Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus del curso Materials Design for Face to Face Environments

1. IDENTIFICACIÓN DE CURSO

Escuela o unidad: Escuela de Ciencias de

Sigla: ECEDU
la Educación
Campo de formación: Formación
Nivel: Profesional disciplinar
Curso: Materials Design for face to Face
Environments Código: 551022
Tipología de curso: Metodológico N° de créditos: 2
Diseñador de curso: Jairo Gutiérrez de Actualizador de curso: Jairo Gutiérrez
Piñeres Rocha de Piñeres Rocha
Fecha de elaboración: sábado, 6 de junio Fecha de actualización: viernes, 12 de
de 2020 junio de 2020
Descripción del curso:
The course of Materials Design for Face to Face Environments consists of two units.
The first unit develops the theoretical training about the design of didactic material.
The second unit provides different elements about the construction of material
according to certain guidelines, purposes and technologies to design face to face
environmental didactic material.
Due to the goals of the course, two learning approaches have been chosen:
1. The Project-Based Approach establishes the fact that students work on a project
over an extended period of time that engages them in solving a real-world problem.
They will demonstrate their knowledge and skills by developing an academic product
on materials design.
2. Project-based learning which provides students the context to get the
competences to work together to build a portfolio of activities and lessons appropriate
for their teaching context.
Students will explore different theories and tools to engage learners in activities that
emphasize communication using all four language skills.
In shorts, this course offers students the guidelines, theory, contents and practice
related to the designing of didactic materials for teaching English in face to face
environments, so that, they can have success when performing as teachers.

2. INTENCIONALIDADES FORMATIVAS
Propósitos de formación del curso:

a) To prepare students on the necessary competences and skills in applying

teaching material for face to face environments so that they comprehend all the
processes involved in the formation as bachelors of Arts in English as a foreign
language
b) To find the main components in the formation as bachelors of English as foreign
language so that an investigative attitude can be generated on the designing of
materials for face to face environments.
c) To organize some of the necessary proficiency to be developed when being
formed as an English as a Foreign Language teacher in order to be able to design their
own material.
Competencias del curso:

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.

3. CONTENIDOS DEL CURSO

Unidades/t Recursos educativos requeridos

emas
1. UNIT 1: Tomlinson, B. (2011). Material development in Language Teaching (2nd
THEORETIC Ed.). Cambridge: Cambridge University Press. Retrieved from
AL http://www.lenguasvivas.org/campus/files/0_47/Material%20developm
FOUNDATI ent-Tomlinson.pdf
ON
FOR Tomlinson, B. (2007). Principles and Procedures of Materials
DESIGNING Development for Language Learning. Retrieved from
TEACHING http://www.iltec.pt/pdf/Principles%20and%20Procedures%20of%20Ma
MATERIAL terials%20Development%20Paper.pdf

Harmer, J. (1983).The Practice of English Language Teaching.

Retrieved from http://es.slideshare.net/osamamuneer333/jeremy-
harmerthepracticeofenglishlanguageteaching-58843991

CEFR (2006). Common European Framework of Reference for

Language: Learning, Teaching, Assessment. Council of Europe.
Retrieved from https://rm.coe.int/16802fc1bf

OVI Unit 1

The following is a brief description of the theoretical foundation on

teaching.

Gutierrez de Piñeres, J. ( 15,01,2020). Developing Materials for specific

language abilities. [Video File]. Retrieved
from: http://hdl.handle.net/10596/23740

2. UNIT 2: Howard, J., & Major, J. (2012). Guidelines for Designing Effective
GUIDELINE English Language Teaching Material. Retrieved from Guidelines for
S Designing Effective English Language Teaching Material: Retrieved from
FOR http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Howard.p
DESIGNING df
TEACHING
MATERIAL Tomlinson, B. (2010) Principles and procedures of materials
development. In N. Harwood (ed.) Materials in ELT: Theory and
Practice. Cambridge: Cambridge University Press.Retrieved from
https://www.matsda.org/folio-sample-tomlinson.pdf

Fry, H.; Ketteridge, S. y Marshall, S. (2009). A Handbook for Teaching

 and Learning in Higher Education. Enhancing Academic Practice. Third
edition. Retrieved from

http://biblioteca.ucv.cl/site/colecciones/manuales_u/A%20Handbook%
20for%20Teaching%20and%20Learning%20in%20Higher%20Educatio
n%20Enhancing%20academic%20and%20Practice.pdf

CEFR (2006). Common European Framework of Reference for

Language: Learning, Teaching, Assessment. Council of Europe.
Retrieved from https://rm.coe.int/16802fc1bf

Tsai, Meng-Jung. (2009). The Model of Strategic e-Learning:

Understanding and Evaluating Student e-Learning from Metacognitive
Perspectives. Educational Technology & Society. 12. 34-48. Retrieved
from

https://www.researchgate.net/publication/220374300_The_Model_of_S
trategic_e-Learning_Understanding_and_Evaluating_Student_e-
Learning_from_Metacognitive_Perspectives/link/00b7d52348c6183b33
000000/download

Cuartas Alvarez, Luis Fernando. Selective Use of the Mother Tongue to

Enhance Students’ English Learning Processes...Beyond the Same
Assumptions. Profile: Issues in Teachers´ Professional Development,
[S.l.], v. 16, n. 1, p. 137-151, jan. 2014. ISSN 2256-5760. Retrieved
from:
<https://revistas.unal.edu.co/index.php/profile/article/view/38661/445
04>. Date accessed: 30 june 2020.
doi:https://doi.org/10.15446/profile.v16n1.38661.
Recursos educativos adicionales para el curso:

Unidad 1:

García, R. [Teacher in China]. (2015,08,03). How To Design Your Own ESL/EFL

Teaching Materials. [Video file]. Retrieved from
https://www.youtube.com/watch?v=iPA6g6OTS1w
North Haven School. [The New Media Awards Program]. (2012, 03, 04). Teacher
reflections on Chalk dust and screens to touch. [Video file]. Retrieved from
https://www.youtube.com/watch?v=Tc3pcW_cEzM

Unidad 2:

OVI Unit 2

Gutiérrez de Piñeres Rocha, J. ( 25,01,2019). Developing Materials for specific

language abilities. [Video File]. Retrieved from: http://hdl.handle.net/10596/11155

Find in the following references principles and information to design materials,

including CLIL contexts.

