic
requested. weren’t related requested.
to topic
requested.

(Up to 50 (Up to 25 (Up to 0

points) points) points)
 The student The student The student
made speaking made speaking didn’t make
and writing and writing speaking and
activities activities, but writing
according to the they don’t fulfill activities or
established some of the they don’t
requirements requirements fulfill most of
General given in the established in the guidelines
Purpose of activity guide in the activity given in the
terms of the guide in terms activity guide 50
the
Assignment contents and of the contents in terms of the
use of english or use of contents and
(spelling, english use of english
vocabulary and (spelling, (spelling,
grammar). vocabulary and vocabulary and
grammar). grammar).

(Up to 50 (Up to 25 (Up to 0

points) points) points)

The student The student The student

gave some didn’t give some didn’t send any
meaningful meaningful meaningful
feedback to feedback to feedback to
his/her his/her his/her
partners’ partners’ partners’
Argumentat activities and activities, or activities, or
ive responded with didn’t respond didn’t respond 50
Competence arguments to with arguments to the
the to the commentaries
commentaries commentaries they wrote
they wrote they wrote about his/her
about his/her about his/her activities.
activities. activities.

(Up to 50 (Up to 25 (Up to 0

 points) points) points)
Performance levels of the collaborative
Evaluated
activity Scor
items
High score Average score Low score e
The student The student was The student
was able to link able to link a wasn’t able to
a series of short series of short link a series of
elements of elements of short elements
materials materials design of materials
design for for concreting design for
Pragmatic concreting and but he didn’t concreting or 25
Competence creating a create a creating a
cohesive and cohesive or cohesive and
linear sequence. linear sequence. linear
sequence.

(Up to 25 (Up to 13 (Up to 0

points) points) point)
Final Score 175