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Activity Guide and Evaluation Rubric - Stage 4 - Comprehend Reverse Logistics Systems

The document outlines the guidelines for a collaborative activity in a course on Reverse Logistics Processes, with a focus on designing a reverse logistics system as a business opportunity. It details the individual and group tasks, evaluation criteria, and submission requirements, emphasizing the importance of working on the same waste project throughout the course. The activity is scheduled from October 26 to November 22, 2023, and requires students to create a handmade billboard, flowcharts, and a final PDF document in English, adhering to specific formatting and academic integrity standards.

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0% found this document useful (0 votes)
3 views11 pages

Activity Guide and Evaluation Rubric - Stage 4 - Comprehend Reverse Logistics Systems

The document outlines the guidelines for a collaborative activity in a course on Reverse Logistics Processes, with a focus on designing a reverse logistics system as a business opportunity. It details the individual and group tasks, evaluation criteria, and submission requirements, emphasizing the importance of working on the same waste project throughout the course. The activity is scheduled from October 26 to November 22, 2023, and requires students to create a handmade billboard, flowcharts, and a final PDF document in English, adhering to specific formatting and academic integrity standards.

Uploaded by

Jorge Romero
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 – Stage 4 Comprehend Reverse Logistics


Systems

1. Activity Description

Type of activity: Collaborative


Evaluation moment: Intermediate Unit 2
Highest score of the activity: 120 points
The activity starts on: Thursday, The activity ends on: Wednesday,
October 26, 2023 November 22, 2023
With this activity, you are expected to achieve the following learning
outcomes:
Design a Reverse logistics system as a business opportunity in a real context
applying the circular engineering.
The activity consists of:

This course is in English and as it is specified in the Rules and conditions for course
development: “The student must develop the proposed activities on due time,
in English. Contributions in different languages won´t be evaluated”.

Individual
The student must develop the following activities:

1. Each student reads and reviews all of the following references for Unit 2 at
the Learning Environment:

● Castellanos Ramírez, A. (2015). Logística comercial internacional.


(Capítulo 7) Universidad del Norte.

2. Each student selects a type of indicator from the following chart, also, as a
group, identify who will be the student in charge of delivering the final
document at the Evaluation Environment:

1
Type of indicator and Work Responsibilities
Group Number:
Unit name:
Selected topic Student name
Catering Student 1. Name
Inventories Student 2. Name
Production Student 3. Name
Distribution Student 4. Name
Financial Student 5. Name
Student chosen to submit the Student Name
final document to the Evaluation
Environment:

Each student must respect the other students´ selection, it means for
example, if one student selects Catering, none of the other four students can
develop the Catering, they must choose another topic. In case a second student
presents the development related to Catering, it won´t be evaluated.

Note: If some of your classmates don't chose some topic because he or she
doesn't participate in the forum, the group can present only the topics developed
for the classmates who have participated in the work. It means for example if
there are only three active students, the document will have only three topics
developed, however, as explained in Activity 1, all students must read and review
all references to have a general understanding of all topics.

3. According to the type of indicator chosen previously the review of Unit


2 references and your own search on internet, each student must:

Make a handmade billboard, explaining all the related to the option


selected, including:
● Student name, Group number, Date.
● Basic concepts about logistics indicator
● An example to illustrate the selected topic

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4. Once the billboard is done, each student should take a picture of that and post
it in the forum Unit 2- Stage 4.

Note: It is important to remember that the course is developed in English, so


the contributions in other language won´t be taken into account.

Collaborative
The group must develop the following activities:

5. Each student reads and reviews the following references for Unit 2 at the
Learning Environment

• Castellanos Ramírez, A. (2015). Logística comercial internacional. (Capítulo 7)


Universidad del Norte.

• Valenzuela-Inostroza, J., Espinoza-Pérez, A., & Alfaro-Marchant, M. (2019).


Diseño de la cadena logística inversa para modelo de negocio de economía
circular. Ingenieria Industrial.

6. Based on the understanding of the previous references and your own research
on internet, you are going to design the reverse logistics system for the waste
you are working since stage 2, remember it should be the same project during
all the academic period.

In this stage of the course, we are going to finish our project, designing the
reverse logistics system for the waste selected in stage 2, proposing flow
charts and the indicators of the whole reverse logistics system.
Each student must propose a system that include recovery options, circular
engineering, flow charts and indicators to the project that the group defined
at the stage 2, for the development of this activity, each student of the group
must register the information in the following chart, taken into account the
proposed situation to apply in the project according to the waste selected.

3
Reverse Logistics System
Project or waste:
Imagine you are part of the logistics team in the company that is
developing the project with the waste you selected in stage 2, so
you are able to design the whole reverse logistics system for the
waste selected, for that, please register the information in the chart.
Student´s Description of Flowchart link Indicator proposed
name system (mathematical
formula)

Description of system: Brief description about your proposed system (how


is going to be applied).
Flowchart proposed for the system: The flow chart must explain the
proposed system, must be clearly and concisely represented graphically, the
symbols used must be correct for the information provided, the student should
post in the chart the link of the flowchart, which can be done in the tool of
your choice, such as Lucidchart, Visio, wireflow, or any tool of your preference.
Indicators: It should be a mathematical formula, and should be the same
type that each student choose in activity 2, those performance indicators must
be SMART: specific, measurable, attainable, relevant and timely.

