Universidad Nacional Abierta y a Distancia

Academic and Research Vice-rector

Activities guide and evaluation rubric - Step 1 - Understand
general concepts within the framework of the problem

1. General description of the course

Faculty or Basic Science, Technology and Engineering

Academic Unit School
Academic Level Undergraduate
Academic Field Disciplinary
Course Name Valuation and dealmaking of technology
Course Code 212032
Course Type Theoretical Can be yes ☐ No ☐
enabled
Number of Credits 3

2. Description of the activity

Type of the Individu Collaborati Number of

☒ ☒ 3
activity: al ve weeks
Unit
Moment of
Initial ☐ Intermedia ☒ Final ☐
evaluation:
te:
Delivery Environment of the
Evaluative score of the activity:
activity: 80 Collaborative Learning
Monitoring and Evaluation
Starting date of the
Deadline of the activity: 11/03/2018
activity: 19/02/2018
Competence to develop:
The student is able to relate the concepts to understand technology
negotiation context.
Topics to develop:
Unit 1. Innovation and new technologies as a business:
Challenges for technology Negotiation
Key terms to successfully negotiate a technology
Steps, phases of the learning strategy to develop
Step 1 - Understand general concepts within the framework of the
problem.
Activities to develop

The students develop the following activities:

Individual:
1. Read the references at the Knowledge Environment.

2. Post on the Collaborative and Learning Forum a summary

of the contents of the following references in a few words.

 (Pages 1 to 9) Contractor, F. J. (2001). Valuation of intangible

assets in global operations. Greenwood Publishing Group. Retrieved
from: http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=tr
ue&db=nlebk&AN=62742&lang=es&site=eds-live
 (Pages 1 to 22) Benoliel, M (2014). Negotiation Excellence:
Successful Deal Making World Scientific. Retrieved
from: http://bibliotecavirtual.unad.edu.co:2051/login.aspx?direct=tr
ue&db=nlebk&AN=862321&lang=es&site=eds-live

3. Review all concepts at the glossary (Knowledge Environment), solve

the crossword (Practice Environment) and post your answer on the
Collaborative Learning Forum.

4. Each student chooses one of the following cases (there are 5 cases,
so, each student must develop a different case), in order to analyze
all requirements to carry out a successful valuation and negotiation
along the whole course. These are brief descriptions, but the student
must search on internet to get a better understanding.

Nilus APP (Argentina): “Nilus is a non-profit organization that through

an APP, connects businesses with food surpluses and community
kitchens, and facilitates the donation of the food through a community
of private drivers.”

Taken from: https://www.nilus.org/en

A liter of light (Brazil): A light-bulb came up with a way of

illuminating a house during the day without electricity - using nothing
more than plastic bottles filled with water and a tiny bit of bleach.
Taken from: http://www.bbc.com/news/magazine-23536914

SIMA (Colombia): “A ground-breaking decision support system,

SIMA, that will help decision makers avoid and minimize potential
impacts of hydropower development.”

Taken from:
https://www.nature.org/ourinitiatives/regions/latinamerica/colombia/ex
plore/our-work-in-colombia-smart-infrastructure.xml

MicroToxMap (Chile): “Paper microscopes so that the population can

identify the tactical microalgae in the water and which are monitored
thanks to a free application of social use in cell phones.”

Taken from: https://www.veoverde.com/2017/09/cientificos-chilotes-

crean-microscopios-de-papel-para-detectar-y-prevenir-la-marea-roja/

¡Cox (Africa): A mobile phone based agricultural information platform

for small holder farmers developed to solve the problem of permanent
access to verified valuable agricultural content.

Taken from: http://www.icow.co.ke/blog/what-icow

5. Once the case is chosen, each student posts on the Collaborative

forum a creative Power Point presentation including the following:

5.1. Chosen innovation case name

5.2. What is it about, what problem is being solved?
5.3. What is the technology innovation that can be identified in this
case? (Make sure it is described the technology, not the social
innovation)
5.4. How this innovation can help to eradicate poverty in developing
countries, taking into account the solved problem?

6. Read other group members presentations and post your opinion

about the relevance of each case posted for the eradication of
poverty.
Collaborative:

7. According to the contents, each group answers in 4 paragraphs (100

to 200 words each one) the following question:

Why is it important for managers in Colombia to understand intangible

assets valuation and negotiation, in order to eradicate poverty in
developing countries?

