Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric - Task 2 - Reverse
Logistics Management

1. General description of the course

Faculty or Faculty of Basic Sciences, Technology and

Academic Unit engineering
Academic Level Technology
Academic Field Disciplinary formation
Course Name Reverse Logistics Processes
Course Code 242008
Course Type Methodological Can be Yes ☒ No ☐
enabled
Number of credits 2

2. Description of the activity

Type of Number of
Individual ☐ Collaborative ☒ 6
activity: weeks
Moment of
Starting ☐ Intermediate: ☒ Final ☐
evaluation:
Evaluative score of the Delivery Environment: Monitoring
activity: 175 and evaluation
Starting date: Oct 18th, 2019 Closing date: Nov 28th, 2019
Competence to develop:
The student understands the concepts about recovery options in
Reverse Logistics to structure improvement actions in order to achieve a
competitive advantage in a Company
Topics to develop:

Unit 2 - Management of Reverse Logistics

- Return flows.
- Product. recovery options.
- Reverse logistics systems.

Steps, phases or stages of learning strategy to develop:

Task 2 - Reverse Logistics Management.

Activities to develop

Individual:

Step 1
The student makes a comprehensive review of the contents and
bibliography recommended in Unit 2, in order to get knowledge about
Return flows, product recovery options and reverse logistics systems.

Step 2
Each student must select one of the product recovery options and must
inform in the forum of Task 2 in the collaborative learning environment
their chose, in the following way:

Name of student Recovery option

Katheleen Ramirez Reuse.
William Rodríguez Repair(with all the components).
Gloria Milena Tovar Garzón Recycling.
Jair Tovio Baquero Energy recovery.
Spill.

Step 3

The student creates a mental map where each one of the chosen
options is clearly explained.
The mental map must be published in the collaborative learning forum
of task 2 in PDF format, regardless of the tool used for its construction.

Step 4
The student reviews the contributions published by their classmates and
makes feedback and observations, recommendations or comments to
them.

Collaborative:
Step 1.

The collaborative working group chooses one of the wastes from step 2
of the individual activity of the task 1 (plastic, technological, food,
fabric, paper), that choice must be published in the forum.

Step 2.

The collaborative working group should apply to the chosen waste, all
the recovery options and propose a reverse logistics system using
flowcharts that clearly explain the processes.

All the members of the group must participate in the construction of the
flow charts.

The proposed system should be applied only to the chosen waste and
not to all.

Step 3.

Three days before task 2 closes, the students of the group compile the
contributions in a PDF document that must contain the following
elements:
- Cover.
- Introduction.
- Objectives.
- Mental map of each one of the students, identified with its
author´s name.
- Reverse logistics system proposed.
- Conclusions (one for each student).
- Bibliographic references in APA standards.

Only one work per group should be presented in the Evaluation and
Monitoring Environment.

Environme Knowledge - Collaborative Learning – Monitoring and

nt for its Evaluation
developme
nt

Individuals

Contributions to the Collaborative Learning

environment, forum task 2. Mental map explaining the
chosen option.

Collaborative
Products PDF document with the following elements
to deliver - Cover
by student - Introduction
- Objectives
- Mental map of each one of the students, identified
with its author´s name.
- Reverse logistics system proposed
- Conclusions (one for each student)
- Bibliographic references in APA standards.

3. General guidelines for the collaborative work

In collaborative groups, each student will assume a

role, he/she will present a thematic and will discuss
with his/her partners the comprehension and
identification of the problem as a response in the
Planning of moment of planning.
activities for
the Based on this, students will design a strategy and
development arrange elements needed for the construction of the
of final product.
collaborative
work Equally, they will arrange a synchronic encounter
through a web conference to run each activity.

• The product of this moment will be selected and

accepted by the group leader, also the roles that
 might be needed. Moreover, sharing the strategy to
be used about the development of suggested work,
this is to create participation, assertive and efficient
discussion by everyone of the participants in the
corresponding collaborative forum to allow the
construction of each one of the proposed products.

