Activity Guide and Evaluation Rubric - Task 1 - Understanding Revere Logistics Processes

Universidad Nacional Abierta y a Distancia
Academic and Research Vice-rector

Activities guide and evaluation rubric - Task 1 - Understanding
Reverse Logistics
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 2
credits
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: Sep 6th, 2019 Closing date: Oct 17th, 2019
Competence to develop:
The student understands the theoretical foundations of Reverse
Logistics to solve real situations, optimizing the use of the resources.
Topics to develop:
Unit 1 - Theoretical foundations of Reverse Logistics

- Basic concepts.
- Definition.
- Stages.
- Causes.
- Strategies.
Steps, phases or stages of learning strategy to develop:
Task 1 - Understanding Reverse Logistics.
Activities to develop
Individual:
Step 1
The student makes a comprehensive review of the contents and
bibliography recommended in Unit 1, in order to get knowledge about
the basic concepts, stages, causes and strategies of Reverse logistics.
Step 2
Each student must select a type of waste and must inform in the
forum of Task 1 in the collaborative learning environment their chose,
in the following way:
Name of student Waste

Plastic.
food/organic.
Fabric.
Paper.
Technologic.
Step 3
The student prepares a presentation in PowerPoint format with no

more than 7 slides; They must explain clearly the stages of the
reverse logistics in the chosen waste.
The presentation must be recorded with a screen and voice recording
tool, it has to appear student's face, each slide must be clearly
explained by the student, including fractions in English such as the
greetings, the farewell and some of the most used terms in reverse
logistics.
The suggested tools are Screencast, Loom, or Icecream Screen
Recorder.
Step 4
The link of the presentation video must be published in the forum of
collaborative learning of task 1.
Step 5
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 waste from step 2
of the individual activity (plastic, technological, food, fabric, paper),
that choice must be published in the forum.
Step 2.
The collaborative working group chooses a chain warehouse to

investigate how is carried out the reverse logistics process of the
waste chosen in the previous step. Publish your choice in the forum.
As a group, a flowchart by areas should be prepared; it has to explain

clearly how the reverse logistics process is handled for the waste
selected in consensus, in the chosen chain warehouse.
All members of the group must participate in the flow chart

construction.
Step 3.
Three days before task 1 closes, the students of the group compile
the contributions in a PDF document that must contain the following
elements:
- Cover.
- Introduction.
- Objectives.
- Flow chart by areas.
- 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
Submit the link of the video of the presentation in the

Collaborative Learning environment, forum task 1.
Products Collaborative
to deliver PDF document with the following elements
by student - Cover
- Introduction
- Objectives
- Flow chart by areas
- 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
moment of planning.
Based on this, students will design a strategy and

arrange elements needed for the construction of the
Planning of
final product.
activities for
the
Equally, they will arrange a synchronic encounter
development
through a web conference to run each activity.
of
collaborative
• The product of this moment will be selected and
work
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
Roles to collaborative group, the following are recommended:
perform by
the student Moderator or leader: Who organizes and observes
in the that proposed assignments are kept. He or she is
collaborative responsible for handing in the product of the team.
group Collaborator: who is in charge of organizing the
contributions in the document to be handed. He or she
revises redaction and orthography.
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
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
present in forums of collaborative work respectively.
Allow me to remind you that it is needed each student
takes on a role in a way that the collaborative work
does not bring inconvenient to the group.
Collector: Articulate the contributions of all the
Roles and participants of the collaborative group in order to
responsibilit consolidate the final paper; including only those who
y for the took part of the whole process.
delivery of Reviewer: verifies that the final paper and process
products by meet all the requirements established by the teacher.
students 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.
There is no small plagiarism. If a student uses any

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
Plagiarism requires that we explicitly announce the fact that we
policy 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
Identify the The student recognizes the
The student
stages of a recognizes the stages of a reverse
does not
reverse stages of a logistics process,
recognize the
reverse logistics but fails to
logistics stages of a
process, through transmit it 40
process for a the presentation reverse logistics
correctly in the
process
selected in PowerPoint PowerPoint
waste presentation
(Up to 40 (Up to 20 Points) (Up to 0 Points)
Points)
The student The student
understands and understands
Understand
explains the partially the stages
the stages of The student does
stages of a of a reverse
a reverse not submit the
reverse logistics logistics process,
logistics video presentation 40
process, through or can not explain
process of a
their presentation them in the
selected
in the video presentation
waste
Points)
Performance levels of the collaborative activity
Item Score
High score Medium score Low score
They recognize They partially
the reverse recognize the
Understand They do not
logistics as a reverse logistics as
the revers recognize the
process applied a process applied
logistics reverse logistics
to a waste, to a waste, or they
processes for as a process
through the do not elaborate 60
a selected elaboration of a correctly the flow applied to a
waste flow chart by chart by areas in a selected waste.
areas in a chain chain warehouse
warehouse
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.

Points)
The document Orthography in
The document
has some the document has
has a perfect
orthography to be checked at
Orthography orthography 10
mistakes. all.
Points)
Final score 175

Activity Guide and Evaluation Rubric - Task 1 - Understanding Revere Logistics Processes

Uploaded by

Copyright:

Available Formats

Activity Guide and Evaluation Rubric - Task 1 - Understanding Revere Logistics Processes

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Activity Guide and Evaluation Rubric - Task 1 - Understanding Revere Logistics Processes

Uploaded by

Copyright:

Available Formats

Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

1. General description of the course

Faculty or Faculty of Basic Sciences, Technology and

2. Description of the activity

Unit 1 - Theoretical foundations of Reverse Logistics

Task 1 - Understanding Reverse Logistics.

Name of student Waste

The student prepares a presentation in PowerPoint format with no

The collaborative working group chooses a chain warehouse to

As a group, a flowchart by areas should be prepared; it has to explain

All members of the group must participate in the flow chart

Submit the link of the video of the presentation in the

In collaborative groups, each student will assume a

Based on this, students will design a strategy and

While elaborating the strategy and individual and group

Dear students, through this information I present to

The APA style for written works and documents of

There is no small plagiarism. If a student uses any

There are academic circumstances in which,

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

You might also like