Environm
ent for
Collaborative Learning Environment, Practice Environment
the
and Monitoring and Evaluation Environment
developm
ent
Individual:
Each student submits to the Collaborative Learning
Environment - Unit 1: Step 1 - Understand general
concepts within the framework of the problem forum, a
Power Point presentation, including:

* Cover
* Answer to questions 5.1 to 5.4 (Activity 5)
* References

Collaborative:
Products
to deliver Each group submits to the Monitoring and Evaluation
by Environment a PDF document, using APA guidelines,
student including:

* Cover
* Abstract
* Screenshot of each student participation on the forum,
posting the summary (Activity 2)
* Screenshot of each student participation on the forum,
posting the crossword (Activity 3)
* Screenshot of each student participation on the forum,
posting its opinions about the innovation cases of others.
(Activity 6)
* Collaborative answers to generative question (Activity 7)
 * Conclusions
* References

General guidelines for the collaborative work

Planning of
activities for References reading
the Individual contribution planning
development Group interaction based on individual contributions
of Products drafting
collaborative Products delivery
work
Roles to  Compiler
perform by  Reviewer
the student  Evaluator
in the  Deliveries
collaborative  Alerts
group
Compiler: Consolidate the document constituted as the
final product of the debate, taking into account that the
contributions of all the participants have been included
and that only the participants who participated in the
process are included.

Reviewer: Ensure that the writing complies with the

rules of presentation of work required by the teacher.
Roles and
responsibilit
Evaluator: Ensure that the document contains the
y for the
criteria present in the rubric. You must inform the
delivery of
person in charge of the alerts so that you inform the
products by
other members of the team in case any adjustments
students
have to be made on the subject.

Deliveries: Notify delivery times of the products and

send the document in the stipulated times, using the
resources destined for the shipment, and indicate to the
other partners that the delivery has been made.

Warnings: Ensure that the members of the group are

 notified of new developments and inform the teacher
through the work forum and messaging of the course,
which has been sent the document

Use APA format. Edition 3th

The APA Standards is the most used style of
organization and presentation of information in the area
of social sciences. These are published under a Manual
that allows to have the scope in the forms in which a
scientific article must be presented. Here you will be
Use of able to find the most relevant aspects of the sixth
references edition of the Manual of the APA Rules, such as
references, quotations, elaboration and presentation of
tables and figures, headings and seriation, among
others. You can check how to implement them by
entering the page
http://centrodeescritura.javerianacali.edu.co/index.php
?option=com_content&view=article&id=138:normas-
apa&catid=45:referencias-bibliograficas&Itemid=

Plagiarism is defined by the dictionary of the Royal

Academy as the action of "substantially copying other
people's works, giving them as their own". Therefore,
plagiarism is a serious offense: it is the academic
equivalent, 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 makes use of

policy any portion of another person's work, and does not
document their source, they are committing an act of
plagiarism. Now, it is clear that we all have the ideas of
others when it comes to 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 appointment or
by an annotated paraphrase (these terms will be
defined below). When we make an appointment or a
paraphrase, we clearly identify our source, not only to
 give recognition to its author, but also to allow the
reader to refer to the original if he 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 or her students a task in which
students are clearly asked to respond using their ideas
and words exclusively, then the student should not
appeal to external sources even if they are properly
referenced

4. Evaluation rubric

Evaluation rubric

Collaborat
Activity
Individual Activity ☒ ive ☒
type:
Activity
Moment of Unit
the Initial ☐ Intermedi ☒ Final ☐
evaluation ate:
Assessed Performance levels of the individual activity Scor
Aspects High score Media score Low score e
The student The student
The student
posts a posts a Power
does not post
complete and Point
a Power Point
creative Power presentation,
Technology presentation,
Point but it is not
innovation or its content
presentation, describing all
case Power is not related 35
describing in what was
Point to the five
detail the required of the
Presentation proposed
chosen chosen
cases.
innovation case. innovation case
(up to 35 (up to 18 (up to 0
points) points) points)
The student The student The student
Collaborativ posts on due posts just part does not post 15
e learning time its of the required the required
 forum summary, the activities among activities
participation solved summary, among
crossword and crossword and summary,
also, its opinion opinion about crossword and
about the the innovation opinion about
innovation cases cases of others, the innovation
of others, or its cases of
evidencing a development is others
proper analysis not evidencing a
of the contents. proper analysis
of the contents.
(up to 15 (up to 10 (up to 0
points) points) points)
Performance levels of the collaborative
Assessed Scor
activity
Aspect e
High score Media score Low score
The student
contributes with The student
The student
relevant participates on
does not
information to the forum, but it
participate in
Collaborativ the solution of was not relevant
the
e work the generative enough to solve 10
collaborative
drafting question about the generative
work drafting
poverty question
eradication
(Up to 10 (Up to 5 (Up to 0
points) points) points)
There is not
The document product
The document
is structured in delivery or
is structured in
accordance with the document
PDF accordance with
all the items does not
document some of the 15
required, also, match any of
structure items required.
using APA the items
required
(Up to 15 (Up to 8 (Up to 0
points) points) points)
Spelling The document The document The document
and has not spelling has few spelling has several 5
grammar or grammar or grammar spelling or
mistakes mistakes in the grammar
document mistakes in
the document
(Up to 5 (Up to 3 (Up to 0
points) points) points)
Final score 80