While elaborating the strategy and individual and group

activities of the learning process, the student will take
up a role in the collaborative group formed by five
members. Among the roles to be selected by the
collaborative group, the following are recommended:

Moderator or leader: Who organizes and observes

that proposed assignments are kept. He or she is
Roles to
responsible for handing in the product of the team.
perform by
Collaborator: who is in charge of organizing the
the student
contributions in the document to be handed. He or she
in the
revises redaction and orthography.
collaborative
Evaluator: verifies that the final paper meets the
group
criteria established by the rubric. The evaluator must
inform the group about any corrections or adjustments
regarding the quality of the document
Idea man: checks time, contributes with ideas and
asks questions to motivate others to do it as well.
Investigator: leads consultation of bibliographic
material and proposals of investigation.

Dear students, through this information I present to

you the roles that each one of you must assume with
respect to each activity to develop in units 1 and 2
Roles and present in forums of collaborative work respectively.
responsibilit Allow me to remind you that it is needed each student
y for the takes on a role in a way that the collaborative work
delivery of does not bring inconvenient to the group.
products by Collector: Articulate the contributions of all the
students participants of the collaborative group in order to
consolidate the final paper; including only those who
took part of the whole process.
Reviewer: verifies that the final paper and process
 meet all the requirements established by the teacher.
Evaluator: verifies that the final paper meets the
criteria established by the rubric. The evaluator must
inform the group about any corrections or adjustments
regarding the quality of the document
Deliveries: Alerts about delivery times of the products
and sends the document during stablished times, using
destined resources for the delivery and informing
others about the delivery being complete.

The APA style for written works and documents of

investigation: these norms are a combination of
standards created by the American Psychological
Association to unified the way of presenting written
Works in an international level. They are specially
Use of
designed for graduation projects or any other type of
references
investigation documents. See APA style in environment
of management.

http://normasapa.com/

What is plagiarism for the UNAD? Plagiarism is defined

by the dictionary of the Royal Academy as the action of
"copying in the substantial works of others, giving
them as their own." Therefore, plagiarism is a serious
fault: it is the equivalent in the academic field, to theft.
A student who plagiarizes does not take his education
seriously, and does not respect the intellectual work of
others.
Plagiarism
There is no small plagiarism. If a student uses any
policy
portion of another person's work, and does not
document their source, they are committing an act of
plagiarism. Now, it is evident that we all have the ideas
of others when presenting ours, and that our
knowledge is based on the knowledge of others. But
when we rely on the work of others, academic honesty
requires that we explicitly announce the fact that we
are using an external source, either by means of an
appointment or by means of an annotated paraphrase
 (these terms will be defined later). When we make an
appointment or a paraphrase, we clearly identify our
source, not only to give recognition to its author, but
so that the reader can refer to the original if he so
wishes.

There are academic circumstances in which,

exceptionally, it is not acceptable to quote or
paraphrase the work of others. For example, if a
teacher assigns his students a task in which it is clearly
requested that students respond using their ideas and
words exclusively, in that case the student should not
appeal to external sources even if they were properly
referenced.

4. Evaluation rubric

Evaluation rubric
Individual Collaborative
Typo of activity: ☐ ☒
Activity Activity
Moment of Intermediate,
Initial ☐ ☒ Final ☐
evaluation unit
Performance levels of the individual activity
Item Score
High score Medium score Low score
The student
The student
recognizes The student
recognizes the
partially the does not
Identify the product recovery
product recovery recognizes
product options, through
options, or can not reconoce product 80
recovery the construction
explain them in recovery options
options of a mental map
the mental map.
(Up to 80 (Up to 40 Points) (Up to 0 Points)
Points)
Performance levels of the collaborative activity
Item Score
High score Medium score Low score
 They understand
They understand
a Reverse
partially a Reverse They do not
Logistics System
Logistics System understand a
Propose a And the recovery
and the recovery Reverse Logistics
Reverse options, through
options, or they System 60
Logistics the proposal
can not propose it nor the recovery
System presented by flow
by flow chart options
chart
(Up to 60 (Up to 30 Points) (Up to 0 Points)
Points)
The document The document The document
meets the meets partially the does not meet the
elements elements elements
requested such requested such requested.
Document are: cover, are: cover,
presentation introduction, introduction,
25
objectives, objectives,
conclusions and conclusions and
references APA. references APA.

(Up to 25 (Up to 12 Points) (Up to 0 Points)

Points)
The document Orthography in
The document has
does not have any the document has
some orthography
orthography to be checked at
Orthography mistakes. 10
mistakes all.
(Up to 10 (Up to 5 Points) (Up to 0 Points)
Points)
Final Score 175