Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Formato guía de actividades y rúbrica de evaluación

1. General Description of the course

School Escuela Ciencias de la Educación

Level Professional
Educational field Professional - Specific
Name of the Materials Design for Virtual Environments
course
Course code 551021
Course type Theoretical – Habilitabl S ☐ N ☒
Practical e i o
N° of credits 2

2. Description of the activity

Type of Individua Collabora

☒ ☒ Weeks 6
activity: l tive
Intermedi
Moment of
Initial ☐ ate, unit ☒ Final ☐
evaluation:
2:
Evaluative weight of the Activity delivery environment:
activity: 175 points Evaluation and Assessment
Starting date of the activity: Deadline of the activity:
01/Apr/2018 00:00 12/May/2018 23:55
Competence to develop:
Identifies, organizes and interprets the ideas, data and explicit and
implicit concepts in a text, considering the context in which it was
generated to define the most appropriate linguistic structures and
vocabulary for each specific communicative situation.
Topics to develop:

Unit II Materials Design for Virtual Teaching Environments

Guidelines for designing teacher material, Getting into the e-learning
design material part II, Creating digital learning objects.

Steps or phases of the learning strategy to develop

Step 2 – Designing teaching material with Web 2.0 tools
To design teaching material for a specific topic to work within the
classroom and share it with the group.

Part 1. Go to the collaborative environment and enter the

Intermediate Collaborative Task 2 forum.

Part 2. Read the Intermediate Collaborative Task 2 activity guide and

the assessment rubric for this activity.

Part 3. Do the task following, step by step, the instructions from the
guide.

Part 4. Upload the activity to the corresponding link in the Evaluation

and Assessment environment.
Activities to develop:

Individual

1. Read the Başal, Ahmet (2012) ELT Teachers as Online Material

Developers. The Online Journal of Distance Education and e-
Learning Volume 1, Issue 2. Retrieved
from: http://www.tojdel.net/journals/tojdel/articles/v01i02/v01i
02-02.pdf

2. Select another web 2.0 tool, different from the one of the
previous activity.

3. Create two interactive activities to be worked in a foreign language

class using the web 2.0 tool chosen.

4. Make a power point presentation with your voice into a video and
upload it onto YouTube explaining how those activities work.

5. Post the link of the video in the forum.

Collaborative:

1. Read and comment at least two of their partners’ videos.

2. Answer at least one of the comments written about the video
 you designed.
3. All the students must participate meaningfully in the making of
the final product.
4. All the participants must check carefully the final product so it
fulfills the established requirements given in the activity guide.
One of the students who plays the role of leader sends a
message indicating which the final product is.
Environm
ents to
Collaborative learning environment and Evaluation and
develop
Assessment environment.
the
activity
Individual: 95 points.

A word document that includes the following contents:

1. Cover page (name, course info, tutor name, CEAD,

date)
2. A presentation of the video and its content.
a. Screen shot of the video posted onto YouTube and the
link.
b. The link of the video presentation (with student’s
voice) according to the established guidelines given in
Products the activity guide.
to deliver
by the Collaborative: 80 points.
student
1. The job must include all of the next elements: front
page (with title, your whole name, your ID number,
course, group number, name of the university, name of
the program, city and date).
2. Name your product as in the example:
finalproduct_group#.
3. Submit the word file which contains the links of the
group’s videos and all the students’ commentaries on
their partners’ videos in the link Step 3 - collaborative
task 2 placed in the evaluative environment.
 Guidelines for the development of the collaborative activities

Reading of the theory resources.

Preparation of the individual contributions.

Planning of
activities for Interaction of the group based on the individual
the contributions.
development
of the Preparation of the assignments.
collaborative
work Revision of the products.

Preparation of the assignments according to the

established rules.
The next aspects must be taken into account:

- Every group work starts with complete individual

contributions. That way, you must not wait for your
partners to begin or Split the job and then just put it
Roles to together at the end.
develop by
the student -The group work nourishes from the interaction of all
in the the members coming to participate in the forum.
collaborative
group - A group wok which contains several phases cannot
be done in one or two days.

- In the papers of the activities, you must only include

the names of the people who actually participated.

Roles and Compiler: Consolidate the file that is final product

responsibiliti of the debate, having included the participations of
es for the all the group members who participated in the
production process. You must inform to the person in charge of
of handing- the alerts to speak to those who did not participate
in activities that they will not be included in the final paper.
by the
students Reviser: Make sure that the writing fills the
 requirements presented by the teacher.

Evaluator: Make sure the file fills with the criteria

in the rubric. You must communicate to the person
in charge of the alerts to inform the other members
of the group in case there is any adjustment to do
about the topic.