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Note: It is important to keep in mind that you must work with the
same waste from stage 2 to stage 4 and all the integrant of the group
should work in the same project.
7. Once the chart is filled out, each student prepares themselves to share their
arguments and to expose their propose with flow charts and indicators in a
committee meeting taking into account the situation proposed in activity 6:
Each student must imagine they belong to the return logistics team of the
company that is developing the project with the waste selected in stage 2,
each student must expose their flow charts and the indicators in the project
in a group meeting.

The meeting must be recorded, the students must have the camera turned on
and they can share screen whenever they want. Each student must introduce
themselves at the beginning of their intervention in order to validate their
participation and all the cameras should be turned on during the meeting. You
can use any known tool to make the meeting: skype, Zoom, Teams, the only
condition is that you must record the session.

Save and upload the video in YouTube or any other resource to get a public
link and share it in the Discussion Forum. (In case the video cannot be
opened, it cannot be evaluated)

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

PLR_Stage 4_Group number

Note: It is important to take into account that the waste selected in this
stage should be the same that you work in the next stages, and should be
the same for the whole group.

For the development of the activity consider that:

5
In the Initial Information Environment, you must:
Review the agenda to identify the deadline, visit the General Forum and post your
presentation 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 compressed folder which contains the PDF and the
Excel 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 – Unit 2 a handmade billboard according
to activity 3.
Evidences of collaborative work:
The collaborative evidence to be submitted is:

Each group submits a Folder including:


A PDF document with:
● Cover
● Table of contents
● Introduction
● Objectives
● Type of indicator and Work Responsibilities Chart - one per
group (Activity 2)
● Picture of the handmade billboard – one per student (Activity 3)
● Reverse logistics system chart - one per group (Activity 6)
● Link of the video meeting– one per group (Activity 7)
● Conclusions
● References (Use APA guidelines)

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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

2. 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 or 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.

● 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.

7
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), disciplinary measures might be derived.

3. 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 understands the evaluation of a
criterion: reverse logistics system through the KPI´s, consolidating their
findings in a handmade billboard according to the selected topic,
Comprehend the following all guidelines.
evaluation of a
If your work is at this level, you can get between 25 points
and 30 points

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reverse logistics
system Average level: The student understands just part of the the
evaluation of a reverse logistics system through the KPI´s,
This criterion consolidating their findings in a handmade billboard according to
represents 30 the selected topic, following just part of the guidelines, or
points of the total including some mistaken information.
of 120 points of
the activity. If your work is at this level, you can get between 18 points
and 24 points

Low level: The student does not make a handmade billboard


understanding the evaluation of a reverse logistics system
through the KPI´s, or the handmade billboard is not related to
the selected topic.

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


points and 17 points

Second evaluation High level: The student evidences their recognition of the
criterion: reverse logistics system, proposing flowcharts and KPI´s for the
project developed with the waste selected through the chart
Design a reverse proposed.
logistics system
through KPI´s and If your work is at this level, you can get between 32 points
flow charts and 40 points

Average level: The student evidences their recognition of the


This criterion reverse logistics system, proposing flowcharts and KPI´s for the
represents 40 project developed, but it is missing some guidelines or it includes
points of the total some mistaken information that evidences no clear
of 120 points of understanding of the contents studied.
the activity.
If your work is at this level, you can get between 24 points
and 31 points

9
Low level: The student does not define the use of the circular
engineering elements, or the information presented is not
related to the topic.

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


points and 23 points
Third evaluation High level: The student proposes a reverse logistics system to
criterion: the business idea recording a video meeting presenting
themselves and sharing screen, according to the concepts
Propose a reverse studied in this unit.
logistics system
If your work is at this level, you can get between 24 points
This criterion and 30 points
represents 30
points of the total Average level: The student proposes a reverse logistics
of 120 points of system to the business idea recording a video meeting
the activity. presenting themselves and sharing screen, according to the
concepts studied in this unit, 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 18 points


and 24 points

Low level: The student does not record a video evidencing the
results obtained from the propose or the information presented
is not related to the requested.

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


points and 17 points
Fourth evaluation High Level: The student submits a PDF document, at the
criterion: Evaluation Environment, according to the given guidelines,
evidencing proper grammar and spelling, presenting the
Present the development of the activities, using the proposed formats and
document according references in APA format.
to the specified

10
format and If your work is at this level, you can get between 17 points
guidelines and 20 points

Average Level: The student submits a document, developing


This criterion part of the proposed activities, evidencing some spelling and
represents 20 grammar mistakes or missing some guidelines.
points of the total
of 120 points of If your work is at this level, you can get between 12 points
the activity. and 16 points

Low level: The student does not submit the document


evidencing his own development of the proposed activities for
the recognition of the course.

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


points and 11 points

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