SYLLABUS DE ESPACIO ACADMICO

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IDENTIFICACIN

DIVISIN/ VUAD: Vicerrectora de Universidad Abierta y a Distancia

FACULTAD/ DEPARTAMENTO/ INSTITUTO: Facultad de Educacin

PROGRAMA ACADMICO: Licenciatura en Lengua Extranjera Ingls

NOMBRE DEL
Dixon Lpez Bustos
DOCENTE:

DENOMINACIN DEL ESPACIO ACADMICO

Research Project II

CDIGO DEL ESPACIO ACADMICO: 17413

CARCTER DEL ESPACIO ACADMICO: Terico Terico - prctico X Prctico

NMERO DE CRDITOS NMERO DE HORAS DE T.P. NMERO DE HORAS T.I.

03 48 horas 96 horas

METODOLOGA DEL
ESPACIO:
Presencial Virtual Distancia X

PERTENECE AL PERTENECE AL
PRERREQUISITOS N/A COMPONENTE COMPONENTE
OBLIGATORIO FLEXIBLE
Campo Especfico: Advanced English II
Campo investigativo: Research Project I
X

PERTENECE AL PERTENECE AL
CORREQUISITOS N/A COMPONENTE COMPONENTE
OBLIGATORIO FLEXIBLE
X

UBICACIN DEL ESPACIO ACADMICO

Plan de estudios flexibilizado - Ciclo de formacin profesional - Campo investigativo - Semestre 10 - Perodo acadmico
2017-I
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PROPSITOS DEL ESPACIO ACADMICO

General Objective:

To design a clear and coherent research proposal that integrates to the research sub-projects proposed in the program,
and implement the study so that it yields meaningful findings that address the research problem that was identified.

Specific Objectives:

To review the consistency and coherence among the problem statement, the theoretical framework and the research
design in ones research micro-project.
To refine the procedures and instruments for data collection so that they provide useful and trustworthy data.
To gather useful and trustworthy data for concurrent and/or subsequent analysis.
To carry out data analysis, following procedures that are aligned with the methodological considerations proposed in
the corresponding sub-project.
To present relevant, coherent findings, and preliminary (or final) conclusions and implications.

ARTICULACIN CON EL NCLEO PROBLMICO

Given the weaknesses in the processes of teaching and learning English as a foreign language in Colombia, and the
demands of national education policies, comprehensive education of qualified, critical, ethical, and creative teachers
becomes necessary. All this with the purpose of having teachers who make relevant contributions to the transformation of
the educational realities in their communities.

This course is part of the research field, which aims to lead the students to formulate inquiries that contribute to the
transformation of communities in their own pedagogical contexts. The question that guides the research field is:

How are research competencies developed within a framework of formative research as students participate in a research
macro-project aligned with the research fields in the program that responds to the needs and realities of the students
socio-educational contexts?

Within this framework, the course Research Project II poses the following core question:

How can I design a clear and coherent research proposal that integrates to the research sub-projects proposed in the
program, and implement the study so that it yields meaningful findings that address the research problem I identified?

METODOLOGA

The methodology of the course Research Project II embraces the philosophy of Universidad Santo Toms under the
principles of a comprehensive education, the Institutional Pedagogical Model, and the parameters of distance education.
The methodology problematizes the students knowledge and their sociocultural context through the four dimensions that
lead the students to comprehend (knowledge about the surrounding context), to do (to intertwine the theory and the
actual practice), to act (to act ethically and critically about knowledge) and to communicate (to disseminate knowledge).
These dimensions seek for the transformation of human action in regard to the existence of other human beings.
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The learning strategies proposed throughout the course are planned to engage students in learning to learn, and
meaningful discussion of the proposed reading materials. The course puts into practice dynamics and strategies typical of
distance education such as: online media, online environments, face-to-face sessions, oral presentations, and
collaborative work, to provide scenarios for students to discuss, and reflect upon the themes presented in the class.

CONOCIMIENTOS PREVIOS PARA INICIAR EL ABORDAJE DEL ESPACIO ACADMICO

The students of the course should already have at least an intermediate language level (independent-user) to be able to
understand the main points of the reading materials, provide and support arguments for and against such points, and
explain and sustain their research projects, both orally and in writing.
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DIMENSIONES DE LA ACCIN HUMANA, COMPETENCIAS, CONTENIDOS Y ESTRATEGIAS PEDAGGICAS A DESARROLLAR

ESPECFICA

COMPRENDER
GENRICA
ESTRATEGIA

COMUNICAR
UNIDADES

OBRAR
(G)/

HACER
(E)
TEMTICAS/ EJES ESTRATEGIA(S) ESTRATEGIA(S)
COMPETENCIA
TEMTICOS/ DIDCTICA(S) EVALUATIVA(S)
CONTENIDOS

G E

Face-to-face sessions
Problem with tutors and
State a consistent research problem with statement members of the sub- Feedback on the students
1 coherent research questions, objectives, X X X project. problem statements, and
justification, and theoretical framework. Theoretical Online learning theoretical framework.
framework activities proposed in
each sub-project.
Face-to-face sessions
with tutors and Feedback on the students
Demonstrate knowledge of current members of the sub- problem statements,
Theoretical
2 theoretical and practical perspectives in X X X project. literature review (main
framework
regard to ones research micro-project. Online learning constructs) and research
activities proposed in designs.
each sub-project.
Face-to-face sessions
with tutors and
If required, plan and implement a
members of the sub- Presentation of the intended
pedagogical intervention that is aligned Instructional
3 X X X X X project. pedagogical implementation.
with the proposed research micro- design
Online learning Peer-feedback
project.
activities proposed in
each sub-project.
Face-to-face sessions Presentation of the
Demonstrate knowledge of the features
with tutors and procedures and instruments
4 of the research design, and create/select X X X X X Data collection
members of the sub- for data collection.
data gathering instruments and
project. Peer-feedback.
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procedures that can provide useful, Online learning

trustworthy data. activities proposed in
each sub-project.
Face-to-face sessions
with tutors and
Make sense of data by following an
members of the sub- Presentation of data analysis
appropriate procedure for data analysis,
5 X X X X X Data analysis project. methods.
and formulate relevant, coherent
Online learning Peer-feedback.
findings.
activities proposed in
each sub-project.
Face-to-face sessions
with tutors and
members of the sub- Feedback during face-to-face
Present convincing oral and written
project. session (final oral
progress (or final) research reports Oral presentation
6 X X X X X Final oral presentation. presentation)
characterized by their unity and Research report
Online learning Feedback on progress/final
coherence.
activities proposed in research report
each sub-project.
Final report.
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CRITERIOS DE CALIFICACIN
The evaluation in this course includes three different components: self-evaluation, peer-evaluation, and hetero-evaluation.

Self-evaluation is a strategy that allows students to evaluate their own learning process in order to be aware of their
progress, and to self-regulate their cognitive and metacognitive development. Students are expected to objectively
evaluate their academic process having the course objectives and competencies as reference.

Peer-evaluation is a cooperative learning process among students which helps them enrich and share their academic and
formative experiences. There is educational value in the contact among classmates to increase their own knowledge and
awareness of others.

Hetero-evaluation is the feedback provided by the teacher about the students performance and learning process.

The evaluation in the course will take place as follows:

Hetero-evaluation
Self-evaluation Peer-evaluation
Final progress report oral
Mid-term progress report
presentation
50%
10% 5% 35% (30% written report / 20%
oral presentation)

BIBLIOGRAFA, WEBGRAFA Y OTRAS FUENTES

Ellis, R. (2012). Language Teaching Research and Language Pedagogy. John Wiley &
Sons. Oxford.

Griffee, D. (2012). An Introduction to Second Language Research Methods: Design and Data Dale T. TESL-EJ
Publications

Nunan. D. (1990). Second Language Classroom Research. ERIC Clearinghouse on Languages and Linguistics Washington
DC.

Colombian Applied Linguistics JournaL- U. Distrital F.J. De Caldas

http://calj.udistrital.edu.co/index.php?option=com_weblinks&Itemid=23

Profile Issues in teachers Professional Development- Universidad Nacional

http://www.lalibreriadelau.com/libros-de-linguistica-y-lenguas-ca80/revista-profile-issues-in-teachers-professional-
development-number-toc31764

Oxford Journals: Applied linguistics

http://applij.oxfordjournals.org/content/30/4.toc

Academic Google:
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http://scholar.google.com/schhp?hl=en&tab=ws

VB COORDINADOR DE REA, MDULO Y/O CAMPO DE

FIRMA DEL DOCENTE
FORMACIN

DD MM AA DD MM AA
FECHA DE ELABORACIN: 29 05 2015 FECHA DE ACTUALIZACIN: 14 02 2017