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 5
activity: l tive
Intermedi
Moment of
Initial ☐ ate, unit ☒ Final ☐
evaluation:
1:
Evaluative weight of the Activity delivery environment:
activity: 175 points Evaluation and Assessment
Starting date of the activity: Deadline of the activity:
19/Feb/2018 00:00 31/Mar/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 1 Teaching in Virtual Environments

Theoretical foundation of virtual environments, learning and teaching

in virtual environments and learning and teaching in virtual
environments
Steps or phases of the learning strategy to develop
Step 2 – Presenting a Web 2.0

To design a Web 2.0 Tool and share it with the group. There students
reflect about how useful different virtual materials can be when
teaching.

Part 1. Go to the collaborative environment and enter the

Intermediate Collaborative Task 1 forum.

Part 2. Read the Intermediate Collaborative Task 1 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

Go to the knowledge environment, Unit 1.

1. Read the text:
Onrubia, J. (2005, Febrero). Aprender y enseñar en entornos
virtuales: actividad conjunta, ayuda pedagógica y construcción del
conocimiento. RED. Revista de Educación a Distancia, número
monográfico II. Retrieved
from: http://www.um.es/ead/red/M2/conferencia_onrubia.pdf
And watch the video
http://repository.unad.edu.co/handle/10596/11367
López Marín, J. ( 28,01,2017). OVI E-Learning Tools. [Archivo de
video]. Retrieved from: http://hdl.handle.net/10596/11367

2. Select one of the following tools

 to be used in online teaching
-Blogger, Wix, YouTube, Wiki, slide share, or any other you find
interesting.
(Each member of the group must post on the forum his selection).
Remember, you can choose a different one
3. Inform to the group the web 2.0 Tool you chose.
4. Create and share your selected tool. It must
contain the following items:
a. Title
b. A short presentation of the tool
c. A paragraph telling the way you would use the tool for teaching and
what innovative appliances can be used in it.
d. A paragraph telling the importance of
using this tool
5. Post the link of your tool on the forum.

Collaborative:

1. Read and comment in a meaningful way at least two of the tools

designed by your partners.
2. Answer at least one of the comments written about your tool
3. Design a blog.
4. Send the link of the blog (Not a new one, but the one you created in
the individual participation) as a UNIQUE final group product. It must
contain:

a. All the students’ tools linked

b. Name of the people who participated in the work.

Environm
ents to
Collaborative learning environment and Evaluation and
develop
Assessment environment.
the
activity
Products Individual: 115 points.
 1. Presenting a web 2.0 Tool chosen according to the
guidelines given.
2. A word document that includes the following contents:
a. Cover page (name, course info, tutor name, CEAD,
date)
b. A presentation of the tool.
b. Screen shot of the tool.
c. The link of the tool designed (according to the
established guidelines).

to deliver Collaborative: 60 points.

by the
student 1. The job must include all of the
asked elements listed in the guidelines front page (with
title, your whole name, your ID number, course name,
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 link of the
group blog by the link step 2 - collaborative task 1
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 1
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 web 2.o asked web 2.0 the asked web
tool and it tools, but it 2.o tool or
contains the doesn’t fulfill doesn’t send the
requirements some of the link, or it
established in given aspects doesn’t fulfill
General
the activity established un most of the
Purpose of
guide in terms the activity guidelines given
the
of the guide in terms in the activity 50
Assignme
contents and of the guide in terms
nt
use of English contents and of the contents
(spelling, use of English and use of
grammar, (spelling, English
etc.). grammar, (spelling,
etc.). grammar, etc.)

(up to 50 (up to 20
(up to 5 points)
points) points)
Link of The student The student The student 40
the posts the link posts in the doesn’t post
Web 2.0 of the forum the link the link of the
tool selected tool of the selected toll in
in the forum selected tool, the forum, or it
at least five but it doesn’t doesn’t work.
days before work, or the
the closing sound or
date and it image are not
works good, or it is
properly in sent the last
terms of the three days of
 sound and the deadline
image.
(up to 40 (up to 20
(up to 5 points)
points) points)
The student The student The student
explains with doesn’t doesn’t post the
details the explain with link of the
way he/she details the selected tool, or
would use the way he/she doesn’t explain
Argument
selected web would use the in detail the way
ative
2.0 tool for selected web he/she would
Competen
teaching and 2.0 tool for use it for the 25
ce
the teaching or teaching
importance of doesn’t process.
using this mention the
tool. importance of
using this tool.
(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
wrote some wrote one or doesn’t write
meaningful two any meaningful
feedback to meaningful feedback to
Interpreta
three of feedback to her/his
tive
her/his his/her partners’ web 30
Competen
partners’ web partners’ web 2.0 tools
ce
2.0 tools 2.0 tools designed.
designed. designed.
(up to 30 (up to 15
(up to 5 points)
points) points)
Active and The student The student The student 30
on Time participates participates didn’t participate
Participatio actively with actively with with meaningful
n meaningful meaningful contributions to
contributions contributions the making of
to the making to the making the
of the asked and reviewing collaborative
group task of the task or does it
since the collaborative the deadline.
beginning of task just five
the opening days or less
date and in before the
the review of closing date.
the final
group
product.
(up to 30 (up to 15
(up to 5 points)
points) points)
Final score 175