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    Activity Guide and Evaluation Rubric - Task 1 - The Role of The Materials Designer.

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    jk m
    The document provides guidance for an individual activity assessing the role of a materials designer. Students must create and publish a 5-8 minute video answering questions about the conception of materials development, demands on teachers in developing materials, components of creating didactic learning materials, and the principal role of the teacher in designing language materials. They must then submit a PDF with their video link and references in APA style. The activity will be evaluated based on the video's content, argumentation, visual aids, and spoken English competence.

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    Activity Guide and Evaluation Rubric - Task 1 - The Role of The Materials Designer.

    Uploaded by

    jk m
    48 views5 pages
    The document provides guidance for an individual activity assessing the role of a materials designer. Students must create and publish a 5-8 minute video answering questions about the conception of materials development, demands on teachers in developing materials, components of creating didactic learning materials, and the principal role of the teacher in designing language materials. They must then submit a PDF with their video link and references in APA style. The activity will be evaluated based on the video's content, argumentation, visual aids, and spoken English competence.

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    Activity Guide and Evaluation Rubric - Task 1 - The role of the materials designer.

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    The document provides guidance for an individual activity assessing the role of a materials designer. Students must create and publish a 5-8 minute video answering questions about the conception of materials development, demands on teachers in developing materials, components of creating didactic learning materials, and the principal role of the teacher in designing language materials. They must then submit a PDF with their video link and references in APA style. The activity will be evaluated based on the video's content, argumentation, visual aids, and spoken English competence.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    48 views5 pages

    Activity Guide and Evaluation Rubric - Task 1 - The Role of The Materials Designer.

    Uploaded by

    jk m
    The document provides guidance for an individual activity assessing the role of a materials designer. Students must create and publish a 5-8 minute video answering questions about the conception of materials development, demands on teachers in developing materials, components of creating didactic learning materials, and the principal role of the teacher in designing language materials. They must then submit a PDF with their video link and references in APA style. The activity will be evaluated based on the video's content, argumentation, visual aids, and spoken English competence.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Universidad Nacional Abierta y a Distancia

    Vicerrectoría Académica y de Investigación


    Course: Materials Design
    Code: 518016

    Activity Guide and Evaluation Rubric – Task 1- The role of the materials designer.

    1. Activity Description

    Type of Activity: Individual


    Evaluation Moment: Initial
    Highest Activity Score: 25 points
    The activity starts on: Monday, August The activity ends on: Sunday,
    23rd, 2021 September 05th, 2021
    With this activity, you are expected to achieve the following learning
    outcomes:

    To reflect upon the teaching role as a material designer in the virtual and face-to-face
    context of learning English as a foreign language, through the analysis of theories for
    the design of didactic teaching materials.

    The activity consists of:

    1. Read the article from Pardo, A., & Téllez, M. (2009). ELT Materials: The Key to
    Fostering Effective Teaching and Learning Settings, you find in the learning
    environment or/and in the syllabus of the course.

    2. Having in mind the reading you need to answers for the following questions:

    a. What was the conception of materials development decades ago?


    b. What does developing materials demand from teachers? Give at least six (6)
    demands and explain them.
    c. What are the components of creating and adapting didactic learning
    materials?
    d. In your opinion, what is the principal role of the teacher when designing
    language-learning materials?

    3. After answering the questions, you should prepare a presentation in PowerPoint


    and converted it into a video. This presentation must meet the following
    requirements:

    1
    a. You must appear in the video including your voice.
    b. You need to give a brief self-introduction.
    c. You have to answer the four questions required considering the documents
    and your proper experience and opinion.
    d. You will be graded also, for your speaking, so be careful with your
    pronunciation and fluency.
    e. Include the references into the video (APA Style)
    f. Presentations with lots of written content are not allowed; try to use lots of
    images or screenshots.
    g. Double-check your video after publishing it to see if sound, image, and
    content are right.
    h. Remember to leave your video public to let others see the final version.
    i. The video should be 5-8 minutes length.

    4. Upload the video into YouTube or any other website you can use for sharing
    videos. Remember to leave your video public to let others see the final version.

