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Activity Guide and Evaluation Rubric - Step 4 - Identify Recovery Options

1. The document provides guidelines and an evaluation rubric for an activity in a course on reverse logistics processes. 2. The activity involves identifying recovery options, selecting a common waste, and developing recommendations for recovery options for the selected waste. 3. Students will create an infographic on a recovery option, develop a PowerPoint and video presenting recovery recommendations for a group-selected waste, and submit all materials in a PDF document for evaluation.

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50 views8 pages

Activity Guide and Evaluation Rubric - Step 4 - Identify Recovery Options

1. The document provides guidelines and an evaluation rubric for an activity in a course on reverse logistics processes. 2. The activity involves identifying recovery options, selecting a common waste, and developing recommendations for recovery options for the selected waste. 3. Students will create an infographic on a recovery option, develop a PowerPoint and video presenting recovery recommendations for a group-selected waste, and submit all materials in a PDF document for evaluation.

Uploaded by

Nasly RV
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación


Course: Reverse Logistics Processes
Code: 242008

Activity Guide and Evaluation Rubric – Step 4 - Identify recovery options

Activity Description

Type of activity: Collaborative


Evaluation moment: Intermediate Unit 2
Highest score of the activity: 120 points
The activity starts on: Saturday, The activity ends on: Sunday, November
November 5, 2022 27, 2022
With this activity, you are expected to achieve the following learning
outcomes:
Identify the recovery options in Reverse logistics as an environmental and economic
benefit in companies of any context
The activity consists of:

This course is offered in English and as it is specified in the Rules and conditions for
course development: Contributions in different languages won´t be taken into
account”.

Individual
The student must develop the following activities:

1. Each student reads and reviews all the references for Unit 2 at the Learning
environment.

2. Each student selects a recovery option of the reverse logistics processes from the
following chart:

Student´s name Strategy


Reuse
Repare
Recycle
Energy recovery
Spill
Student chosen to submit the Student´s name

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final document to the
Evaluation
Environment:

3. According to the understanding of the references and your own research on internet,
each student of the group must design a creative one-page infographic to explain the
recovery option selected, including:

• Student name
• Group number
• Date
• The recovery option selected
• The important concepts
• An example of the option

Collaborative

The group must develop the following activities:

4. Base on the understanding of the references and the review of all student´s
infographics, the group selects a common waste to apply the recovery options, posting
the vote in the following chart:

Common waste votes


Plastic
Technology
Food
Textiles
Paper
Waste selected by the group

5. Each student prepares a Power Point presentation including:


• Cover (student name, date, tutor name)
• Common waste selected
• As a consultor for a company that needs to implement a reverse logistics system,
each student presents recommendations about the recovery options that can be
used to the waste selected in activity 4, applying the concepts studied in Unit 2,
evidencing their competences as a Technologist in Industrial Logistics.

2
5. Each student records a 2 minutes video, where they appears using their
camera, showing the PowerPoint presentation, introducing themselves, explaining the
waste selected and the recommendations as a consultor.

The suggested tools to make the video are Screencast, Loom, Icecream Screen
Recorder.
Save the video in YouTube or any other resource to get a public link and share
it in the Discussion Forum.

5. All students in the group read and review the activities developed by the
other members, consolidate all evidences in a PDF document and the student selected
in Activity 2, submits it at the Evaluation Environment, according to the
guidelines given below in section Collaborative Work Evidences, naming it with
the following structure:

RLP_Step 4_Group number

For the development of the activity consider that:

In the Initial Information Environment, you must:

Review the agenda to identify the deadline, visit the General Forum and visit the
Synchronous attention by SkypePage to identify the tutor user.

In the Learning Environment, you must:

Review the syllabus of the course, the guide to solve the activity, and post activities
in the discussion forum.

In the Evaluation Environment, you must:

Submit the final document as a PDF with the structure indicated in this guide.

Evidences of individual work:


The individual evidence to be submitted is:

Each student posts on the Discussion forum a infographic according to Activity 3 and
a video link related to Activity 5.

3
Evidences of collaborative work:
The collaborative evidence to be submitted is:

Each group submits a PDF document including:


• Cover
• Table of contents
• Introduction
• Objectives
• Infographic – one per student (Activity 2)
• Video link – one per student (Activity 5)
• Conclusions
• References (Use APA guidelines)
•
From guidelines:
• PDF format
• Page Size: Letter
• Font type: Times New Roman
• Font size: 12
• Line spacing: Double
• Page margins: 2.54 cm
• Paragraph Alignment: Left-aligned

1. General Guidelines for the Development of Evidences to Submit

For Collaborative evidences, consider the following:

• All members of the group must participate with their contributions in the
development of the activity.

• All contents included in the work and forum must be in English

• In each group, a single member will be chosen to submit the requested product
in the environment indicated by the teacher.

• Before submitting the requested product, students should check that it meets all
the requirements mentioned in this activity guide.

4
• Only the members of the group that participated with contributions during the
time assigned for the activity should be included as authors of the submitted
product.

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 in 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 own
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)

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.

2. Evaluation Rubric Template

Type of activity: Collaborative


Evaluation moment: Intermediate Unit 2
The highest score in this activity is 120 points
First evaluation High level: The student identifies the recovery options
criterion: consolidating his findings in a creative infographic, following all
guidelines, even including name and date.

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Identify the If your work is at this level, you can get between 25 points
recovery optiopns and 30 points

Average level: The student identifies the recovery options


consolidating his findings in a creative infographic, following just
This criterion part of the guidelines, or including some mistaken information
represents 30 that evidences no clear understanding of the
points of the total contents studied.
of 120 points of
the activity.
If your work is at this level, you can get between 2 points
and 24 points

Low level: The student does not create an infographic


identifying the recovery options.

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


points and 1 points
Second evaluation High level: The student evidences their understanding of the
criterion: recovery options in Reverse logistics, and presents
recommendations in a real context, recording a video presenting
Define the suitable themselves and a PowerPoint presentation that includes the
recovery options in explanation according to the selected waste and recomendations
a real environment as a consultor. Following all guidelines, even including name and
based on the date.
studied content
If your work is at this level, you can get between 65 points
and 70 points
This criterion
represents 70 Average level: The student evidences their understanding of
points of the total the recovery options in Reverse logistics, and presents
of 120 points of recommendations in a real context, recording a video presenting
the activity. themselves and a PowerPoint presentation that includes the
explanation according to the selected waste and recomendations
as a consultor, but it is missing some guidelines or it includes
some mistaken information that evidences no clear
understanding of the contents studied.

If your work is at this level, you can get between 2 points


and 64 points

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Low level: The student does not record a video evidencing the
understanding of recovery options.
If your work is at this level, you can get between 1
points and 0 points
Third evaluation High level: The student submits at the Evaluation
criterion: Environment, a PDF document according to the given guidelines,
evidencing proper grammar and spelling, presenting a proper
Present the development of the activities proposed.
document according
to the specified If your work is at this level, you can get between 15 points
format and and 20 points
guidelines
Average level: The student submits a document, developing
part of the proposed activities, evidencing some spelling and
grammar mistakes or missing some guidelines.
This criterion
represents 20 If your work is at this level, you can get between 2 points
points of the total and 14 points
of 120 points of
the activity. Low level: The student does not submit the document
evidencing his own development of the proposed activities.

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


points and 1 points

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