Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
COIS 440
METHODOLOGIES AND TECHNOLOGIES OF ELECTRONIC COMMERCE
METODOLOGIAS Y TECNOLOGIAS DE COMERCIO ELECTRONICO
© Sistema Universitario Ana G. Méndez, Inc. 2010
Derechos Reservados
© Ana G. Méndez University System, Inc. 2010
All rights reserved
Non-Education Courses
December 7, 2011.
COIS 440 Methodologies and Technologies of Electronic Commerce 2
Updated 12/07/2011
Please include all applicable information below:
Prepared based on the course syllabus (2008) of the School of Business Administration, with the
collaboration of:
Fernando Wilches Ms, Module Development Specialist
Loydaliz Calvo, MS - Content Evaluator
Luis Díaz, English Language Specialist
Bárbaro Forteza, Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Designer
COIS 440 Methodologies and Technologies of Electronic Commerce 3
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario………………………………………………………………….………...3
Guia de Estudio/Study Guide….……………………………………………….....4/15
Taller Uno…………………………………………….………................................. 26
Workshop Two…………………………………………….………………………. 32
Taller Tres……………………………………….………………………………… 37
Workshop Four…………………………………….…............................................. 43
Taller Cinco/Workshop Five.................................................................….................48
Apéndice A/Appendix A: Second Language Proficiency Scoring Rubrics ……. 54
Apéndice B/Appendix B: Writing Process: 6-Traits Writing Rubric ………………59
NOTE: Appendixes A and B cannot be omitted or modified. Additional appendixes can be added
by the facilitator. However, they must be referenced within the body of the module so that the
reader will know how they will be utilized.
GUÍA DE ESTUDIO
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(PARTE DEL PRONTUARIO SE COPIARÁ Y PEGARÁ AL MÓDULO)
(No cambie nada del prontuario si así se indica. Sólo puede corregir errores gramaticales o
de sintaxis, de haber alguno.)
Título del Curso: Metodologías y Tecnologías de Comercio Electrónico
Codificación: COIS 440
Créditos: Tres
Duración: 5 Semanas
Prerrequisito: COIS 250
Descripción: Este curso proporciona una comprensión de las tecnologías de Internet y
las metodologías para la planificación y el desarrollo del comercio electrónico o e-Business. El
curso explora los diversos modelos de ingresos que se han introducido en los últimos años, y
analiza sus fundamentos económicos y de gestión. Además de la adquisición de habilidades
básicas para navegar por Internet, el curso ofrece algunas habilidades prácticas para la
construcción de aplicaciones de comercio electrónico con la utilización extensible de HyperText
Markup Language; también trata temas jurídicos, sociales y de seguridad
Objetivos de Contenido Generales
Al finalizar el curso, el estudiante:
1. Alcanzar un conocimiento de las teorías y conceptos que subyacen en el comercio
electrónico.
2. Describirá los elementos claves del negocio y la tecnología del comercio electrónico
3. Aplicará las teorías del comercio electrónico y los conceptos de e-marketing que están
teniendo lugar en el "mundo real".
4. Entenderá el conocimiento de los retos y problemas actuales en el comercio electrónico
Objetivos de Lenguaje Generales
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a. Escuchar: Los estudiantes escucharán atentamente los conceptos, funciones y material
discutido en el curso relacionado a las Metodologías y Tecnologías del Comercio
Electrónico.
b. Hablar: Los estudiantes discutirán verbalmente el material relacionado con las
Metodologías y Tecnologías del Comercio Electrónico.
c. Leer: Los estudiantes leerán artículos, textos y otros documentos relacionados con las
Metodologías y Tecnologías del Comercio Electrónico, interpretando con exactitud su
significado.
d. Escribir: Los estudiantes escribirán sin errores gramaticales, sus logros, dudas y
comentarios sobre las Metodologías y Tecnologías del Comercio Electrónico en su
portafolio personal. Apéndice C.
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net
Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que
ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)
por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para
cada lenguaje por curso. El facilitador podría requerir más horas de práctica basado en las
necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los
lenguajes mencionados. El total de horas de práctica el laboratorio de lenguaje o e-
lab deben de estar integradas en la sección de actividades del módulo.
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Descripción del Proceso de Evaluación:
Trabajos Individuales, Grupales y Presentaciones Orales 100 puntos
Pruebas 100 puntos
Participación, Asistencia, y uso de Laboratorio Electrónico (5)
20 puntos (c/u)
100 puntos
Materiales Creados (20 puntos), participación en Blackboard
(20 puntos) y Portafolio (60 puntos)
100 puntos
Proyecto 100 puntos
Total Puntuación = 500 puntos
Escala:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos un
libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la Comisión de
Educación Independiente de la Florida.
Libro(s)
Morris, T. (2011). Web development and design foundations with XHTML. Harlow: Pearson
Education. (5th ed.). Reading, MA: Addison Wesley
Awad, E. M. (2007). Electronic commerce: From vision to fulfillment (3rd ed.). Upper Saddle
River, NJ: Prentice.
Chaffey, D. (2010). E-Business and E-Commerce management: strategy, implementation and
practice (4th
ed.). Upper Saddle River, NJ: Prentice Hall.
Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice
Hall.
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Libro(s) Electrónico(s)
Becker, S. A., & IGI Global. (2008). Electronic commerce: Concepts, methodologies, tools
and applications. Hershey PA: Information Science Reference.
