Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric
Pre-task - Pre-knowledge of the course

1. General description of the course

Faculty or Academic Unit School of Basic Sciences, Technology and Engineering

Academic Level Professional
Academic Field Disciplinary training
Course Name Theory of decisions
Course Code 212066
Course Type Theoretical Can be yes ☒ No ☐
enabled
Number of Credits 3

2. Description of the activity

Type of the Number of

Individual ☒ Collaborative ☐ 2
activity: weeks
Moment of Unit
Initial ☒ ☐ Final ☐
evaluation: Intermediate:
Evaluative score of the activity: Delivery Environment of the activity:
25 points Collaborative learning
Starting date of the activity: Deadline of the activity: Friday, February 14,
Saturday, February 01, 2020 2020

Competence to develop:

The student uses the basic concepts in the decision-making process, allowing you to
identify and implement the appropriate methods in the decisions under an environment
of risk or certainty.

Topics to develop:

Pre-knowledge of probability courses, linear algebra and linear programming to solve

situations influenced by the possible occurrences of events, matrix operations and
graphics solution of games.

Steps, phases of the learning strategy to develop

After reviewing individually the environments and resources of the course, in order to
recognize the virtual environment of the same and the use of the necessary references to
solve the exercises of the course, the student must remember thematic of probabilities to
identify the conditions of the events that will later allow you to make decisions with the
use of different models applied in later units of the course.

In a second exercise they must understand from a graph of solutions that satisfy the
restrictions and conditions of the problem and their behavior according to events that
determine the game success of certain players conditioned by others that intervene in the
system.
In a third exercise we will remember elementary operations of matrices, such as
multiplication of vector by a matrix or matrices by matrices in order to facilitate the
development of finite or infinite state decision problems with application of Markov labels.

With these three exercises we will start the development of the topics and activities of the
course from the task 1 and successively, since the theory of decisions starts from a base
of topics learned in the courses of probability, linear algebra and linear programming.

Activities to develop

Next, you will find 3 exercises that make up the pre-task to develop individually.

Exercise 1. Probabilities of a given event:

To develop the tasks it is necessary to consult the bibliographical references:

Sharma, J. (2016). Operations Research : Theory and Applications. (pp. 347-360), New
Delhi: Laxmi Publications Pvt Ltd, v. Sixth edition. Available in the knowledge environment
of the course.

In a bag there are 10 balls numbered from 11 to 20, some red and others green.

Consider, then, a sample space that has 10 elements:

E = {11, 12, 13, 14, 15, 16, 17, 18, 19, 20}

With the above data, answer:

a) We take out without looking at a ball, what is the probability of getting a prime number?

b) How many balls are there in each color?

Exercise 2. Graphic solution of equations:

Using the algebraic graphical method, determine the cut-off point and solution that
satisfies the following systems of equations:

1. Y = -4X + 6
2. Y = -2X + 1

For values of 1 and 0 of the variable x in each of the equations. That is, replacing in each
equation first if x takes value of 1 and if it takes the value of zero to graph its lines.

Exercise 3. Matrix operations:

The Markov chains use probabilities of previous states, from there that the matrix
multiplication is very important to solve this type of problems. Given the following
matrices of size (n * m) or (m * m) solve the product of them.
 0.3 0.4 0.3
1. A= [0.1 0.5 0.4] B= 0.5 0.3 0.2
0.3 0.3 0.4

0.5 0.2 0.3 0.3 0.5 0.2

2. A= 0.1 0.5 0.4 B= 0.1 0.2 0.7
0.6 0.3 0.1 0.2 0.3 0.5

In the previous exercises, solve the matrix operation (A * B)

Environment
Collaborative learning environment - Evaluation and monitoring
for the
environment
development
Individual:

The student, upon completing each of the proposed exercises, must

submit a document in pdf format, with the following specifications:

Page 1. Cover.
Page 2. Introduction.
Products to Page 3. Development exercise 1.
deliver by Page 4. Development exercise 2.
student Page 5. Development exercise 3.
Page 6. Conclusions.
Page 7. Bibliography according to APA standards.

Collaborative:

None in this activity.

3. General guidelines for the collaborative work

Distance learning and in virtual learning environments

requires a solid planning process against suggested activities
for students. In this sense, when working on elements that
require the joint participation of the members of the group,
the need arises to articulate the learning strategy based on
Problems SBP and to direct it to facilitate the process of
student training. This approach emphasizes self-learning and
Planning of activities
self-training, which are facilitated by the dynamics of the
for the development of
approach and its eclectic constructivist conception.
collaborative work
In the ABP approach, cognitive autonomy is fostered, taught
and learned from problems that have meaning for students,
error is used as an opportunity to learn rather than punish
and an important value is given to the self-evaluation and
formative, qualitative and individualized evaluation. The
resources needed to solve the problems are in the Knowledge
 Environment. Whenever you have considered these aspects
you can then begin to develop the phases corresponding to
the individual and collaborative work of the course.

Recognition of actors as subjects:

The students at the beginning of the course, in the space

destined to do so, will be recognized as participants of a
collaborative group, they will be able to present their
strengths to the service of the group and they will define the
channels of communication (contact data, institutional and
personal email address, skype , social networking links.) of
which will be available to interact effectively and proactively.

Planning of academic activities:

According to the elements that make up the principle of

responsible action, students must design a work plan based
on the analytical reflection of the activity agenda, the
evaluation plan, the guides and rubrics given for the
development of each academic activity . They will also design
a proposal for the planning of their collaborative work that
responds to the particularities and needs of the learning
strategy and mobilizes the work to be developed.

Staging of the principles of collaborative work:

Roles to perform by It is important that students internalize each of the principles

the student in the of collaborative work and implement them from the beginning
collaborative group of the academic year and thereby ensure excellence in their
learning processes and the presentation of academic products
that meet the expected quality in the course.

Principle of Interaction. In the perspective of the student,

this principle materializes when defining the ways and
mechanisms that will enable interaction in collaborative work.
The intention is for students to participate in the different
spaces of Collaborative Work and the general forum of the
Initial Environment to allow efficient interaction between
them.

Principle of growth. Each student can contribute to the

process of the other peers. From this idea, in the same
scenario where interactions occur, students can contribute to
others in terms of suggesting greater participation to those
who do not intervene frequently, offering information search
strategies, proposing technological resources that support
the process being carried out, among others that allow the
team to advance and that each one can strengthen its
formative process.

Principle of Responsible Action. Students should organize

their work to achieve the goals set. It is important that each
 one assumes actions in the development of the work that
contribute in the achievement of good results of the
equipment. The aim is to ensure that the organization of
responsibilities, the definition of roadmaps in the
development of work and the coordination of individual
efforts, allow a successful collaborative exercise. It is also
important to consider aspects of evaluation in the student's
exercise, through the following scenarios:

Self-evaluation and Co-evaluation. It is the process in

which the student, through an instrument designed (Survey)
recognizes and presents its strengths and difficulties in the
development of collaborative work. A score has not been
assigned on this process, but it is a formative activity that
allows the student to identify the aspects that allow him / her
to progress in his / her formative process based on the
difficulties identified during the development of the activities,
their individual participation and their interaction with the
group.

Compiler: Consolidate the document that constitutes 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. You must inform the person in charge of the alerts
to warn those who did not participate, that they will not be
included in the product to be delivered.

Reviewer: Ensure that the writing complies with the rules of

submission of work required by the teacher.

Evaluator: Ensure that the document contains the criteria

Roles and
present in the rubric. You must inform the person in charge
responsibility for the
of the alerts so that you inform the other members of the
delivery of products by
team in case any adjustments need to be made on the
students
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 and inform the teacher through the work
forum and messaging of the course, which has been sent the
document.

Use of the APA standard, version 3 in Spanish (Translation

of version 6 in English).
Use of references
The APA Standards is the style of organization and
presentation of information most used in the area of science
 social. These are published under a Manual that allows you
to have access to the ways in which you should present a
scientific article. Here you can find the most relevant
aspects of the sixth edition of the Manual APA Standards,
such as references, citations, drafting and presentation of
tables and figures, headings and seriation, among others.
You can check how to implement them entering the page
http://normasapa.com/

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
Plagiarism policy
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

Rubric evaluation format

Pre-task - Pre-knowledge of the coursep
Type of
Individual activity X Collaborative activity
activity
Moment of
Initial X Intermediate, unit Final
Evaluation
Performance Criteria for Individual Activity
Aspects Score
High rating Average rating Low rating
evaluated
The student
The student
presents an
correctly solves the
Solving the acceptable approach
proposed problem The student does
problem of according to the
according to the use not solve the
probabilities theory of
of the probabilities problem according
in production probabilities, leaving
and clearly identifies to the theory of
and some elements of 5
the elements of the probabilities,
management the problem
event, fulfilling all according to the
unidentified,
problems the criteria of the given indications.
partially fulfilling the
guide.
criteria of the guide.
Until 5 points Until 3 points Until 0 points

The student
The student partially
correctly
Graphic identifies the
understands the The student does
analysis for parameters of the
parameters of the not correctly
solving the problem from the
proposed problem understand the
problema in graphical solution,
from the graphical parameters of the
production however, does not 5
solution, correctly problem from the
and answer correctly the
identifying the graphical solution.
management solution questions of
solution criteria of
the same.
problems the same.

Until 5 points Until 3 points Until 0 points

 The student solves
Solution of the in a correct and
The student applies
problem of precise way the
the proposed matrix The student does
operations multiplication of
operations, but the not solve the
with matrices matrices that will
response is not as problems proposed 5
in production allow him later to
expected according in the guide by the
and apply the Markov
to the results of the matrix operations.
management chains, fulfilling all
same.
the criteria of the
problems
guide.
Until 5 points Until 3 points Until 0 points
The student leaves
evidence in the
The student
forum of their
participates in the
progress with at
forum, but does not
least two significant The student does
feedback the
contributions, within not have
Participation contributions of his
the established participation in the 5
in the forum peers, so there is no
times, generating forum of the
effective discussion
effective discussion activity.
of the activities of
with feedback to the
the guide.
contributions of their
peers.
Until 5 points Until 3 points Until 0 points
The PDF document
presents an Although the
The final document
excellent structure, Document presents
does not have the
compiling all the a basic structure, it
Structure of proposed standards
exercises in a single lacks some 5
the report for the construction
document, according requested body
of the work.
to what is required elements.
in the guide.
Until 5 points Until 3 points Until 0 points
Final score 25