    5. Submit a PDF document with a cover page considering APA style format, the link
    of your video and a page with the references you used to answer the questions, to
    the evaluation environment, according to the course Agenda.

    For the development of the activity consider that:

    In the Initial Information Environment, you must: observe the course presentation,
    check the course agenda, the date of the synchronous meetings by webconferences
    and attention through skype.

    In the Learning Environment, you must: have access to the course syllabus,
    download the guide, and check the links of the documents you have to consider for
    the development of the activity.

    In the Evaluation Environment, you must: Submit the final document, which meets
    the requirements from the guide.

    Evidence of individual work:


    The individual evidence to be submitted is:

    ● A document with a cover page considering APA style format.


    ● A video including all the answers to the guiding questions.

    2
    ● A page with the references in APA style format.
    Evidence of collaborative work:

    No collaborative evidence is required in this activity.

    2. General Guidelines for the Development of Evidence to Submit

    For Individual evidence, consider the following:

    ● Before delivering the requested product, the student should check that it meets
    all the requirements mentioned in this activity guide.

    Please keep in mind that all individual or collaborative written products must comply
    with the spelling rules and presentation conditions that have been defined.

    Regarding the use of references, consider that the product of this activity must meet
    the APA Format Guide.

    In any case, make sure you comply with the rules and avoid academic plagiarism.
    You can review your written products using the Turnitin tool found on the virtual
    campus.

    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 029 -
    13 de diciembre de 2013, Artículo 99)

    The academic penalties students 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.

    3
    3. Evaluation Rubric Template

    Type of Activity: Individual


    Evaluation Moment: Initial
    Highest Activity Score: 25 points
    High Level: The student recorded the video answering all
    guiding questions based on the reflection upon the role of the
    teacher as a material designer.

    First Evaluation If your work is at this level, you can get between 7 points
    Criterion: and 10 points

    Video recording Average Level: The student recorded the video but some of the
    questions are missing and/or the role of the teacher is not very
    This criterion clear.
    represents 10
    points of the total If your work is at this level, you can get between 4 points
    of 25 points of and 6 points
    the activity.
    Low level: The student did not submit the recorded video.

    If your work is at this level, you can get between 0


    points and 3 points
    High Level: The student supported his/her arguments with
    authors, proper experiences, and use in APA style to cite the
    references.
    Second Evaluation
    Criterion:
    If your work is at this level, you can get between 4 points
    and 5 points
    Argumentative
    competence
    Average Level: The student supported his/her arguments
    with authors or experiences but you did not include the
    references using APA style.
    This criterion
    represents 5
    If your work is at this level, you can get between 2 points
    points of the total
    and 3 points
    of 25 points of
    the activity.
    Low level: The student did not support his/her arguments with
    authors or experiences.

    4
    If your work is at this level, you can get between 0
    points and 1 point
    High Level: The video included supporting material like
    images or visual aids and the supporting material was relevant
    to the content.
    Third Evaluation
    If your work is at this level, you can get between 4 points
    Criterion:
    and 5 points
    Video visual aids
    Average Level: The video included supporting material like
    and supporting
    images or visual aids, but that supporting material was not
    material
    relevant to the content.
    This criterion
    If your work is at this level, you can get between 2 points
    represents 5
    and 3 points
    points of the total
    of 25 points of
    Low level: The video did not include supporting material like
    the activity.
    images or visual aids.

    If your work is at this level, you can get between 0 points


    and 1 point
    High Level: The speech on the video is good in terms of
    fluency, intonation, use of vocabulary and appropriate grammar
    structures.

    If your work is at this level, you can get between 4 points


    Fourth Evaluation
    and 5 points
    Criterion:
    Average Level: The speech on the video has some problems
    Spoken English
    associated to content, fluency, intonation, use of vocabulary and
    competence
    appropriate grammar structures.
    This criterion
    If your work is at this level, you can get between 2 points
    represents 5
    and 3 points
    points of the total
    of 25 points of
    Low level: The speech on the video has many mistakes in
    the activity.
    terms of fluency, intonation, use of vocabulary and appropriate
    grammar structures.

    If your work is at this level, you can get between 0 points


    and 1 point

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