Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Unique Guide for the Development of the Practical Component of the Course:
Teacher Development. Code 518021

1. General Information of the Practical Component

Learning strategy: Project-Based Learning (PBL)

Course type: Methodological
Evaluation moment: Intermediate
Highest score of the component: 350 points
Number of activities of the practical component registered in this guide: 1
With the development of this component students are expected to achieve
the following learning outcome(s):

Create a gamified resource and a curriculum proposal for the course on teacher
development, incorporating best practices and innovative teaching strategies.

2. General Activity Description of the Practical Component.

Scenarios of the practical component: Remote

Activity type: In Collaborative Group
Activity number: 3
Highest score of the activity: 90 points
The activity starts on: Tuesday, The activity ends on: Tuesday,
November 5, 2024 November 26, 2024
The resources required for the development of this activity are the
following:

• E-mail
• Virtual campus
• Pedagogical and Educational Practice Simulator - Labinnova
• Readings included in unit 3

The activity consists of:

Developing the following steps:

Independent work:

Step 1: Practical -file

1. Make sure your folder meets the following organization:

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A. Documentos administrativos:

1. ARL certificate (PDF)

2. Introducing letter (carta de presentación) (PDF)

B. FASE 2:

1. Working Plan (plan de trabajo) (PDF)

2. First field notes (diario de campo #1) (PDF)
3. First attendance form. (Formato de asistencia al lugar de práctica #1= 12
hours) (PDF)
4. Planning and checking form (Items 1-5)
5. PDF with pieces of evidence from the practice. (pdf) (Screenshots, student’s
worksheet, short video from microteaching, pictures).

C. FASE 3:

1. Second field notes (diario de campo #2) (PDF)

2. Second attendance form. (Formato de asistencia al lugar de práctica #2 =
12 hours) (PDF)
3. Practice place evaluation (Evaluación del escenario de práctica pedagógica)
PDF.
4. Practice evaluation (Evaluación de práctica pedagógica) PDF
5. Planning and checking form (Last ítems)

D. FASE 4 LABINNOVA:

1. PDF with the planning and checking form completed.

2. PDF with evidence of the gamification designed in LABINNOVA.

STEP 2: Participatory Strategy for Innovation, Knowledge Management, and

Learning (EPICA) – Second session

1. The ECEDU practice team has established this strategy to foster and develop
educational and pedagogical skills by integrating essential areas of education:
curriculum, pedagogy, didactics, inclusive education, and educational
assessment. The methodology revolves around synchronous virtual interaction
communities, which facilitate the acquisition, transformation, creation,
preservation, communication, and application of knowledge. Additionally, it
actively promotes collaborative learning. Participants are encouraged to

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 constantly identify problems within any educational area for analysis,
categorization, and research.

2. Participate in the second EPICA session, remember attendance is mandatory,

and it will have a percentage of the score in the evaluation rubric.

3. During the EPICA session, you will receive important instructions regarding
your practice process and required forms. Tutor will send the schedule
previously and the instructions for this section.Be prepared to share your
experiences related to your practice at the assigned institution.

Note: If you could not attend the meeting you need to include a proper
excuse for your absence in the submission, watch the EPICA recording,
include three screenshots from the encounter and write a brief
summary from it.

Collaborative work:

Step 3:– LABINNOVA – Designing the Gamification.

LABINNOVA is the Innovation and Excellence Laboratory of the School of Education

Sciences. It is centered on user experience and the application of disruptive and
adaptive technologies. LabINNOVA employs principles of immersive learning and
artificial intelligence, aiming to facilitate the design of digital educational resources
and the creation of learning experiences through gamification and immersive
processes.

1. Design the gamified or digital educational resource in the LABINNOVA lab,

considering the feedback provided by your tutor in previous phases.

Step 4: Meaningful teaching experience

2. You are going to dowloud the Template Annex 3 - Meaningful teaching

experience. You find it in the file activity guide.
3. You must post in the forum the case study you proposed in forum task 3 and
you must complete the template (4 items)

STEP 5: Group submission

1. In group deliver a PDF file with the following:

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 a. Cover page – APA Style: student´s name, name of the course, code, group,
tutor, and university.

b. The link and evidence to the gamification designed in the group.

c. Template Annex 3 - Meaningful teaching experience ( 4 items)

d. This document must be submitted in the monitoring and evaluation

environment by the group’s submitter.

Note: Have in mind this activity is going to be checked by Turnitin the university tool
to avoid plagiarism, then you should reference the author, write in-text citations, and
paraphrase.

