Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric

1. General description of the course

Faculty or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación interdisciplinar básica común
Course Name Technology in teaching English as a foreign
language.
Course Code 5510O6
Course Type Select course type Can be yes x☐ No ☐
enabled
Number of 3
Credits

2. Description of the activity

Number
Type of the Individua
x Collaborative x of 5
activity: l
weeks
Unit
Moment of ☐
Initial Intermediate x Final
evaluation:
:
Delivery Environment of the
Evaluative score of the
activity: Seguimiento y evaluación
activity: 100
Deadline of the activity:
Starting date of the activity:
September the 5th, 2018
August the 23rd, 2018
Competence to develop: Communicative

Topics to develop:
1. The concept of technology
2. ICTs and education
3. The use of Technology in English Language Teaching and
Learning
4. The Advantages of Information Technology in Teaching English
Language.
5. The impact of using technology.

Steps, phases of the learning strategy to develop Step 2:

Task 1. Read the following article and think about a specific

population or institution where the ICTS are needed. Post in the
collaborative forum the identification of that specific need. Example:
In San Juanito, where I live, it is necessary to learn to … with the ICTS
I think We can solve it.

Badhana, B (2012). Integration of Information and Communication

Technologies in Enhancing Teaching and Learning. India: Jammu.
https://pdfs.semanticscholar.org/aa8a/be6087a53d3f4916b7dd39f81b
adebd4735c.pdf

Task 2. Create A Unified Model of Integration of ICT Into Teaching

and Learning Process and present it in a word document of three
pages which contains the questions on “who”, “why” “how” “what”,
“where” and “when” and a graphic that explains how that would work
as a whole model. Remember to follow the sample provided by:

Badhana, B (2012). Integration of Information and Communication

Technologies in Enhancing Teaching and Learning. India: Jammu.
https://pdfs.semanticscholar.org/aa8a/be6087a53d3f4916b7dd39f81b
adebd4735c.pdf

Example:
What? The students in kindergarten can not spell the words right in
English.
Who? The kindergarten students
Why? Because they haven´t practiced the spelling of the words
enough.
Where? In a kindergarten in Corozal.
How? The Model is going to design an app in which the students play
the hangman…

Note: Please be specific, do not make up situations, try to be as close

as the reality as possible. Also, you need to take into account the use
of ICT´s will be evaluated.

Activities to develop

Participation in the forum by sharing Task 1 and 2.

Weighting: 60 points

Five pages Word document that includes the following information:

a. Cover page (names and last names of participants, course info,

tutor name, date).
b. Unified Model of Integration of ICT Into Teaching and Learning
Process and Graphic Explaining the model.
c. References (APA style).

The evaluator and reviser have to check the final product to make sure
it is complete and then inform the delivery student who will upload the
final product to the link: Step 2 Unit 1 in the Evaluation & Assessment
Environment. It should include all the information as requested. Name
your file as follows:

Collaborative_Task1_GroupNumber.pdf

Weighting: 40 points

Environmen
Colaborativo y Evaluación.
t for the
developmen
t
Individual:
Products to
deliver by
Participation in the forum by sharing Task 1 and 2.
student
 Consider revising vocabulary, spelling and language
use to make the necessary corrections.

Weighting: 60 points

Collaborative:

The group must deliver a five pages word document

named as follows:

Collaborative_Task1_GroupNumber.pdf

Weighting: 40 points

General guidelines for the collaborative work

Planning of
activities for
the Describe how the individual and collaborative activities
development can be interlinked in order to explain to the students
of how their work incorporates with others
collaborative
work
Roles to
perform by
the student Choose the role to perform within the group
in the
collaborative
group
Roles and
responsibilit You must rely on the document “General curriculum
y for the guidelines at UNAD – aspects of collaborative work
delivery of and teaching accompaniment” published by VIACI,
products by shown in the table 2
students
Use of
Always cite the references
references
Plagiarism
Students must be aware of severe sanctions in the
policy
case of plagiarism.

4. Evaluation rubric

Evaluation rubric

Collabo
Individual
Activity type: x rative x
Activity
Activity
Unit
Moment of the
Initial Interme x Final ☐
evaluation
diate:
Performance levels of the
Assessed individual activity
Score
Aspects High Media Low
score score score
The
student The
participate student
d in the participate
The
forum on d in the
student
Individual and time and forum once
did not
timely gave or twice
participate
participation in meaningfu and the 10 points
in the
the forum l feedback contributio
forum.
about ns were not
their meaningful
partners’ .
work.
(up to 10 (up to 5 (up to 0
points) points) points)
The The The
student student student
Task 1.
identified identified did not
Identification of 20 points
the need the need identify
the need.
based on but he did any need
the model not based or did not
 provided it on the write in
and wrote model the
it on time provided or collaborati
in the did not ve forum.
collaborati write it on
ve forum time in the
collaborativ
e forum

(up to 20 (up to 10 (up to 0

points) points) points)
Performance levels of the
Assessed collaborative activity
Score
Aspect High Media Low
score score score
The The group
group created a
created a quite
well- organized
organized model
model which
which contains
contains some of The
the the group did
Task 2.
answers answers to not create
Developing the 50 points
to the wh the wh a model.
model
questions questions
and the and the
graphic graphic
that that
explains explains
the model the model
in deep. in deep.
(Up to 50 (Up to 25 (Up to 0
points) points) points)
The The group The
Activity group did a good group did
socialization and successfull job not follow 10 points
group interaction y followed following the
the the instruction
 activity instructions s to
instruction but some complete
s and elements the
interaction were assignmen
is omitted, t and
successful group there was
. interaction poor
is OK. interaction
.
(Up to 10 (Up to 5 (Up to 0
points) points) points)
The
group
presented
The group
a well-
presents
structured
their work
document
with major
with
problems in
minor
mechanics, No group
Overall problems
spelling paper is
structure and in
and the presented. 10 points
content of the mechanics
document
paper , spelling
does not
and the
include all
document
suggested
includes
items.
all
suggested
items.
(Up to 10 (Up to 5 (Up to 0
points) points) points)
Total score:
Final score
100 points