Deliveries: Alert about the times to hand in the

products and send the final paper file in the
stipulated times, using the resources indicated for
it, and let the group members know about the
delivering of the file.

Alerts: make sure to let the members of the group

know about the novelties of the work and inform the
teacher on the forum and course Messenger about
the handing in of the paper file.
Use of APA rules, version 3 in Spanish (Translated
from version 6 in English)

The APA Rules is a style of organization and

presentation of the most used information in the area
of the social sciences. These are published under a
Manual that allows the scope of the ways in which a
Use of
scientific article must be presented. Here you can find
references
the most relevant of the Spanish edition of the Manual
of the APA Rules, such as references, quotations,
elaboration and presentation of tables and figures,
headings and recordings, among others. You can
check how to implement them by going in the next
link http://normasapa.com/

Plagiarism What is Plagiarism for UNAD? Plagiarism is defined by

Policy the dictionary of the Real Academia as the action of
"substantially copying other people's works,
presenting them as their own." Therefore plagiarism is
a serious offense: it is the academic equivalent, to
theft. A student who plagiarizes does not take his
education seriously, and does not respect the
intellectual work of others.

There is no small plagiarism. If a student makes use

of any portion of another person's work, and does not
document their source, they are committing an act of
plagiarism. Now, it is clear that we all have the ideas
of others when it comes to presenting ours, and that
our knowledge is based on the knowledge of others.
But when we rely on the work of others, academic
honesty requires that we explicitly announce the fact
that we are using an external source, either by
appointment or by an annotated paraphrase (these
terms will be defined below). When we make an
appointment or a paraphrase, we clearly identify our
source, not only to give recognition to their author,
but also to allow the reader to refer to the original if
they wish.

There are academic circumstances in which,

exceptionally, it is not acceptable to quote or
paraphrase the work of others. For example, if a
teacher assigns their students a task in which
students are clearly asked to respond using their ideas
and words exclusively, then the student should not
appeal to external sources even if they are properly
referenced.
 Evaluation rubric format
Type of Collaborati
Individual ☒ ☒
activity: ve
Moment of Intermedia
Initial ☐ ☒ Final ☐
evaluation te unit 2
Criteria for performance of the individual
Evaluated Score
activity
item
High Average Poor
The student The student The student
designs the designs the doesn’t design
asked power asked power the asked power
point point point
presentation presentation, presentation, or
and it has the but it doesn’t doesn’t send the
requirements fulfill some of link or it doesn’t
established in the fulfill most of
the activity requirements the guidelines
General
guide in terms established in given in the
Purpose of
of the the activity activity guide in
the 40
contents and guide in terms terms of the
Assignme
use of English of the contents and
nt
(spelling, contents or use of English
vocabulary use of English (spelling,
and (spelling, vocabulary and
grammar). vocabulary grammar).
and
grammar).

(up to 40 (up to 20
(up to 5 points)
points) points)
Link of The student The student The student 30
the posts the link posts in the doesn’t post
designed of the forum the link the link of the
video designed of the selected toll in
video in the designed the forum, or it
forum at least video, but it’s doesn’t work
five days not good in
before the terms of the
closing date sound or
 and it works, image, or it is
and it’s good sent the last
in terms of three days of
the sound and the deadline
image.
(up to 30 (up to 15
(up to 5 points)
points) points)
The speech on The speech on The speech on
the video is the video has the video has
really good in some lots of mistakes
terms of problems in terms of
fluency, associated to fluency,
Spoken intonation, content, intonation, use
English use of fluency, of vocabulary
Competen vocabulary intonation, use and appropriate 25
ce and of vocabulary grammar
appropriate and structures.
grammar appropriate
structures. grammar
structures.
(up to 25 (up to 10
(up to 5 points)
points) points)
Criteria for performance of the
Evaluated Score
collaborative activity
item
High Average Poor
The student The student The student
participates participates didn’t
actively with actively with participate with
meaningful meaningful meaningful
contributions contributions contributions
to the to the to the making
Active and making of making of of the
on Time the the group collaborative
Participati collaborative task five task or does it 40
on task since days before the deadline.
the of the closing
beginning of date.
the opening
date.
(up to 40 (up to 15
(up to 5 points)
points) points)
Argument The student The student The student
wrote some doesn’t write doesn’t give any 40
ative
 meaningful some feedback to
feedback to meaningful his/her partners’
three of feedback to power point
her/his his/her presentations,
partners’ partners’ or doesn’t
power point power point respond to the
presentations presentations, commentaries
and respond or doesn’t they write about
Competen
with respond with his/her job.
ce
arguments to arguments to
the the
commentaries commentaries
they write they write
about his/her about his/her
job. job.
(up to 40 (up to 15
(up to 5 points)
points) points)
Final score 175