Universidad Nacional Abierta y a Distancia

Academic and Research Vice-Rector

Activity guide and evaluation rubric

1. General description of the course

School or Escuela de Ciencias de la Educación

Academic Unit
Academic Level Profesional
Academic Field Formación disciplinar
Course Name 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

Number
Type of
Individual ☐ Collaborative ☒ of 2
activity:
weeks
Evaluation
Initial ☒ Intermediate ☐ Final ☐
moment:
Environment for the delivery of
Total score of the activity:
the activity: Monitoring and
25
Evaluation environment
Starting date of the Deadline of the activity:
activity: 1/02/2020 14/02/2020
Competence to develop: To know preliminary aspects and concepts
about language learning acquisition process.
Topics to develop:
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.
Products to
deliver by the Participation in the collaborative forum by sharing the
student personal introduction.

After writing the personal introduction and the

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
Participate actively in the forum giving meaningful
the
feedback.
development
of
Pick one of your classmates' reflection and video and
collaborative
create a parallel about how has been your learning
work
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
group development of the course assignments and can only
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.

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
Roles and who did not participate and will not be included in the
duties for final product.
the delivery Reviser/editor: Makes sure the written work follows
of products all the criteria established in the activity guide.
by students 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 All references considered for this activity have to be
references 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
Plagiarism
paragraph f)”To reproduce, or copy for profit,
policy
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:normas-
apa&catid=45:referencias-bibliograficas&Itemid=
 3. Evaluation rubric

Evaluation rubric

Collaborative
Activity type: Individual Activity x
Activity
Evaluation moment Initial x Intermediate Final
Performance levels of the individual activity
Evaluated items Score
High score Average score Low score
The student
The student
wrote the
wrote the
personal The student did
personal
information and not write any
Task 1: Personal information and
reflection with personal
Information and reflection with
some minor information or 6
reflection major problems
problems in reflection.
in structure and
structure and
spelling.
spelling.
(up to 0
(up to 6 points) (up to 3 points)
points)
The video is
The video is correctly linked.
correctly linked. Pronunciation
Pronunciation and fluency are
and fluency are OK. Speech is No video is
Task 2: Video content 6
very good. slow and presented.
Speech is hesitant. The
effortless and student read
clear. during the whole
video.
 (up to 0
(up to 6 points) (up to 3 points)
points)
The student
Participation in
participated in The student did
the forum was
the forum, but not participate
permanent (4 or
Individual participation input given was in the forum for
more times) and
and posting of individual not solid enough the collaborative 3
input was well
contribution nor sent in the tasks.
argued and solid.
set dates.
(up to 0
(up to 3 points) (up to 1 points)
points)
The student
The student participated
The participation
participated from some day after
of the student
the very first the beginning of
was too late and
On-time participation in time, and the the activity and
it was not 3
the forum participation was the participation
significant.
meaningful was not
significant
(up to 0
(up to 3 points) (up to 1 points)
points)
Performance levels of the collaborative activity
Evaluated items Score
High score Media score Low score
The student The student The student did
correctly fulfill partially fulfill the not fulfill the
Task 3: Group the activity activity activity
4
agreement requirements requirements requirements
(Up to 0
(Up to 4 points) (Up to 2 points)
points)
The assignment The activity was The group did
Group Interaction successfully well presented not follow the 3
follows the but some instructions to
 expected elements were complete the
structure and omitted, group assignment and
interaction is interaction is OK. there was poor
successful. interaction.
(Up to 0
(Up to 3 points) (Up to 1 points)
points)
Final score 25