For the development of the practical component 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 TEAMS.

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. Go to the Pedagogical and Educational Practice
Simulator and develop the simulation following the steps suggested on it.

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

Evidence of independent work:

The independent evidence to be submitted is:

• The Evidence from the EPICA Attendance.

• Participation in the forum
Evidence of group work:

The group work evidence to be submitted is:

• The link and evidence to the designed gamification.

• The template Meaningful teaching experience
• The final document in PDF submitted in the evaluation according to the
requirements from the guide.

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3. General Guidelines for the Development of Evidence

For Group Work evidence, consider the following:

• Before submitting the requested product, students 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 defined in this activity guide.
Regarding the use of references, consider that the product of this activity must
comply with APA style.

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 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)

Turnitin also includes the use of AI or artificial intelligence in the products. If the
student or group is reported in the Turnitin report with a similarity of more than
16%, whether due to plagiarism or the use of AI, the case will be reviewed to apply
the corresponding university regulations.

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.

4. Evaluation Rubric Template

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Activity type: In Collaborative Group
Activity number: 3
Evaluation moment: Intermediate
The highest score possible is 90 points
Criteria Performance levels
First evaluation High level: The resource synthesizes highly creative
criterion: elements, integrates technology seamlessly, and aligns
perfectly with language learning objectives. It ensures high
The gamified resource levels of learner involvement and achieves outstanding
synthesizes creative learning outcomes.
elements, effectively
integrates technology, If your work is at this level, you can get between 30
and aligns with points and 40 points
language learning
objectives, ensuring Average level: The resource synthesizes creative elements
high levels of learner adequately, integrates technology effectively, and aligns well
involvement and the with language learning objectives. It ensures moderate levels
achievement of of learner involvement and achieves satisfactory learning
effective learning outcomes.
outcomes.
If your work is at this level, you can get between 15
This criterion points and 29 points
represents 40 points
of the total of 90 Low level: The resource synthesizes few or no creative
points of the elements, poorly integrates technology, and shows minimal
activity. alignment with language learning objectives. It ensures low
levels of learner involvement and achieves limited learning
outcomes.

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

points and 14 points
Second evaluation High level: The student thoroughly describes the problem or
criterion: need that gave rise to the significant learning experience,
providing clear and detailed context. The objectives for the
significant learning experience are clearly stated, specific,
measurable, and aligned with the described problem or need.
The foundation section includes comprehensive pedagogical,
conceptual, methodological, evaluative, and instrumental
references, demonstrating a deep understanding of the
theoretical and practical foundations of the learning
experience

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The student If your work is at this level, you can get between 21
thoughtfully and points and 30 points
deeply reflects on their
teaching practice and Average level: The student describes the problem or need
the outcomes of using (problem or need)) that led to the significant learning
the meaningful experience with some detail but may lack full clarity or
context. The objectives)) for the significant learning
teaching template.
experience are stated but may be somewhat general or not
fully aligned with the described problem or need. The
foundation section includes relevant pedagogical, conceptual,
methodological, evaluative, and instrumental references, but
the coverage may be superficial or l ack depth.

If your work is at this level, you can get between 11

points and 20 points
The student provides a minimal or unclear description of the
problem or need that gave rise to the significant learning
experience, lacking detail and context. The objectives for the
significant learning experience are vague, not specific, or not
aligned with the described problem or need. The foundation
section lacks sufficient pedagogical, conceptual,
methodological, evaluative, and instrumental references,
showing limited understanding of the theoretical and practical
This criterion
foundations of the learning experience.
represents 30 points
of the total of 90
Low level: If your work is at this level, you can get
points of the
between 0 points and 10 points
activity.

Third evaluation High level: The student consistently and actively participates
criterion: in EPICA discussions, providing substantial and constructive
feedback. They deeply reflect on insights, significantly
The student actively enhancing the development and quality of the activity.
engages in the second
EPICA session, If your work is at this level, you can get between 15
contributing through points and 20 points
discussions,
constructive feedback, Average level: The student participates in EPICA
and reflective insights, discussions, offering some constructive feedback. They reflect
thereby enhancing the on insights to a moderate extent, contributing to the
activity's development. development and quality of the activity.

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This criterion If your work is at this level, you can get between 8
represents 20 points points and 14 points
of the total of 90
points of the Low level: The student minimally participates in EPICA
activity. discussions, providing little to no constructive feedback. They
reflect on insights superficially, resulting in limited
enhancement to the development and quality of the activity.

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

points and 7 points