Renshaw, J. [Englishraven's channel].(2010, 09, 02). ELT Materials Design and Use
(Part 1) [Video file]. Retrieved from https://www.youtube.com/watch?v=iUOzai5yWOs

Muñoa, I. [2013,12,20]. CLIL materials design. [Video file] Retrieved from

https://www.youtube.com/watch?v=-O1tDvP976I

4. ESTRATEGIA DE APRENDIZAJE

Descripción de la estrategia de aprendizaje:

It will be used Project-Based Learning (PBL) according to J. Stivers, Ph.D (2010), this
strategy is based on instruction that is innovative by its emphasis on cooperative
learning. Additionally, students create tangible results to represent what they have
learned. Students use technology and inquiry to respond to a complex issue, problem
or challenge. PBL focuses on student-centered inquiry and group learning with the
teacher acting as a facilitator.

Additionally, activities match as nearly as possible the real-world tasks of

professionals in practice rather than classroom-based tasks. This encourages
interdisciplinary perspectives and enables learners to play diverse roles and build
expertise that is applicable beyond a single well-defined. Lastly, it allows a range and
diversity of outcomes open to multiple solutions, rather than a single correct response
obtained by the application of predefined rules and procedures.
 5. DISTRIBUCIÓN DE LAS ACTIVIDADES ACADÉMICAS DEL CURSO

Semana Contenidos a desarrollar Actividad a desarrollar según la

estrategia de aprendizaje
1y2 Unit 1 - Theoretical Step 1 - To Look into for Designing Teaching
Foundation For Designing Material
Teaching Material
3 Unit 1 - Theoretical Step 2 - To Stablish Theoretical Foundation For
Foundation For Designing Designing Teaching Material
Teaching Material
4 Unit 1 - Theoretical Step 2 - To Stablish Theoretical Foundation For
Foundation For Designing Designing Teaching Material
Teaching Material
5 Unit 1 - Theoretical Step 2 - To Stablish Theoretical Foundation For
Foundation For Designing Designing Teaching Material
Teaching Material
6 Unit 1 - Theoretical Step 2 - To Stablish Theoretical Foundation For
Foundation For Designing Designing Teaching Material
Teaching Material
7 Unit 1 - Theoretical Step 2 - To Stablish Theoretical Foundation For
Foundation For Designing Designing Teaching Material
Teaching Material
8 Unit 1 - Theoretical Step 2 - To Stablish Theoretical Foundation For
Foundation For Designing Designing Teaching Material
Teaching Material
9 Unit 2 - Guidelines For
Step 3 - To Follow Guidelines For Designing
Designing Teaching
Teaching Material
Material
10 Unit 2 - Guidelines For
Step 3 - To Follow Guidelines For Designing
Designing Teaching
Teaching Material
Material
11 Unit 2 - Guidelines For
Step 3 - To Follow Guidelines For Designing
Designing Teaching
Teaching Material
Material
12 Unit 2 - Guidelines For
Step 3 - To Follow Guidelines For Designing
Designing Teaching
Teaching Material
Material
13 Unit 2 - Guidelines For
Step 3 - To Follow Guidelines For Designing
Designing Teaching
Teaching Material
Material
14 Unit 2 - Guidelines For
Step 3 - To Follow Guidelines For Designing
Designing Teaching
Teaching Material
Material
15 y 16 Units 1 and 2 Step 4 - To do the POA Assessment

6. ESTRATEGIAS DE ACOMPAÑAMIENTO DOCENTE

Descripción de las estrategias de acompañamiento docente a utilizar en este

curso.
*By collaborative forums: all time being supplying support and tutoring information
about research as a process in which you engage in a small set of logical steps,
fostering to define research, discuss why it is important, advance six steps for
conducting research, and identify how you can conduct research ethically by
employing skills that you already have through your postings at forum.

*By course’s inbox and General Forum you can request all your doubts and comments
either on educational research or academic affairs; as well you can approach research
depending on the type of problem you need to research.

*By Skype we can exchange and explore the many ways to find educational research
through:
-Define and describe the importance of educational research.
-Describe the six steps in the process of research.
-Identify the characteristics of educational research in the six steps.
-Identify the type of research designs associated with your statement issue.
-Discuss important ethical issues in conducting research.
-Recognize skills needed to design and conduct research.

7. PLAN DE EVALUACIÓN DEL CURSO

Número Momentos Productos a entregar Puntaje

Ponderación
de de la según la estrategia de máximo/
/500 puntos
semana evaluación aprendizaje 500 puntos
 An individual video
presentation responding
¿What should English 25
1-2 Initial 5%
Language Learning (ELT)
materials have? (two (2)
minutes)

Each student must design

Intermediate one (1) listening activity and
3-8 175 (35%)
Unit 1 one (1) reading activity:
350
Each student must design
Intermediate one (1) speaking activity
9-14 175 (35%)
Unit 2 and one (1) writing activity:

Design one Design one

(1) blog at (1) blog at
which group which group
(five (five
15-16 students) are 125 25% students) are
going to post going to post
all before all before
activities. activities.

Puntaje Total 500 puntos 100%