Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric

1. General description of the course

Faculty or
Health Sciences School
Academic Unit
Academic Level Undergraduate
Academic Field Elective disciplinary specific
Course Name Geopolitics and environment
Course Code 151021
Course Type Theoretical Can be yes ☒ No ☐
enabled
Number of Credits 2

2. Description of the activity

Number
Type of the
Individual ☒ Collaborative ☒ of 2
activity:
weeks
Moment of Unit
Initial ☐ ☐ Final ☒
evaluation: Intermediate:
Delivery Environment of the
Evaluative score of the
activity: Monitoring and evaluation
activity: 125 points
environment
Starting date of the activity: Deadline of the activity: May 23,
May 10, 2019 2019
Competence to develop:

The competence to be achieved by the student is leads inter-sectoral

processes for the prevention and promotion of health in problematic
environments generated by geopolitical decisions that affect the
environment.
Topics to develop:

Geopolitics and the environment, impacts on health, human

development, environmental dimension.
Steps, phases of the learning strategy to develop
The task-based learning strategy (ABT) will be used for the
management of learning in response to the course problem nucleus. The
ABT involves the students in a process that contributes significant
meaning to the development of the task. In this way, the work is not of
memorization but exploration, organization and transfer of the best
solution to the task will gain. Its implementation involves the definition
of a number of limited, autonomous tasks (micro tasks) that contribute
to the accomplishment of a broader task (macro task) which in turn
motivates development and increases the importance of micro tasks
(Guichon, 2006).

In ABT the activity is oriented by a learning goal in which the students

elaborate a real and authentic product, they seek to achieve one or
several specific objectives that must be reached in a certain time. The
central focus of the ABT is that activities have real meaning for
students. The activities and tasks can be in two ways, one has to do
with what the student needs to do or get done in his real life; And
another that is related to a specific pedagogical objective of a course.
Activities to develop

 Choose a role to develop in the collaborative group and share it on

the forum: Director, Co-Director, Leader of the debate, Rapporteur
and Compiler.

 Assuming the chosen role, generate a debate as a group about the

final work and the important aspects.

 Choose a role and responsibility for the deliverable: Compiler,

Reviewer, Evaluator, Deliveries, Alerts.

 As a group perform a final report, containing:

1. Basic information: A statement of the issues chosen in their context,

which includes the relationships between geopolitics and the
environment and the impacts on health and human development.
Description of the context and issues and impacts on health and human
development, in terms of magnitude, frequency, and severity.
2. Justification: It supports the reason for which it chose this
problematic and not another one with data of the context of occurrence
and bibliographical argumentation.

3. Relationships cause - effect of the problematic situation: Make a

diagram showing the causal chain and effects of the problematic
situation (problem tree, fishbone or whatever you choose) from
geopolitics to the environment and showing the effects on individual and
collective health and human development.

4. Definition of problem solution alternatives: Propose and describe at

least two intra- sectoral alternatives and two inter- sectoral alternatives
to solve the problem in the strategic framework of the Environmental
Dimension of the Ten Year Public Health Plan and/or in the framework
of sustainable human development (Justify).

5. Description and development of the intra-sectorial and inter-sectoral

alternative: Make a diagram or outline for each alternative, with the
objectives, program lines, goals and resources needed.
Make a description of the diagram by expanding the information and
description of the alternatives presented.

6. Conclusions: Explain two conclusions on the relationship between

geopolitics and the environment and their effects on health and human
development and a conclusion on the alternatives to solve this type of
problem in the context where you live and/or work.

