Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric – phase 1 – Recognition of
the course

1. Descripción general del curso

Faculty or Escuela de Ciencias Agrícolas, Pecuarias y del

Academic Unit Medio Ambiente
Academic Level Profesional
Academic Field Disciplinary training
Course Name Medidas Operativas para la Ecoeficiencia
Course Code 358049
Course Type Theoretical Can be Yes ☒ No ☐
enabled
Number of 3
Credits

2. Description of the activity

Type of the Individ Collaborat Number of

☒ ☐ 2
activity: ual ive weeks
Unit
Moment of
Initial ☒ Intermedi ☐ Final ☐
evaluation:
ate 2:
Delivery Environment of the
Evaluative score of the
activity: Entorno Seguimiento y
activity: 25
Evaluación
Starting date of the
Deadline of the activity: Thursday,
activity: Friday, August 23
September 05 2019
2019
Competence to develop:

The student recognizes that it is Eco-efficiency, what is the importance,

relevance and relationship between the development of the company
and the economic model at national and international level.

Competencia para desarrollar:

El alumno reconoce que es
Ecoeficiencia, cuál es la importancia,
relevancia y relación entre el desarrollo
de la empresa y el modelo económico a
nivel nacional e internacional.

Topics to be developed:

Previous knowledge and general recognition of the course.

Steps, phases or stage of the learning strategy to develop

The activities will be developed applying the Project-Based Learning

Strategy which is the learning model that guides the course and is
organized in six (VI) phases, where an Eco-efficiency project will be
developed that responds to a need and that has application in the real
world, beyond the classroom or in our case the virtual campus

Through a globalizing approach to teaching, topics that require an

interdisciplinary treatment are worked on, with an autonomous, active
and protagonist participation of the students, so that they are able to
build new learning from the knowledge from which they start. With
the application of this strategy, the students define the purpose of the
creation of a final product, investigate the subject, create a plan for
the management of the project, design and elaborate a product.
Project Learning is a teaching-learning model centered on the student,
develops skills and knowledge of the curricular area through an
extended task (a sequence of tasks), which promotes in the students
the research and an authentic demonstration of the apprenticeships in
products and yields.

Activities to develop

For the development of the activity the intervention of each one of the
students must be given within a cordial language (handling of N -
labels), among fellow students and should take into account the
following aspects within the forum

 The interventions made in the forum, must be made two (2) days
before the closing of the activity, otherwise, participation will be
zero.
 The spaces in the forum are exclusive to raise doubts and concerns,
be sure to do it in a timely manner, that is, specifying the subject on
which it requires clarity.

Questions like "Is my work okay?" Does not allow that objectivity,
since the student is responsible for collecting both the indications
of the guide, as the tutor's recommendations and the answers to
their questions and perform the work under those conditions, or
verify that he fulfills them.

The student must read the entire document, infer the information and
develop the activity according to the guidelines outlined

Individual Activity

The student will consider the following information:

 de la Concepción Pérez-Estrada, A., & María de-la-Paz-Martínez,

E. (2016). Eco-efficiency in the manufacture of spare parts: a
case study. (Spanish) Industrial Engineering, 37 (3), 231-243.
Recuperado de
http://bibliotecavirtual.unad.edu.co:2048/login?user=proveedor
&pass=danue0a0&url=http://bibliotecavirtual.unad.edu.co:2051
/login.aspx?direct=true&db=zbh&AN=119486092&lang=es&site
=ehost-live
  Duran, M. P., Calderón, E. P., & Montero, P. M. (2018). Eco-
efficiency and its effects on the economic performance of the
companies of the Dow Jones Sustainability World Index 2016.
Prisma Social Magazine, (22), 271-295. Recuperado de
http://revistaprismasocial.es/article/view/2521/2762

You must make a flow chart of the proposed reading, containing

the guidelines set forth below for the presentation of the
document and the following topics

 Definition of Ecoefficiency
 Objectives of Ecoefficiency
 Analysis on the Environmental Problems present in the company
 Application of the Operational Measures for Eco-efficiency in the
problems enunciated in the company
 Actions taken in the company with the implementation of the
Operational Measures for Eco-efficiency

Debe hacer un diagrama de flujo de

la lectura propuesta, que contenga
las pautas establecidas a
continuación para la presentación
del documento y los siguientes
temas • Definición de Ecoeficiencia
• Objetivos de la ecoeficiencia •
Análisis de los problemas
ambientales presentes en la
empresa. • Aplicación de las
Medidas Operativas para la
Ecoeficiencia en los problemas
enunciados en la empresa. •
Acciones tomadas en la empresa
con la implementación de las
Medidas Operativas para la
Ecoeficiencia
Collaborative activity

Each of the students must

Present yourself in the forum as follows:

 Full name
 Role
 Institutional email, important the handling of this mail; by
institutional rules.
 Personal mail
 Skype.
 Phone number
 Course expectations

Use te forum to

 Introduce yourself and interact with your classmates

Ask questions in a timely manner, that is, specifying the subject on
which you need clarity. Questions like "Is my job okay?" Does not
 allow that objectivity, since the student is responsible for following
the instructions in the guide
 Request answers
 Present your doubts and concerns directly in the forum and not in
attachments

Individual Development

Collaborative environment: The student should go to

the collaborative environment, stage one and in the
forum to present the concerns or doubts that are
generated against the request in the individual activity.

Environment Monitoring and Evaluation: The student

Environme must in the Monitoring and Evaluation Environment,
nt for the phase one, perform the delivery of the flow chart
developm
ent If the student does not perform the delivery in the
environment, it will not be graded

Collaborative Development:

Collaborative environment: The student should go to

the collaborative environment, phase one and in the
forum, present the doubts and concerns regarding the
requested in the Collaborative Activity.

Individual Product

Productos
a entregar This product is delivered in the Monitoring and Evaluation
por el Environment, phase one
estudiante
Products
to deliver The Flowchart is of individual character, it must contain
by student the guidelines stated above
 Header, containing the name of the university,
subject, student's name, guardian's name, city,
department and date. (first page, top)

 Flowchart - Specify the guidelines outlined above and

here The most relevant concepts

 Conclusion. State two conclusions

 Bibliography with the APA standards structure

Product format to be delivered:

 Sheet size: letter

 Margins: Top, bottom, left and right: 2.54 cm
 Line spacing: 1.5
 Text: Times New Roman 12.
 Delivery format: Word

Product evaluation to be delivered:

 Product evaluation to be delivered

 Compliance with all the requirements of the activity

guide

 Analysis level

 Good writing and Spelling.

 The work must be your responsibility

 Works that are not the product of the effort and

academic - mental exercise of the student; and / or
 that contain textual information from other
sources, without due reference will have a penalty,
even with a grade of zero (0.0), as well as an
identical match between students

Collaborative Product:

This product is developed in the Collaborative

Environment, phase one.

Participation in the forum and interaction with group

colleagues, resolving doubts and concerns of the activity
to be developed

General guidelines for collaborative work for the development of

the activity

The collaborative work corresponds to an active

exercise in which knowledge is built as a team, based
on theoretical and practical foundations and directed
from the creativity and cognitive development of each
member of the group

For the objectives of each activity to be materialized

Planeación
the group must at each stage of work:
de
actividades
Identify the objectives of the activity in question
para el
desarrollo
1. Appropriating the theoretical knowledge that
del trabajo
supports the unit.
colaborativo
2. Define an academic work strategy that facilitates
group interaction.

3. Distribute functions and roles that include them

equally in the construction of work
 4. Socialize and present their points of view actively
and with respect.

5. Construct, in an organized manner and with the

respective regulations, the document that
responds to the proposed guide

Each member of the collaborative group must have a

function. These actions can be defined as "roles" to be
performed or functions and are assigned individually
to each member of the group.

The roles or roles can be adopted by different members

during each activity, that is, they have a rotating
character in each stage of the work and are freely
chosen by each participant during the exercise
dynamics.

The roles are:

Roles a
desarrollar
por el 1. Leader It facilitates the work of the group,
estudiante addresses, reviews the instructions, restates the
dentro del goals of the group, indicates time limits and
grupo generates responses
colaborativo
2. Editor. Edit what the group has written, verify the
quality of the content.

3. Motivator. Observe and promote the participation

of group members

4. Integrator. Who summarizes the information

treated in the most complete way possible.

5. Generator and documenter. Who creates

additional answers exceeding the answers or initial
conclusion of the group and originated a variety of
possible answers to choose from. In addition, he is
 responsible for doing searches that support the
achievement of the task.

In the production of the deliverables, specific

responsibilities can be defined that are oriented to
comply with the times and formal requirements of the
product to be delivered, for which specific roles will be
defined, such as:

1. Compiler It must consolidate the document that is

constituted as the final product of the debate,
taking into account that the contributions of all the
participants have been included and that only the
participants who participated in the process are
included. Once the structure of the report is
completed, it informs the leader so that it can be
delivered to the tutor.
Roles y
responsabili
2. Reviewer. You must ensure that the document
dades para
complies with the rules for submission of work
la
required by the teacher, and check that the
producción
document is complete.
de
entregables
3. Evaluator. Ensure that the document contains the
por los
criteria present in the rubric. You must inform the
estudiantes
person in charge of the alerts so that you inform
the other members of the team in case you have
to make adjustments on the subject.

4. Deliveries Alert about 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 colleagues that
the delivery has been made.

5. Alerts. Ensure that the members of the group are

notified of the novelties at work and inform the
teacher through the work forum and the course's
messaging, that the document has been sent.
 The APA Standards are the most used style of
organization and presentation of information in the
area of social sciences. These are published under a
Manual that allows you to have access to the ways in
which a scientific article should be presented. Here you
can find the most relevant aspects of the sixth edition
Uso de
of the APA Standards Manual, such as references,
referencias
citations, preparation and presentation of tables and
figures, headings and seriation, among others. You can
check how to implement them by going to
http://normasapa.com/

In the agreement 029 of December 13, 2013, article

99, are considered as faults that undermine the
academic order, among others, the following: literal e)
"Plagiarism, that is, present as its own authorship the
whole or part of a work, work, document or invention
made by another person. It also implies the use of
citations or missing references, or propose where there
is no match between it and the reference "and liberal
f)" Reproducing, or copying for profit, educational
materials or results of research products, which have
intellectual rights reserved for the University.

Políticas de The academic sanctions that the student will face are
plagio the following:

a) In the cases of academic fraud demonstrated in

the academic work or respective evaluation, the
qualification that will be imposed will be zero points
(0.0) without prejudice of the corresponding
disciplinary sanction.

b) In the cases related to plagiarism demonstrated

in the academic work whatever their nature, the
qualification that will be imposed will be zero point zero
(0.0), without prejudice of the corresponding
disciplinary sanction.
4. Formato de Rubrica de evaluación

Formato rúbrica de evaluación

Actividad Actividad
Tipo de actividad: ☐ ☐
individual colaborativa
Momento de la Intermedia,
Inicial ☒ ☐ Final ☐
evaluación unidad
Niveles de desempeño de la actividad
Aspectos individual Punta
evaluados Valoración Valoración je
Valoración alta
media baja
The student
The student
presented and The student
Individual appeared in the
participated in never showed
participatio forum but did
the forum taking up or
n of the not consider all
into account the participated in 5
student in the required
guidelines of the the forum
the forum topics
guide
( up to 2 ( up to 0
(up to 5 points)
points ) points )
Although the The Flowchart
Flowchart does not have
The flowchart presents a base connectors, so it
Structure has an excellent structure, it does not keep
and structure and lacks some coherence
coherence coherence, and requested between the
in the exposes what is elements and concepts. It also 5
presentatio requested in the deficiencies in does not comply
n of the guide the connectors with what is
flow chart and the link of requested in the
the ideas. guide
( up to 5 ( up to 2 ( up to 0
points ) points) points )
The document The document
The document
exposes the presents the
does not explain
Work relationship, relationship,
the relationship, 10
purposes importance and importance and
importance or
application of the application of
application of
proposed the proposed
 concepts with concepts, but its the proposed
argumentation arguments are concepts
and depth weak and have
little depth
( up to 10 ( up to 5 ( up to 0
points ) points ) points )
There are no
There are no
spelling errors
spelling errors
and the
and the writing is
document The report has
excellent, the
presents an shortcomings in
Writing ideas are
acceptable the writing and
and correlated and 3
articulation of spelling errors
Spelling the body of the
the ideas and
text is coherent
the structure of
in its entirety
the paragraphs
( up to 3 ( up to 1 ( up to 0
points ) points ) points )
The report
does not
The document respond to the
presents an structure and
excellent formats
structure and Although the requested and
presentation, and report presents has a poor
Structure,
complies with the a basic presentation.
Format of
required format. structure, it The use of
the
The handling of lacks some citations and 2
Word and
appointments requested body references is
References
and references is elements inadequately
bibliographi
satisfactory and handled. The
cal
APA standards document
are applied presents a copy
textual from
other authors
( up to 2 ( up to 1 (Hasta 0
points ) points ) points )
Final score 25