Universidad Nacional Abierta y a Distancia Academic and Research Vice-Rector Activity guide and evaluation rubric 1. General description of the course School or Academic Unit Academic Level Academic Field Course Name Escuela de Ciencias de la Educación Profesional Formación disciplinar First and Second Language Acquisition and Learning Course Code 551018 Course Type Metodológico Retake yes ☐ No ☒ exam Number of Credits 3 2. Description of the activity Type of activity: Evaluation moment: Individual ☐ Collaborative ☒ Number of 2 weeks ☐ Final ☐ Initial ☒ Intermediate Environment for the delivery of the activity: Monitoring and Evaluation environment Starting date of the Deadline of the activity: activity: 23/08/2019 05/09/2019 Competence to develop: To know preliminary aspects and concepts about language learning acquisition process. Topics to develop: Total score of the activity: 25 Review learning contents and strategies for language learning. Step, phase or stage of the learning strategy to develop Participation in the collaborative forum by sharing the personal introduction and video link. Each student prepares a short personal introduction, and a reflection about how has been their learning process and also they need to include their strengths, weaknesses, opportunities, and threats during the language acquisition process. Consider revising vocabulary, spelling, and language used to make the necessary corrections. After writing the personal introduction and the reflection on your language learning process, you are going to make a short video with this information. Comment partners’ participations and suggest possible corrections according to netiquette rules. Activities to develop Unit 1 Language learning and teaching TASK 1: PERSONAL INTRODUCTION AND REFLECTION ABOUT THE LEARNING PROCESS. Each student prepares a short personal introduction, and a reflection about how has been their learning process and also they need to include their strengths, weaknesses, opportunities, and threats during the language acquisition process. All the information has to be written in English and sent to the collaborative forum according to the discussion topic started by the course tutor. Please use complete sentences. Example: My name is Jon Snow. I am 25 years old. I live in ... The coherence and the correct use of grammar will be evaluated. TASK 2: MAKING A VIDEO After writing the personal introduction and the reflection on your language learning process, you are going to make a short video with this information. The video has to be three to five minutes long. The quality of sound and image have to be the best possible. The students need to show their face during the video, no slides. You can not read along the video, you have to speak and show fluency. Please show your face during the video. After recording the video, you are going to upload it to an online video service like YouTube, Movenote, Vimeo, etc. Once your video is uploaded, you are going to share the link to view it online in the collaborative forum according to the discussion topic started by the course tutor. Please keep in mind the course dates assigned for this activity. TASK 3: GROUP AGREEMENT Pick one of your classmates' reflection and video and create a parallel about how has been your learning process compared with your classmate`s one. You have to include from your perspective as a future teacher and as an English learner, how could be a way how your classmate could reduce the weaknesses. Please use the theoretical information to support your ideas (check the course Contents) and it is necessary to pick up the theme in a respectful and professional way. Environments for the Collaborative and learning environment development of the activity Individual: Review learning contents and strategies for language learning. Participation in the collaborative forum by sharing the personal introduction. Products to deliver by the After writing the personal introduction and the student reflection on your language learning process, you are going to make a short video with this information. Consider revising vocabulary, spelling, and language used to make the necessary corrections. Each student must make at least four meaningful participation along the time where the activity is available, please do not do all the participations the same day. Pick one of your classmates' reflection and video and create a parallel about how has been your learning process compared with your classmate`s one. You have to include from your perspective as a future teacher and as an English learner, how could be a way how your classmate could reduce the weaknesses. The participation must be different than different deliveries of the advances of your individual document. If you based your comments on the theory or point of view from another author, please create the references using APA style. Collaborative: Comment partners’ participations and suggest possible corrections according to netiquette rules. Make some comments about the information your classmates have posted in the forum. Compile the final document and send it to the evaluation environment. General guidelines for the collaborative work Each student prepares a short personal introduction. Record the video. After writing the personal introduction and the reflection on your language learning process, you are going to make a short video with this information. Planning of activities for the development of collaborative work Participate actively in the forum giving meaningful feedback. Pick one of your classmates' reflection and video and create a parallel about how has been your learning process compared with your classmate`s one. You have to include from your perspective as a future teacher and as an English learner, how could be a way how your classmate could reduce the weaknesses. Compile the document. Different roles are proposed within the collaborative Roles to environment, which allow an appropriate space for perform by academic growth and effective interaction that the student promotes learning and interpersonal relationships. in the Every student will take up one of these roles for the collaborative development of the course assignments and can only group be changed if decided by the group members. Facilitator: Makes sure that every voice is heard and focuses work around the learning task. 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. 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. Roles and duties for the delivery of products by students 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 ensure it follows the evaluation criteria of the rubric and informs the 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. Use of references Plagiarism policy All references considered for this activity have to be cited using APA Style 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 reproduce, or copy for profit, educational resources or 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:normasapa&catid=45:referencias-bibliograficas&Itemid= 3. Evaluation rubric Evaluation rubric Activity type: Evaluation moment Evaluated items Task 1: Personal Information and reflection Collaborative x Activity Initial x Intermediate Final Performance levels of the individual activity Score High score Mean score Low score The student The student wrote the wrote the personal The student did personal information and not write any information and reflection with personal 6 reflection with some minor information or major problems problems in reflection. in structure and structure and spelling. spelling. Individual Activity (up to 6 points) (up to 3 points) Task 2: Video content The video is correctly linked. Pronunciation and fluency are very good. Speech is effortless and clear. The video is correctly linked. Pronunciation and fluency are OK. Speech is slow and hesitant. The student read during the whole video. (up to 6 points) (up to 3 points) Individual participation and posting of individual contribution Participation in the forum was permanent (4 or more times) and input was well argued and solid. The student participated in the forum, but input given was not solid enough nor sent in the set dates. (up to 3 points) (up to 1 points) On-time participation in the forum The student participated from the very first time, and the participation was meaningful The student participated some day after the beginning of the activity and the participation was not significant (up to 0 points) No video is presented. 6 (up to 0 points) The student did not participate in the forum for the collaborative tasks. 3 (up to 0 points) The participation of the student was too late and it was not significant. 3 (up to 0 points) Performance levels of the collaborative activity High score Media score Low score The student The student The student did correctly fulfill partially fulfill the not fulfill the the activity activity activity requirements requirements requirements (Up to 0 (Up to 4 points) (Up to 2 points) points) The assignment The group did The activity was successfully not follow the well presented follows the instructions to but some expected complete the elements were structure and assignment and omitted, group interaction is there was poor interaction is OK. successful. interaction. (Up to 0 (Up to 3 points) (Up to 1 points) points) (up to 3 points) (up to 1 points) Evaluated items Task 3: Group agreement Group Interaction Score Final score 4 3 25
