Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric - Step 1 - To Look into for
Designing Teaching Material

1. General description of the course

Faculty or School of Education Sciences

Academic Unit
Academic Level Professional
Academic Field Disciplinary training
Course Name Materials Design for Face to Face Environments
Course Code 551022
Course Type Practical- Retake Yes ☐ No ☒
Theoretical exam
Number of 2
Credits

2. Description of the Activity

Type of
Individual ☒ Collaborative ☐ Weeks 2
Activity:
Evaluatio
Intermediate,
n Initial ☒ ☐ Final ☐
unit I:
Moment:
Environment to submit the activity:
Total score of the activity: Collaborative Environment and
25 Monitoring and Assessment
Environment
Starting Date of the
Deadline of the activity: 5th of
activity: 23rd of
September/18
August/18
Competence to develop:
Students are able to identify, analyze and understand 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 Competences:
a) Participants identify 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 use 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:
Previous Knowledge: Theoretical Foundation For Designing
Teaching Material
Steps, phases or stages of learning strategy to develop
Initial: Step 1 - To Look into for Designing Teaching Material
Activities to develop

Individual Activity:

1. Students write a personal introduction in the forum (full name, age,

location, mobile number, semester, email address)
2. This introduction needs to be written in English and using complete
sentences.
3. Students are asked to surf the course: contents, topics and to
identify the actors which are involved in the formative process.
4.Students read carefully the Pre-knowledge Task Reading:
You must read all the Tomlinson, B. (2011). Material development in
Language Teaching (2nd Ed.). Cambridge: Cambridge University
Press. Retrieved from
http://www.lenguasvivas.org/campus/files/0_47/Material%20develop
ment-Tomlinson.pdf; so that students can do a personal
reflection on ‘Principles of second language acquisition
relevant to the development of materials for the teaching of
languages’.
5. Post the final task version in the corresponding link before
deadline.
6. English language use is a must.
Environm
ents for
the
Collaborative Environment and Monitoring and
developm
Assessment Environment
ent of the
activity

Individual:
Academical products and weighting of the individual
activity:

1. A 800 - 1000 personal reflection (document in Word

file) in which students can establish their points of view
according to Tomlinson, B. (2011). Material development
in Language Teaching (2nd Ed.). Cambridge: Cambridge
University Press. Retrieved from
http://www.lenguasvivas.org/campus/files/0_47/Materia
l%20development-Tomlinson.pdf.
2. The document (Word file) you are going to write must
Products be original, it means it’s not allowed to “copy and paste”
to be from web sites or books.
submitted 3. The document (Word file) must include a front page
by (with title, your whole name, your ID number, course
students name, group number, name of the university, name of
the program, city and date).
4. The document (Word file) must include APA rules.

Collaborative:
Academical products and weighting of the Collaborative
activity:

1. Students read and feedback their partners’

contributions about the document (Word file).
2. Students read their partners’ documents (Word file).
3. Students give some meaningful feedback to their
partners’ document (Word file).
 3. General guidelines for the collaborative work

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
Planning of forum, like this:
activities for
the 1. An initial contribution according to required reading
development papers, other consulted references, their own points
of of views and their own experience.
collaborative
work 2. Comments on the initial contributions of the other
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 to be
problems.
performed
- Helps members clarify points.
by the
- Protects members from attack.
student in
- Makes sure that every voice is heard.
the
- Focuses work around the learning task.
collaborative
group
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:
Makes sure the written work follows all the criteria
Roles and
established in the activity guide.
duties for
the
Evaluator:
submission
Evaluates the final document to ensure it follows the
of products
evaluation criteria of the rubric and informs the
by students
student in charge of alerts about any changes that
need to be made before delivering the product.

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. Recuperado de:
References 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/Recurso
s%20C.E/Estudiantes/Referencia%20bibliogr%C3%A1
ficas/Normas%20APA%20Sexta%20Edici%C3%B3n.p
df
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
Plagiarism
reproduce, or copy for profit, educational resources or
policy
results of research products, which have intellectual
rights reserved for the University”.

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.ph
p?option=com_content&view=article&id=138:normas
-apa&catid=45:referencias-bibliograficas&Itemid=

4. Evaluation Rubric

Evaluation Rubric
Individual Collaborativ
Type of activity: ☒ ☐
Activity e Activity
Evaluative Intermediat
Initial ☒ ☐ Final ☐
Moment e, unit
Performance levels of the individual activity
Evaluated Scor
items Average e
High score Low score
score
The student’s The student’s No personal
introduction is introduction Introduction
well written in has some was sent or it
terms of inaccuracies in has lots of
information, terms of inaccuracies in
Personal vocabulary, information, terms of
Information spelling and writing, information, 8
grammar. vocabulary, writing,
spelling or vocabulary,
grammar. spelling or
grammar.

(Up to 8 (Up to 4 (Up to 0

points) points) points)
The student The student The student
5
Interpretati identifies and has some has serious
 ve understands difficulties to difficulties to
Competence clearly the identify some identify the
main issues of the main main issues
dealt with in issues dealt dealt with in
the given with in the the given
reading given reading reading

(Up to 5 (Up to 3 (Up to 0

points) points) points)

The student The student The student

gives some doesn’t give doesn’t send
meaningful some any meaningful
feedback to meaningful feedback to
his/her feedback to his/her
partners’ his/her partners’
papers and partners’ documents or
Argumentati responds with documents or doesn’t
ve arguments to doesn’t respond to the 5
Competence the respond with commentaries
commentaries arguments to they write
they write the about his/her
about his/her commentaries document.
document. they write
about his/her
document.

(Up to 5 (Up to 3 (Up to 0

points) points) points)
Performance levels of the collaborative
Evaluated activity
Scor
items Average
High score Low score e
score
The student is The student is The student
able to link a able to link a isn’t able to
Pragmatic
series of short series of short link a series of 7
Competence
elements of elements of short elements
materials materials of materials
 design for design for design for
concreting and concreting but concreting or
creating a he doesn’t creating a
cohesive and create a cohesive and
linear cohesive or linear
sequence. linear sequence.
sequence.

(Up to 7 (Up to 4 (Up to 0

points) points) point)
Final Score 25