Morris, T., & Morris, T. (2011). Web development and design foundations with XHTML.
Boston: Addison-Wesley.
]
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para promover el desarrollo
de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés y
español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido
enteramente en el lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance,
el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el
tiempo y las actividades equitativamente entre ambos idiomas. Las primeras dos horas son
estrictamente en español y las últimas dos en inglés. Los cursos de idiomas deben ser
desarrollados en el idioma correspondiente, en inglés o en español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los estudiantes
sean sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo al
módulo. El estudiante debe hacer todo esfuerzo para desarrollar las destrezas en los dos
idiomas usando los recursos de lenguaje disponibles dentro y fuera de la institución. El
convertirse en un profesional bilingüe es un proceso complejo y exigente. Cada taller
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requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más para
poder tener éxito lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá
presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es
justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El
facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante reponer el
trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante tenga que
reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota existente
en dos grados.
5. La asistencia y participación en actividades de la clase y en presentaciones orales es
extremadamente importante pues éstas no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que
sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del
lenguaje como la presentación oral o actividad que requiera repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los
estudiantes también recibirán una calificación individual.
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7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar
apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante
debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente
trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de
SafeAssign TM
de Blackboard será utilizado por los facilitadores para verificar la autoría de
los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de leer la política
de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del
Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13, secciones
36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, versión 6.
No se tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se expone
a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la institución. Los
estudiantes deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio, deberá
ser aprobado por el Director de Facultad y Currículo antes de la primera clase. Es requisito
que el facilitador discuta y entregue una copia de los cambios a los estudiantes al principio
del primer taller.
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9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo
electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y parientes no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen
al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,
notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web
que podrá utilizar para la búsqueda de la información deseada. Algunas de éstos son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
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http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole
profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser
necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requiere o deseara llevar a cabo una investigación o la
administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a
los formularios de la Oficina de Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite. Además de los formularios el estudiante/facilitador puede encontrar las
instrucciones para la certificación de investigación en línea. Estas certificaciones incluyen:
Institutional Review Board (IRB), Health Information Portability and Accountability Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
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Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo es una
filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras
experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos para
darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de
ajustar nuestros modelos mentales para poder entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las
experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos
adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los
mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con
situaciones en las cuales los estudiantes estén buscando activamente construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y específicas
(“from whole to parts”). Ambas partes deben entenderse en el contexto del todo. Por lo tanto, el
proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no en hechos aislados.
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3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para
percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y no sólo el
de memorizar las respuestas “correctas” y repetir el significado de otra persona. Como la
educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el
aprendizaje es hacer de la evaluación parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
(THE STUDY GUIDE WILL BE TRANSLATED, COPIED, AND PASTED TO THE
MODULE) (Do not change anything, if stated.)
Course Title: Methodologies and Technologies of Electronic Commerce
Code: COIS 440
Credits: Three
Time Length: Five Weeks
Pre-requisite: COIS 250
Description: This course provides an understanding of the Internet technologies and
methodologies for the planning and development of e-commerce or e-business. The course
surveys the various revenue models that have been introduced in the last few years and analyzes
their economic and managerial foundations. In addition to acquiring basic skills for navigating
the Internet, the course provides some practical skills for building electronic commerce
applications over the Internet using extensible hypertext markup language. It also covers legal,
social, and security issues.
General Content Objectives:
At the end of the course, students will be able to:
1. Gain an understanding of the theories and concepts underlying electronic commerce.
2. Describe key business and technology elements of electronic commerce.
3. Apply e-commerce theory and concepts to what e-marketers are doing in "the real world".
4. Improve familiarity with current challenges and issues in electronic commerce. .
General Language Objectives:
a. Listening: Students will carefully listen to course concepts, functions and material
related to Methodologies and Technologies of Electronic Commerce.
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b. Speaking: Students will verbally discuss the material related to advanced functions of the
Methodologies and Technologies of Electronic Commerce.
c. Reading: Students will carefully read articles, textbooks, and other documents related to
Methodologies and Technologies of Electronic Commerce interpreting its correct
meaning.
d. Writing: Students will write their achievements, concerns, and comments on Methodologies
and Technologies of Electronic Commerce in their personal portfolios without
grammatical errors.
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with 10 hours of language lab or e-lab usage for each language (English and
Spanish) per course. This equates to the use of the language lab or e-lab for two hours
weekly for each language per course. The facilitator may require a higher number of hours
for language lab practice based on the language needs for listening, speaking, reading, and
writing skills in either or both languages. The total amount of language lab or e-lab hours
is integrated in the activities for each workshop in the module.
Description of the Evaluation Process:
Evaluation
Individual Assignments, Oral Presentations and Group
Activities
100 points
Exam 100 points
Participation, Attendance, and electronic lab use (5) 20 points
(e/a)
100 points
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Created Materials (20 points), Blackboard participation (20
points) y Portfolio (60 points)
100 points
Project 100 points
Total = 500 points
Evaluation curve
100-90% A 89-80% B 79-70% C 69-60% D 59-00% F
Requirements for the Use of APA (Version 6) for Citations of Textbooks
For Recommended Texts and Resources, Use APA style version 6. Include at least ONE e-book
from the Virtual Library at http://bibliotecavirtualut.suagm.edu/
Textbooks must have a publication date of 5 years as required by the Florida Commission of
Independent Learning.
Book(s)
Felke-Morris, T. (2011). Web development and design foundations with XHTML (5th ed.).
Reading, MA: Addison Wesley
Awad, E. M. (2007). Electronic commerce: From vision to fulfillment (3rd ed.). Upper Saddle
River, NJ: Prentice.
Chaffey, D. (2010). E-Business and E-Commerce management: strategy, implementation and
practice (4th
ed.). Upper Saddle River, NJ: Prentice Hall.
Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice
Hall.
Turban, E., King, D., & Lang, J. (2011). Introduction to electronic commerce (3rd ed.). Upper
Sadder River, NJ: Prentice Hall.
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Web Site
http://ecampus.suagm.edu/webapps/portal/frameset.jsp
Resources
HTML Tutorial: http://www.imeil.com.mx/en/basico/
Video: http://www.learnthenet.com/learn-ebiz/
e-commerce resources: http://www.ecommerce-resources.com/
Entrepreneur - http://www.entrepreneur.com/ebusiness/buildingawebsite/
archive201418.html
Build your website: http://www.build-your-website.co.uk/starting-html.htm
E-Book (s)
Becker, S. A., & IGI Global. (2008). Electronic commerce: Concepts, methodologies, tools
and applications. Hershey PA: Information Science Reference.
Morris, T., & Morris, T. (2011). Web development and design foundations with XHTML.
Boston: Addison-Wesley.
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in either English or Spanish, strictly using
the 50/50 model. This means that each workshop will be conducted entirely in the language
specified for the workshop. The language used in each workshop needs to be alternated to insure
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that 50% of the course is conducted in English and 50% in Spanish. To maintain this balance, the
course module will indicate that both languages must be used during the fifth workshop,
dividing the workshop activities between the two languages. The first two hours will be in
Spanish and the last two hours in English. The 50/50 model does not apply to language
courses where the delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated and dual language format. This requires that students
prepare in advance for each workshop according to the course module. Students must be
structured, organized, committed, and focused to ensure linguistic and academic success. In
order to achieve proficiency expectations in English and in Spanish, the student must strive to
take advantage of all language resources in the university and in their community since
becoming a dual language professional is a complex and challenging task. Each workshop
requires an average of ten hours of preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must
present a reasonable excuse to the facilitator who in turn will evaluate the reason for the absence.
If it is justified, the facilitator will decide how the student will make up the missing work, if
applicable. The facilitator will decide on the following: allow the student to make up the work, or
allow the student to make up the work and assign extra work to compensate for the missing class
time.
Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and/or make-up
work.
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4. If a student is absent to more than one workshop, the facilitator will have the following
options:
a. If a student misses two workshops, the facilitator may lower one grade level based
on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower two grade levels
based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation
activity if he/she understands that an equivalent activity is possible. This activity must include
the same content and language components as the oral presentation or special activity that was
missed.
6. In cooperative learning activities, the group will be assessed for their final work as a group.
However, each member will have to collaborate to assure the success of the group. Students will
also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher. It should
be noted that plagiarized writings are easily detectable and students should not risk losing credit
for material that is clearly not their own. SafeAssignTM
, a Blackboard plagiarism deterrent
service, will be used by the facilitators to verify students’ ownership of written assignments.
It is the student’s responsibility to read the university’s plagiarism policy. If you are a UT
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student, read Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to
Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means that
ALL papers submitted by the student must be original work, and that all references used will be
properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in case of
detecting an incidence, the student will obtain a zero in the assignment or activity and could be
referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the Faculty and
Curriculum Director must approve such changes before the first day of class. The Facilitator
must discuss the approved changes with students in the first class workshop. A written copy of
the changes must also be provided to students at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the SUAGM e-mail
address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be
on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed in the
classrooms.
12. All students are subject to the policies regarding behavior at the university community
established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines and
other links you can use to search for information. These are some examples:
www.google.com
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www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in the
course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs to
administer a questionnaire or interview individuals, he/she must comply with the norms
and procedures of the Institutional Review Board Office (IRB) and ask for authorization.
To access the forms from the IRB Office or for additional information, visit the following
link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for several online
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certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability and Accountability Act (HIPAA), and the
Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections between their
prior knowledge of facts, and fostering new understanding that is relevant to real live
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experiences. We will also attempt to tailor our teaching strategies to student responses and
encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues around which
students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be understood in
the context of “wholes”. Therefore, the learning process focuses on primary concepts, not
isolated facts.
3. In order to teach well, we must understand the mental models that students use to perceive the
world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers, and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make assessment
part of the learning process, thus ensuring that it provides students with information on the
quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of the
world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos específicos de contenido:
Los estudiantes serán capaces de:
1. Describir la historia de la Web y el comercio Electrónico (E-commerce)
2. Definir conceptos básicos utilizados en el Comercio Electrónico.
3. Establecer las ventajas de operar un E-commerce comparado con los negocios
tradicionales.
4. Identificar los modelos de E-commerce más populares.
5. Identificar los diferentes tipos de Web sites
Objetivos específicos de lenguaje:
Los estudiantes serán capaces de:
1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten,
discutan o lean, para comprender y recordar lo más significante.
2. Hablar: Expresarse claramente durante conversaciones en clase sobre el Comercio
Electrónico.
3. Leer: Leer y analizar el material relacionado con el Comercio Electrónico.
4. Escribir: Escribir un ensayo de una página (300 palabras) sobre el impacto y la
funcionalidad del comercio electrónico en nuestra sociedad moderna.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Historia de la Web
http://www.netvalley.com/intval/07262/main.htm?sdf=1
http://en.wikipedia.org/wiki/History_of_the_World_Wide_Web
Tipos de Comercio Electrónico
http://www.digitsmith.com/ecommerce-definition.html
http://en.wikipedia.org/wiki/Electronic_commerce
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Tipos de Web Site
http://en.wikipedia.org/wiki/Website
http://www.rocketface.com/analyze_website/analyze_website.html
Asignaciones antes del taller:
1. Asegúrese de leer y familiarizarse con todo el módulo antes del primer taller.
2. Lea y analice sobre:
a. Concepto e historia de la Internet y el e-commerce
b. ¿Qué es un e-commerce?
c. ¿Qué productos se pueden vender en un e-commerce?
d. ¿Cuáles son los modelos más populares de e-commerce?.
3. Prepare la siguiente asignación para entregar (valor total: 20 puntos):
a. Prepara una tabla donde establezca cinco diferencias básicas entre el e-commerce
y el comercio tradicional (20 pts).
4. Lea y analice sobre:
a. La red social en la Web y su impacto en las relaciones sociales y el mercadeo
(marketing)
b. Tipos de Web sites semejanzas y diferencias entre sí.
5. Prepare un ensayo de una página (300 palabras aproximadamente) describiendo el
impacto y la funcionalidad del e-commerce en nuestra sociedad moderna.
6. Prepare un glosario con cinco a siete términos y sus definiciones relacionados con los
temas de la asignaciones antes del taller (Apéndice A – “Can Do Writing”).
7. Entre al laboratorio electrónico (e-lab) y abra su cuenta con Tell Me More. Comience
tomando los exámenes para medir su nivel en inglés y español. Complete sus dos horas
de práctica en español con los recursos del e-lab.
8. Comience a trabajar con el Portafolio (ver Apéndice G.
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Vocabulario clave de la lección:)
1. Web
2. e-commerce
3. Tienda en línea
4. subasta en línea
5. publicidad basada en e-commerce
6. B2B-B2C-B2E-C2C
7.
Lista de materiales suplementarios para el taller:
1. La Internet - Blackboard
2. Biblioteca Virtual
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_x_ Modelaje
_x_ Práctica Dirigida
_x__ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
___ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas:
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador comenzará la clase con una actividad "rompe hielo". Luego verificará que
todos los estudiantes estén registrados en el curso.
2. El facilitador discutirá los criterios de evaluación, se atenderán otros asuntos
administrativos y se seleccionará la persona que será Representante Estudiantil para la
clase.
3. El facilitador discutirá los objetivos del curso y dará a conocer el texto guía y las
direcciones de consulta en la Web.
4. El facilitador explicará los detalles del proyecto a presentarse en el Taller Cinco (100
Puntos).
a. El proyecto final consiste en crear una tienda virtual, la cual irá desarrollando a
partir del primer taller según los conocimientos adquiridos en clase.
5. Los estudiantes se reunirán en grupos de tres y discutirán el ensayo preparado como
asignación. Prepararán brevemente una lista grupal sobre la importancia del E-commerce
en nuestra sociedad moderna. Un miembro del grupo la compartirá verbalmente con la
clase. Ver (Apéndice A) “Can do” listening rubric.
6. Con base en lo leído para este taller, entre todos/as se definirán los conceptos
asignados en las tarea a realizar antes del taller.
7. Divididos en tres grupos, cada grupo compartirá los hallazgos encontrados para las
preguntas y actividades asignadas antes del taller y preparará un resumen de esos
hallazgos para compartirlos con el resto del grupo. Cada estudiante se asegurará de
completar sus notas con aquellos hallazgos que no tenga anotados.
8. Cada estudiante presentará una semejanza o diferencia entre los diferentes t ipos
de Web sites . Una persona anotará en la pizarra los hallazgos.
9. El facilitador introducirá los siguientes conceptos al grupo:
a. Comercio Electrónico.
b. Almacenes Online.
c. Subasta en línea
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d. Sitio Web.
e. Motor de búsqueda
f. Portal Web
10. Entre todos se aclararán dudas y se completará el Apéndice C: Diario Reflexivo
Evaluación:
1. Individual: Ensayo escrito de 300 palabras. Utilizar Apéndice B – “Six Writing Traits”
para evaluación
2. Grupal: Lista grupal de la importancia del Comercio Electronico. Apéndice B – “Can do
Writing”.
3. Escrito: Diligenciar el portafolio personal
4. Oral/Auditivo: Discusión verbal sobre material aprendido en taller (Apéndice A –
“Listening, Speaking”).
Cierre del taller:
1. Individual: Cada estudiante entrará a Blackboard antes de la próxima clase y escribirá
sobre dos temas aprendidos durante el taller.
2. Grupal: La clase se dividirá en tres grupos. Cada grupo preparará un mapa conceptual en
la pizarra sobre e-commerce. Luego discutirán los mismos.
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WORKSHOP TWO
Specific Content Objectives: (
At the end of the workshop, students will be able to :)
1. Describe the four most common options for legally organizing a business.
2. Review the licenses and identification numbers needed when starting a business.
3. Review how effective customer policies can help improve business.
4. Describe the means and methods of online store development within the context of social
media.
Specific Language Objectives
1. Listening: Students will listen attentively to the new concepts discussed in class about
the Law, ethics, and customer policies to create an E-commerce.
2. Speaking: The student will effectively discuss the workshop’s material according to the
facilitator activities
3. Reading: Students will read aloud their assignments with fluency and accuracy.
4. Writing: Students will write in their reflective Journal. Appendix C
Electronic Links (URLs):)
UT Virtual Library
http://bibliotecavirtualut.suagm.edu/
Law, ethics and customer policies to create an E-commerce
http://ecommerce-blog.nexternal.com/establishing-ecommerce-policies/
http://bcs.wiley.com/he-
bcs/Books?action=resource&bcsId=4291&itemId=0470198575&resourceId=13152
http://www.informationweek.com/825/ethics.htm
Assignments before the Workshop:
1. Prepare a list of advantages and disadvantages of various legal options for organizing a
business.
2. Prepare to hand in the following assignments (20 points):
a. List five topics that should be addressed in every partnership agreement.
b. What are the major advantages in forming a corporation rather than a sole
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proprietorship or partnership?
3. What are the four key issues to consider when selecting a business’s legal form?
4. Name the other two legal organization options and describe them.
5. Be ready to work on the individual Project. Think of a topic that interests you in terms of
developing a personal interest.
a. Select your topic. Every successful Business begins with that first idea.
b. Find information on the subject in order to document and learn more about it.
c. Ask yourself if the subject is exciting and interesting. That is the key to enthusiasm
with the project.
d. Identify the elements that include (potential for sale online, who is the target
audience?, how does the product or service address the needs, wants, or interest of
potential consumers?, what type of design and content will a web site need in order to
cater to the target audience, what will be the best ways to promote and advertise the
web site to reach the target audience etc.).
e. Sketch a preliminary business plan and bring it to class.
6. You will work in the individual Project that will be presented at Workshop Three. Take
the opportunity to plan and organize your idea so you can work with it. You also will
have an opportunity to receive suggestions from your peers
7. Continue using Tell Me More and the e-lab links to practice your English language
skills. You must complete a minimum of two hours of practice (use e-lab resources).
8. The facilitator may require more hours of practice according to your specific needs.
9. Continue working with your portfolio (see Appendix G)..
Key Core Vocabulary: (Must reflect objectives and important concepts of the workshop.)
1. Liability
2. Ownership
3. Taxes
4. Sole proprietorship
5. Financing
6. Partnerships
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7. Agreement
8. Corporation
List of Supplementary Materials for the Workshop:
1. Tell Me More
2. E-lab Language Links
3. Blackboard
4. Discussion Board
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
Integrated Activities:
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will start the class with a short review of programming concepts from
workshop one. Every student will mention something discussed or practiced during the
previous workshop.
2. The facilitator will discuss details of the final project, formally presented in Workshop
Five (100 Points.)
B. Scaffolding
___ Modeling
_x__ Guided Practice
_x__ Independent Practice
_x__ Comprehensible Input
C. Grouping Options
_x_ Whole Class
_x_ Small Groups
_x_ Partners
_x_ Independent Work
D. Integration of Processes
_x_ Listening
_x_ Speaking
_x_ Reading
_x_ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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3. The facilitator will introduce the following concepts to the group:
a. C corporation.
b. S corporation Limited.
c. Liability Company
4. The facilitator will divide the class in to small groups to work on the following scenarios.
What would you do?
a. The owner of an e-commerce site is frustrated because a transaction has gone
wrong several different ways and the customer is now very angry. What steps
should be taken to fix this situation?
b. A friend launching an e-commerce selling gourmet pet treats is organizing as
a sole proprietorship to save time and money exploring other options. Briefly
explain the disadvantages of sole proprietorship.
5. In pairs, work on the following activity. Students will verbally share their answers with
the class:
a. Choose an online store and spend some time exploring it. In two pages,
describe your experience. Make sure you discuss the positives and negatives,
how easy it was to find information, and any methods the marketer took that
compel you to buy. Would you make future purchases from that store? Why
or why not?
6. The Students will verbally share their assignments (Appendix A – Can Do Speaking). A
session of questions and answers will follow each presentation.
7. The students will work on their portfolios or ask questions about their final project.
8. Continue working on the reflexive journal Appendix L.
9. The facilitator will discuss the assignments for the next workshop.
Assessment:
1. Individual: Students will complete their Reflective Journal (see Appendix C).
2. Group: Brainstorm activity – Appendix D - Rubric to evaluate Class Participation.
3. Written: Reflective diary Appendix C and Appendix B for the activity Description.
4. Oral: Appendix A – Can Do Speaking for verbal assignments.
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Lesson Wrap-Up:
1. Individual: Students will have a minute to draw what they believe was the most
important thing they learned during the workshop.
2. Group: The facilitator will divide the class in to two groups and will hand to each group
an index card. Each member of the group must write two things they have learned today.
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TALLER TRES
Objetivos específicos de contenido:
Al finalizar el taller, el estudiante será capaz de:
1. Definir que son los sitios de redes sociales
2. Identificar cómo y por qué los medios de comunicación social juegan un papel tan importante
en la Web
3. Diferenciar los tipos y clases de audiencias de los sitios de redes sociales
4. Identificar como los comerciantes utilizan estos tipos de redes sociales para construir una
audiencia.
Objetivos específicos de lenguaje:
1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el facilitador
y sus compañeros sobre las redes sociales y reaccionará ante el mismo de forma verbal o
escrita de acuerdo a las instrucciones del taller.
2. Hablar: El estudiante se expresará verbalmente con el vocabulario técnico adecuado en
cada una de las actividades del taller.
3. Leer: Los estudiantes realizarán su investigación utilizando la biblioteca virtual para
luego analizar y resumir el material encontrado.
4. Escribir: Los estudiantes resumirán, por escrito y sin errores gramaticales, las ideas
principales sobre las redes sociales y su relación con el comercio electrónico.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Redes sociales
http://en.wikipedia.org/wiki/Social_media
http://kevinmcintosh.com/social-media-marketing/different-types-of-social-media/
Redes sociales y audiencia
http://www.slideshare.net/gravity7/gravity7-personality-types-12-04-08-presentation
Redes sociales y comercio electrónico
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http://www.adotas.com/2010/02/social-media-and-e-commerce-go-hand-in-hand/
Asignaciones antes del taller: ()
1. Lea la información que aparece en los enlaces sugeridos en las direcciones electrónicas.
2. Acceda las direcciones electrónicas del módulo o en Internet y/o libros e investigue
sobre:
a. Sitios de Redes sociales
b. Medios de comunicación social
c. Prepare un informe sobre las diferencias y semejanzas entre sitios de redes
sociales y medios de comunicación social. La asignación para entregar (20
Puntos):
3. Prepárese para la discusión sobre el uso de las redes sociales en el "marketing".
4. Continúe con sus dos horas de práctica con Tell Me More o con los enlaces del e-lab.
5. Entre a Blackboard y conteste la pregunta del facilitador relacionada al tema. Comente
sobre lo que opinan algunos de sus compañeros.
6. Continúe trabajando con su portafolio Apéndice G.
Vocabulario clave de la lección:
1. Sitios de redes sociales
2. Medios de comunicación social
3. Blogs y Vlogs
4. Wikis
5. RSS
6. Mashups
7. Marcadores sociales
8. Nicho
Lista de materiales suplementarios para el taller:
1. Biblioteca Virtual
2. Blackboard
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_ _ Modelaje
_x_ Práctica Dirigida
_x_ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x_ Adaptación de Contenido
_x_ Enlaces al Conocimiento Previo
_x_ Enlaces al Aprendizaje Previo
_x_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. Foro de discusión en Blackboard, la participación corresponde para todos los estudiantes.
(20 puntos). Temas a discutirse:
a. Aplicaciones y herramientas de los medios sociales:
i. Correo electrónico
ii. Mensajes instantáneos
iii. Blogs y Vlogs
iv. Foro de Internet
v. Tablones de anuncios
vi. Intercambio de archivos
2. El(la) facilitador(a) dividirá la clase en grupos de hasta cuatro estudiantes, cada grupo
preparará una mini presentación (cinco minutos) sobre:
a. Wikis
b. Sitios de redes sociales y aplicaciones
c. Los mundos virtuales
d. RSS
e. Comentarios de productos y servicios
f. Mashups
3. Discusión liderada por el (la) facilitador(a) sobre:
a. La popularidad y beneficios de las herramientas de medios sociales y los sitios
Web
b. Los beneficios significativos que brinda los medios sociales a los comerciantes.
4. En parejas los estudiantes identificarán las diferencias entre redes sociales y sitios de
redes sociales. Prepararán un resumen escrito para compartir con el resto de la clase
5. En grupo los estudiantes analizarán las tres categorías en las cuales está dividida los
sitios de redes sociales:
a. Redes sociales generalistas
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b. Los sitios de nicho de mercado de las redes sociales
c. Marcadores sociales
6. Los estudiantes trabajarán en sus portafolios y aclararán las dudas con el facilitador
7. El facilitador aclarará dudas y hablará sobre examen y proyecto final
8. Llena el Anejo C (Diario Reflexivo) y entrégalo a tu facilitador / a junto con las
tareas asignadas antes de cada.
Evaluación:
a. Individual: Resumen analítico (usar Apéndice B).
b. Grupal: Práctica dirigida (usar Apéndice D).
c. Escrito: Los estudiantes realizarán una evaluación escrita de la actividad dos.
d. Oral/Auditivo: El facilitador pedirá a los estudiantes una descripción oral breve,
donde destaquen los aspectos más relevantes del taller. Ver Apéndice E
Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los
objetivos del taller.)
1. Individual: El facilitador realizará preguntas a los estudiantes relacionadas con el
material presentado durante el taller
2. Grupal: Cada grupo de estudiante presentará una actividad breve donde destaquen
algunos puntos relevantes del taller
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WORKSHOP FOUR
Specific Content Objectives:
At the end of the workshop, students will be able to:
1. Define the term: HTML.
2. Analyze the structure of HTML.
3. Identify the functions of HTML.
4. Work with the computer language HTML
Specific Language Objectives:
1. Listening: The student will carefully listen to the class discussion and will follow
instructions. Appendix A
2. Speaking: The student will effectively discuss the workshop’s material according to the
facilitator activities.
3. Reading: The student will carefully read course related material and will summarize it
using technical vocabulary. Appendix A
4. Writing: Students will perform a written evaluation Appendix B.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Introducción a HTML
http://en.wikipedia.org/wiki/HTML
http://www.w3schools.com/html/html_intro.asp
Tutorial
http://www.html.net/tutorials/html/lesson2.php
Exercises using HTML
http://www.landofcode.com/html-exercises/
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Assignments before the Workshop:
1. Find information on the Internet, e-library, or books about the following topics:
a. Defining HTML (Hypertext Mark-up Language)
b. Structure of HTML
c. HTML Functions.
2. Using the above URLs, search and be prepared to answer the next question in the following
assignment (20 points).
a. Is HTML a programming language? In a paper no longer than two pages, give your
thoughts on this debate. Make sure you support your opinion with programming-
based facts.
3. Be prepared to discuss functions of HTML.
4. Be prepared to present progress on your final project.
5. Complete your two hours of English language practice in the language lab. Additional hours
may be required by the facilitator according to your needs. Use additional language lab
resources, if needed.
6. Be prepared to take a written test of the concepts covered in workshops 1 - 3
7. Continue working with your portfolio. Appendix C.
Key Core Vocabulary:
1. HTML
2. Tags
3. Opening Tag – Closing Tag
4. Brackets
5. Browser
6. Commands
7. Code
8. File
9. Page Layout
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List of Supplementary Materials for the Workshop:
1. Virtual Library
2. Blackboard
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
B. Scaffolding
_x__ Modeling
_x__ Guided Practice
_x__ Independent Practice
_x__ Comprehensible Input
C. Grouping Options
_x__ Whole Class
_x__ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
_x__ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will engage students in a whole class review activity. Each student will be
given a piece of paper to write one question based on the previous workshop’s material.
Once finished writing, students will hand the questions to another classmate. The
classmate will read and answer the question. If needed, the classmate can ask for one tip
before answering.
2. Comprehensive discussion led by the facilitator about HTML.
a. HTML concept
b. Structure of HTML
c. Functions of HTML
3. Workshop groups - (20 points) the facilitator will divide the class in to small groups of 3
to 4 people. Assign each group various practical HTML exercises (25 - 30 minutes). A
representative from each group will present their solutions to the class.
4. The facilitator will give the written test to the students.
5. The facilitator will clarify any doubts about the assignment for the next workshop.
6. Student will work on their portfolios
7. Students will clarify doubts about the final project.
8. Complete (Reflective Journal Appendix A) and submit it to your facilitator at the end of
class with the assignments for each workshop that apply.
Assessment :)
1. Individual: Assignment Evaluation – Use Appendix B – Can do Writing.
2. Group: Class discussion about workshop group – Use Appendix A - Can Do - Speaking.
3. Written: Essay and Reflexive Journal Appendix C– Use Appendix B – Six Traits of
Writing.
4. Oral: Class Review Activity – Appendix C – Rubric .
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Lesson Wrap-Up:
1. Individual: Each student will write down 3 things they think they will remember most
about the workshop..
2. Group: Student will meet in groups of three. Each group will ask class related questions
to the other groups.
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN
LENGUAJE A LA VEZ! Las primeras
dos horas serán en español. Las últimas
dos horas serán en inglés.
NOTE: This is a bilingual workshop.
Both the facilitator and the student must
use the language assigned for each
homework and activity. Do not mix both
languages! USE ONE LANGUAGE AT
A TIME- KEEP BOTH LANGUAGES
SEPARATE! The first two hours must
be in Spanish. The last two hours must
be in English.
Objetivos específicos de contenido:
Los estudiantes serán capaces de:
1. Definir el concepto “Web Hosting”
2. Identificar las funciones, tipos y parámetros para elegir una “ Web Hosting”
3. Saber cómo tratar con el fraude al consumidor y crear un ambiente seguro para los clientes en
línea
4. Describir las amenazas de seguridad más importantes que enfrenta el comercio electrónico
(ataques de denegación de servicio, los hackers, malware etc)
5. Conocer la importancia de la planificación de la seguridad y las medidas necesarias para la
creación de un plan de seguridad
6. Identificar la forma de proteger y respaldar los datos críticos de los clientes
Objetivos específicos de lenguaje:
Los estudiantes serán capaces de:
1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten,
discutan o lean; comprendiendo y recordando lo más significante.
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2. Hablar: Expresarse claramente durante conversaciones en clase sobre “Web Hosting” y
sobre seguridad en el comercio electrónico.
3. Leer: Leer y analizar el material proporcionado antes y durante del taller.
4. Escribir: Diligenciar el portafolio personal Apéndice G.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Introducción a Web Hosting
http://en.wikipedia.org/wiki/Web_hosting_service
http://www.wisegeek.com/what-is-web-hosting.htm
Tipos de Hosting
http://www.midphase.com/website-hosting/what-is-web-hosting.php
http://website-hosting-plans.com/webhosting
Web Hosting Gratis, Como escogerlas.
http://www.mywebsiteadviser.com/free_web_hosting/free_web_hosting_introduction.php
Web Hosting Pagadas, Como escogerlas.
http://www.mywebsiteadviser.com/web_hosting/web_hosting_introduction.php
Como escoger una Web Hosting
http://www.mywebsiteadviser.com/web_hosting/how_to_choose_web_host.php
Seguridad y comercio electrónico
http://www.ecommerce-digest.com/ecommerce-security-issues.html
http://www.mactech.com/articles/mactech/Vol.13/13.11/eCommerceandSecurity/index.html
http://www.ecommerce-guide.com/solutions/secure_pay/
Asignaciones antes del taller:
Asignaciones a discutirse durante las primeras dos horas de instrucción (2).
1. Termine su portafolio y entrégalo durante el taller.
En el portafolio usted debe recopilar, en ambos idiomas (español e inglés) lo siguiente:
COIS 440 Methodologies and Technologies of Electronic Commerce 48
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a. Documentos entregados por el facilitador; diarios reflexivos; bosquejos, resúmenes,
borradores; hojas sueltas de presentaciones; otros (Ver apéndices).
2. Recuerde tener listo su Proyecto. Debe entregarlo y presentarlo oralmente en este taller.
3. Utilizando e-library o las direcciones electrónicas provistas en el módulo para este taller
busque y defina los siguientes términos:
a. Seguridad en el comercio electrónico
b. Web Hosting.
2. Prepare la siguiente asignación para entregar (10 Puntos).
a. Identifique las ventajas y desventajas de una “Web Hosting” Gratis y una “Web
Hosting” Pagada
3. Prepare la siguiente asignación para entregar (10 Puntos).
a. ¿Qué se debe tener en cuenta antes de firmar un contrato con una “Web Hosting”?
b. ¿Cuáles son los consejos que se deben tener en cuenta a la hora de escoger una
“Web Hosting”
Assignments to be discussed during the last two hours of instruction (2).
4. Prepare a glossary of 5-7 terms with definitions related to the topics discussed in the
workshop (Appendix A - "Can Do Writing").
5. Complete your 2 hours of practice in English with the resources of e-lab.
6. Continue working with the Portfolio (see Appendix G.
Vocabulario académico clave (Debe
reflejar los objetivos y conceptos claves del
taller.) Verifique que el estudiante domine el
vocabulario clave en los dos idiomas.
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1. Servidor Web
2. Web Hosting Provider ((Web
Hosting)
3. Espacio en disco (almacenamiento
Web)
4. Ancho de banda (transferencia de
datos)
5. Servicio de estadísticas
6. Panel de control (CPanel)
7. Cuentas de correo (buzones)
8. Soporte Técnico
Academic Core Vocabulary (Must reflect
objectives and important concepts of the
workshop.) Verify that the student masters
the core vocabulary in both languages.
1. Web server
2. Web Hosting Provider ((Web Hosting)
3. Disk space (storage site)
4. Bandwidth (data transfer)
5. Web Statistics
6. Control Panel (CPanel)
7. Mail accounts (mailboxes)
8. Technical Support
Lista de materiales suplementarios para
el taller:
1. La Internet - Blackboard
2. Biblioteca Virtual
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_x_ Modelaje
_x_ Práctica Dirigida
_x__ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
___ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
Actividades en español para las primeras dos horas del taller:
1. Discusión amplia liderada por el (la) Facilitador(a) sobre “Web Hosting”:
a. “Web Hosting” Compartido
b. VPS (Servidores Privados Virtuales)
2. En parejas discutir y analizar sus hallazgos sobre:
a. “Hosting” Dedicado
b. “Managed Hosting”
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
3. Prepare to hand the next assignment:
a. What are the legitimate reasons for which customers can request a charge-back?
List three ways to minimize credit card fraud.
b. List four types of information customers will want to know about how data is
managed.
4. By groups explain three categories of concern to be considered when developing a
privacy policy.
5. Question to be answered by the entire class:
a. What is an SSL certificate and how does it work?
6. In pairs, explain how an e-commerce receives a seal of approval? Why are seals of
approval important?
7. Each group will have the opportunity to present their projects. Other students will have
the opportunity to comment on each presentation.
8. A session of questions and answers will follow each presentation.
9. The facilitator will answer questions and clarify doubts.
10. The students will complete the end of course evaluation. (Spanish or English)
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Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY
SECOND LANGUAGE PROFICIENCY LEVELS)
1. Individual: Students will complete their Reflective Journal.
2. Group: Students will perform peer evaluations using Appendix K.
3. Written: The facilitator will use Appendix B, the written process.
4. Oral: Students will verbally discuss the main topics learned during this class. The
facilitator will use Appendix K.
Lesson Wrap-Up:
1. Individual: Students will write a three paragraphs summary of the most important
aspects of the course.
2. Group: Students will meet in groups of three to share their individual summaries. They
will prepare a group summary of what they learned in class (see Appendices A, B).
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APÉNDICES / APPENDIXES
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class
discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one, two, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency Levels Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparex/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels
Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions makes it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing, but many words are still
used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are
signs of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is
left with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using appropriate transitional words that are
in order to allow the proper flow of ideas.
Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be improved.
Writes with a definite style and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered.
Writing has a clear introduction that hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to
connect ideas. Reading flows and is not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the
writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________ Date:___________________
Facilitator:______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in
both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6=
highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you
are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand
Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic
Writing Rubric. Retrieved from https://www.ade.state
.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand
out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by
• