Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric
Phase 1 - Recognize and analyze the problem raised in an individual way

1. General description of the course

Faculty or Academic School of Basic Sciences, Technology and Engineering

Unit
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: Thursday, February
Friday, February 1, 2019 14, 2019

Competence to develop:

The student identifies 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:

The academic course consists of three (3) academic credits, whose field of training is the
discipline and has a professional nature- elective in the program of industrial engineering
that offer the UNAD; in addition, it is theoretical. After you understand and internalize the
knowledge of the three preliminary courses of operations research (linear programming
methods deterministic, probabilistic methods) and the support in the acquired knowledge
in statistics and probability and Statistical Inference, the student is able to start the course
of decision theory, where it seeks to understand the methods, operations and definitions
on the different techniques of application in the decisions that depend on the type and
quality of the information obtained.

Steps, phases of the learning strategy to develop

Phases and stages of the learning strategy to be developed:

Phase 1 - Recognize and analyze the problem raised in an individual way:

Stage 1. Individual review of course environments and resources.

Stage 2. Recognition of the virtual environment of the collaborative learning

environment.

Stage 3. Contribution of the individual work of recognition in the collaborative learning

environment.

Stage 4. Development of the activities proposed in the collaborative learning

environment.

Stage 5. Consolidation and upload of individual final product evaluation and monitoring
environment.

Activities to develop

Stage 1. Individual students should read the syllabus of the course in the knowledge
environment, read the course agreements and decide whether to accept them or not
accept them, greet and present them to the classmates and the trainer in the general
forum of course, review the course agenda, which is also in the knowledge environment,
finally fully update the profile of the classroom, entering by participant must check that
their data, photographs and other contact details are found.

Stage 2. Recognize the virtual environment of the collaborative learning environment in

the classroom: the student individually walks through and reviews the context of the
activity.

Stage 3. Collaborative team members recognition: By navigating the participants link

located in the left column next to the Course Environments, identify the partners of the
collaborative group and relate them in the report, either as a screenshot of the space
indicated or a table mentioning the data of the students and teacher in charge of the
group.

Stage 4. Develop the following activities:

4.1. Conceptual map: With pre-reading of the syllabus of the course make a conceptual
map of the thematic content of the same, in the software CmapTools (only in this
software); which must contain at least: Name of the course, Name of the units, Name of
the course chapters, topics contained in each chapter and definition
brief according to methodology of the conceptual maps of each theme of the course.

In order to elaborate a good conceptual map it is recommended to read previous page,

LucidChart. (2017). Elaboration of a good conceptual map. Retrieved from:

https://bit.ly/2KqaxRY

To download the program safely and free of charge, please refer to the link:

https://bit.ly/2TvabO0
4.2. Collaborative team members' recognition: Each student in the participant space
will enter and take screenshot to know the data and location of the colleagues in the
collaborative group.

4.3. Crossword: To solve the crossword, open the following link or paste it into your
browser:

https://bit.ly/2TvDwb7

To solve it, simply search for each meaning in your browser and the keyword will appear
to solve the activity.

4.4. Soup of letters: To solve the soup of letters online, open the following link or paste
it in your browser:

https://bit.ly/2DzeCSy

After solving the letter soup paste the solution screen where you can observe the time
and date the activity was developed.

4.5. Analysis of the video: open the video that follows, watch it carefully and extract
some words that can identify about the issue of the video "Decision Theory Basics". Define
each word in Spanish

https://bit.ly/2Kn4dL5

Stage 5. Each participant, after completing their contributions and consolidating their
final intellectual work, presents them in the Evaluation and follow-up environment the
document proposed for the activity, in the topic of discussion called Phase 1. Recognition
of the course.

Environment
Collaborative learning environment - Evaluation and monitoring
for the
environment
development
Individual:
The expected product is a PDF file marked with
Name_Apellido_212066_Fase 1, in letter Arial 12 and APA standards,
with the following content:
Page 1. Cover.
Page 2. Introduction.
Page 3. Conceptual map.
Products to Page 4. Recognition of colleagues in a collaborative group.
deliver by Page 5. Crossword puzzle solved.
student Page 6. Letter soup.
Page 7. Words with definition of the terms identified in the video.
Page 8. Conclusions.
Page 9. 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
self-training, which are facilitated by the dynamics of the
approach and its eclectic constructivist conception.
Planning of activities
for the development of
In the ABP approach, cognitive autonomy is fostered, taught
collaborative work
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
Roles to perform by on the analytical reflection of the activity agenda, the
the student in the evaluation plan, the guides and rubrics given for the
collaborative group 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:

It is important that students internalize each of the principles

of collaborative work and implement them from the beginning
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
Roles and to warn those who did not participate, that they will not be
responsibility for the included in the product to be delivered.
delivery of products by
students 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

present in the rubric. You must inform the person in charge
of the alerts so that you inform the other members of the
 team in case any adjustments 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 and inform the teacher through the work
forum and messaging of the course, which has been sent the
document.

LucidChart. (2017). Elaboration of a good conceptual map.

Retrieved from:
https://www.lucidchart.com/pages/concept-map
Use of references
Jaleco. (2017). Download Cmaptools. Retrieved from:
https://cmaptools.jaleco.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

Phase 1 - Recognize and analyze the problem raised in an individual way
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 Participation in the
The student participated in the effective
Individual participated actively forum, but his elaboration of the
student and effectively in the contributions are work is limited, so
participation elaboration of the fairly effective in the the achievement of 5
in the forum requested product. creation of the final the objectives is
product. inadequate.
Until 5 points Until 3 points Until 0 points

Although the
document presents a
The document basic structure, it
The basic norms for
presents an lacks some elements
the construction of
excellent structure, of the requested
reports are
all the exercises are body or does not
nonexistent like the
Structure of solved according to comply with the
algorithms applied
the Report the proposed norms for written 2
to the themes of
methodology and works. Not all
the theory of
algorithms of the problems are solved
decisions.
theory of decisions. according to the
algorithms of the
course.

Until 2 points Until 1 points Until 0 points

 It presents a
conceptual map that The document
meets the A conceptual map is leaves without
requirements of the presented, since it showing an
Conceptual same, key words, lacks the structure adequate conceptual
map 3
hierarchies and and methodology for map for the
terms that designing them. identification of the
interweave the ideas course theme.
of the course.

Until 3 points Until 2 points Until 0 points

A crossword is
The document does
presented that A crossword is
not show the
meets the presented, but this
proposed crossword
Crossword requirements one is partially 3
for the identification
established in the solved.
of the course theme.
guide.

Until 3 points Until 2 points Until 0 points

The letter soup has The document

The soup of letters is not been resolved leaves unfinished
solved and all the correctly or the the soup of letters,
Soup of letters terms of the course entire course term so the terms are not 2
are identified. has not been defined identified or defined
correctly. correctly.

Until 2 points Until 1 points Until 0 points

The document The document
The document
identifies video leaves without
identifies video
words, but these displaying words
Video words words and these are 2
are not defined identified in the
defined correctly.
correctly. video.
Until 2 points Until 1 points Until 0 points
Although the
They correctly
recognition of group
identify with all the The document
members is partially
information leaves without
lacking, they lack
required in the showing the
Recognition some of the
integrated guide of recognition of the 2
of group information
activities to the companions of the
required in the
members of the collaborative group.
integrated guide to
collaborative group.
activities.
Until 2 points Until 1 points Until 0 points
 There are no spelling
Writing is excellent, errors, but the
The document
Writing and ideas are correlated, document presents a
presents deficiencies
spelling and the body of the medium articulation
in writing and 3
text is coherent in of the ideas and
spelling errors.
its entirety. structure of
paragraphs.

Until 3 points Until 2 points Until 0 points

Although references
are presented in the
The references used
final report, they are The use of citations
to solve the
not adequately and references
problems are
articulated with the proposed in the
References adequate, as they
work, since they do syllabus and the 3
lead to the solution
not lead to the integrated guide to
and analysis of the
solution and analysis activities.
problems proposed.
of the problems
proposed.

Until 3 points Until 2 points Until 0 points

Final score 25