Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity Guide and Evaluation Rubric – Step 3 – Creating digital
language learning activities.

1. General Description of the Course

Faculty or School of education

Academic Unit
Academic Level Professional
Academic Field Professional - Specific
Course Name Materials Design for Virtual Environments
Course Code 551021
Course Type Methodological Retake Yes ☐ No ☒
Exam
Number of Credits 2

2. Description of the Activity

Type of Individu Number of

☒ Collaborative ☒ 6
Activity: al Weeks
Evaluation Initial Intermediate
☐ ☒ Final ☐
Moment: Unit 1 unit 2
Environment to Submit the
Total Score of the Activity:
Activity: Monitoring and Evaluation
175
Environment
Starting Date of the Activity: Deadline of the Activity:
October 17th, 2019 November 28th, 2019
Competences to Develop:
Students are aware of the importance of using updated media and
developing certain skills in the designing of specific materials for
virtual contexts in order to apply them into their professional field.
Topics to Develop:
Creating digital language learning activities using web 2.0 tools.
Steps, Phase or Stage of the Learning Strategy to Develop

This stage is going to be developed first individually with de designing

of two interactive activities to teach a specific topic according to the
level chosen, based on the basis explained in the readings.

Then the collaborative activity consists on the designing of an online

notebook with the purpose of showing all the students’ contributions in
an orderly way, following a specific guideline.

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, and Cuesta, L. (2010). The Design
and Development of Online Course Materials: Some Features
and Recommendations.

2. Considering the readings, design two interactive activities to

teach: Writing A1, Speaking A2, Listening B1, Reading B2, Use
of English C1.

3. You can use the following web 2.0 tools to design your activities:

a) Animoto
b) Prezi
c) Funbrain
d) Educaplay
e) LibriVox
f) Ted Ed
g) Moovly
h) Or any you find interesting different from the one you use
in the previous activity.
 4. You have to choose first the topic with the level of your
students, and the web 2.0 tool you are going to use to design
your activity and post your selection into the forum to avoid
repetition.

5. Post your activities designed (or their links) into the

collaborative forum and give some meaningful feedback to at
least two of your partners’ activities.

Collaborative:

1. Watch and comment at least two of your partners’ activities.

2. Design an online notebook using ONENOTE which you can create an

account going to this link: https://www.onenote.com, or you can
use any other tool you know to design an online notebook.
3. The online book needs to contain the following:

a. A tab with the cover page including the names of all the
students who contributed to the development of the online
notebook.
b. A tab with the introduction containing a reflection on the
importance of using different kind of tools to design online
materials to apply in virtual environments.
c. A tab per student containing the activities designed according
to the level and the communicative skill chosen.
d. A tab with all the references included into the activities.

Do not forget, you have to leave your notebook public for the others
to have access to the content.

4. The final group’s product will be a document with the names of the
students who participated in the planning and designing of the
online notebook, and the link of your notebook. The group’s
submitter has to submit this document to the monitoring and
evaluation environment.
Environments This activity will be developed in the forum created
for the in the collaborative environment. The final
Development document must be submitted in the monitoring and
of the Activity evaluation environment by the by the group’s
submitter.
Individual:
The post in the collaborative forum of the two
activities, according to the level and communicative
Products to be skill chosen.
Submitted by
Students Collaborative:
The final group’s product will be a word document
with the names of the students who participated in
the planning and designing of the online notebook,
and the link of the group’s notebook.

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. Accordingly, the collaborative work
proposed for the course is based on a structured
and planned process that includes individual and
group activities, as well as interaction and
Planning of socialization in the virtual classroom.
Activities for
the 1. Explore the syllabus of the course.
Development of
Collaborative 2. Make several readings of the activity guide and
Work the evaluation rubric for each of the units of
individual and collaborative work.

3. All the activities that are carried out for the

development of the activity should be reflected
within the course through the different media and
especially in the forum of each activity, since the
 interaction; if they work by Skype or other means
they should evidence it in the forum with
screenshots.

4. Be in constant communication with the

colleagues and tutor during the development of
activities.

5. In case of any concern, ask the tutor or the

colleagues with time, using the various
communication channels arranged in the course.

6. Enter the contributions with time for the Timely

feedback from peers and tutor.

7. Establish a schedule of activities within each

forum and a table of roles and functions for meet
during the development of each activity.
Different roles are proposed within the
collaborative environment, which allow an
appropriate space for academic growth and
effective interaction that promotes learning and
interpersonal relationships. Every student will take
up one of these roles for the development of the
Roles to Be course assignments and can only be changed if
Performed by decided by the group members.
the Student in
the Facilitator: Makes sure that every voice is heard
Collaborative and focuses work around the learning task.
Group Provides leadership and direction for the group
and suggests solutions to team problems.

Recorder: Keeps a public record of the team's

ideas and progress. Checks to be sure that ideas
are clear and accurate.
 Timekeeper: 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.
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 established in the activity
guide.

Evaluator: Evaluates the final document to

Roles and
ensure it follows the evaluation criteria of the
Duties for the
rubric and informs the student in charge of alerts
Submission of
about any changes that need to be made before
Products by
delivering the product.
Students
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.
 All references considered for this activity have to
References
be cited using APA Style
Students must be aware of the risks and penalties
in case of plagiarism.

Under the Academic Code of Conduct, the actions

that infringe the academic order, among others,
are the following: paragraph e) "Plagiarism is to
present as your own work all or part of a written
report, task or document of invention carried out
by another person. It also implies the use of
citations or lack of references, or it includes
citations where there is no match between these
and the reference" and paragraph f) " To
reproduce, or copy for profit, educational
resources or results of research products, which
have rights reserved for the University ". (Acuerdo
Plagiarism 029 - 13 De Diciembre de 2013, Artículo 99)
Policy
The academic penalties that the student will face
are:

a) In case of academic fraud demonstrated in the

academic work or evaluation, the score obtained
will be zero (0.0) without any disciplinary
measures being derived.
b) In case of proven plagiarism in academic work
of any nature, the score obtained will be zero
(0.0), without any disciplinary measures being
derived.

To learn how to properly cite all your tasks, see

the following:
BibMe. (n.d.). APA Citation Guide. Retrieved from
http://www.bibme.org/citation-guide/apa/
 4. Evaluation Rubric

Evaluation Rubric
Step 3 – Creating digital language learning activities.
Activity Collaborative
Individual Activity ☒ ☒
Type: Activity
Evaluation Intermediate
Initial ☐ ☒ Final ☐
Moment Unit 2
Evaluated Performance Levels of the Individual Activity
Score
Items High Score Average Score Low Score
You designed the
You designed the two just one interactive
interactive activities activity or you did
You did not
considering the not consider the
design any
readings’ suggestions, readings’
Interactive interactive 70
the level and the suggestions, the
activities activity. points
communicative skill level and the
chosen. communicative skill
chosen.
(up to 0
(up to 70 points) (up to 35 points)
points)
The interactive
The interactive
activities are well
activities have some
written and designed
mistakes of
in terms of spelling,
spelling, grammar, There are
grammar, vocabulary
vocabulary and not
and aesthetic. In
Interactive coherence. In worksheets
addition, you posted 30
activities addition, you to check in
the activities into the points
form posted the activities the forum.
forum at least a week
and late into the
before the due date.
forum.

(up to 0
(up to 30 points) (up to 15 points)
points)
Evaluated Performance Levels of the Collaborative Activity
Score
Items High Score Average Score Low Score
You frequently
attempted to direct the
You occasionally
discussion and You did not
made meaningful
Collaborati presented relevant participate
reflection on
ve viewpoints for in the
group’s efforts; 20
participatio consideration by the designing of
marginal effort to points
n: forum group related to the the online
become involved
discussion designing of the online notebook.
with the group.
notebook.

(up to 0
(up to 20 points) (up to 10 points)
points)
The Online
Notebook is
The Online Notebook is
incomplete; it does There is no
complete, with all the
not have the any Online
Online information required,
information Notebook to
Notebook correct spelling and 30
required and has check
content use of English. points
some spelling
mistakes.
(up to 0
(up to 30 points) (up to 15 points)
points)
The Online Notebook is The Online There is no
well structured, has all Notebook is not well any Online
the tabs required and structured, the tabs Notebook to
Online is visually attractive. are incomplete or is check.
Notebook not visually 25
presentatio attractive. points
n

(up to 0
(up to 25 points) (up to 12 points)
points)
Final Score 175