7. Bibliography: APA standards

Knowledge environment: Read the material of Units
1 and 2.
Environment
Collaborative learning environment: Develop the
for the
roles.
development
Monitoring and evaluation environment: Publish
the final report.
Collaborative:
Products to Final work:
deliver by  Cover page
student  Final work: Basic information, justification,
relationships cause-effect, definition of problem
 solution alternatives, description and development
of the intra-sectorial and inter-sectoral alternative.
 Conclusions.
 Bibliographic references

Format:
• Document in Word
• Page size: Letter
• Typeface: Arial
• Font size: 12
• Line spacing: 1.5 cm

General guidelines for the collaborative work

The steps that constitute the exercise of collaborative

work on the part of the students are presented below:

First step: recognition of actors as subjects. Students

at the beginning of the course, in the space destined to
do so, will recognize as participants of a collaborative
group, they can present their strengths to the group's
service and define the communication channels.
Planning of
Second step: planning of academic activities.
activities for
According to the elements that make up the principle
the
of responsible action, students can design a work plan
development
based on the analytical reflection of the activity agenda,
of
the evaluation plan, the guides and rubrics given for
collaborative
the development of each activity Academic
work
Third step: the staging of the principles of
collaborative work. It is important that students
internalize each of the principles of collaborative work
and implement from the beginning of the academic
course and with the assurance excellence in their
learning processes and the presentation of written
products that respond to the expected quality in the
Course.
 Director: Organize, coordinate, directing and evaluate
based on their experience on the topic, the debate
within the group.
Co-director: Complement and highlight the
contributions that are relevant to the final product.
The leader of the debate: Generate the academic
Roles to debate required to highlight concepts and domains on
perform by the topic of discussion. It permanently questions the
the student group in the search for bridges between what has been
in the learned and what is proposed.
collaborative Rapporteur: To argue rigorously to enrich the subject,
group is the one that collects and systematizes the
information to be delivered to the compiler.
Compiler: Elaborate the document that is constituted
as the final product of the debate and the academic
synthesis within the collaborative group and the
cooperative and ensures compliance with the criteria of
the rubric.
Compiler: Consolidate the document that is
constituted by the final product of the debate,
considering that the participants included were only
who intervened in the process. You must inform the
person in charge of the alerts to whoever notifies those
who did not participate, that they are not included in
the product to be delivered.
Reviewer: Ensure that the writing complies with the
Roles and presentation rules of the work required by the teacher.
responsibilit Evaluator: Ensure that the document contains the
y for the criteria present in the rubric. You must inform the
delivery of person in charge of the alerts so that you inform the
products by other members of the team in case any adjustments
students need to be made on the subject.
Deliveries: Alert on the delivery times of the products
and send the document in the stipulated times, using
the resources destined for the shipment, and indicate
to the other partners that the delivery has been made.
Alerts: Ensure that the members of the group are
notified of new developments at work and inform the
documents in the work forum and messaging of the
course, which has sent the document.
 Use of the APA standard, version 3 in Spanish
(Translation of the English version 6)
Use of
For the presentation of written works must consider the
references
criteria of the form presented in each of the guides of
activities.
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,
Plagiarism educational resources or results of research products,
policy 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.

4. Evaluation rubric

Evaluation rubric

Activity Individual Collaborativ

☒ ☒
type: Activity e Activity
Moment of Unit
the Initial ☐ Intermediat ☐ Final ☒
evaluation e:
Performance levels of the individual
Assessed activity 45
Aspects points
High score Media score Low score
 The student
The student
The student did not choose
opportunely
chose roles, their roles in
Choice chose their
but did not the
and roles and 45
perform them collaborative
performan performed points
satisfactorily or work forum or
ce of roles them
on time. did not
satisfactorily
perform them.
45 points 20 points 1 point
Performance levels of the collaborative
Assessed 80
activity
Aspect points
High score Media score Low score
There is no
The final The final report
evidence of
report of the of the proposal
participation in
proposal presents
the
presents all incompletely
Final preparation of 70
the elements the elements
report the final report points
requested requested
or does not
according to according to
deliver final
the guide the guide
report

70 points 30 points 1 point

The
handling of
Bibliographic
references is
references are
satisfactory. Bibliographical
Bibliograp presented but 10
The APA sources are
hic APA standards points
referencing not referenced
references are not used
standards are
used.
10 points 5 points 1 point
Final score 125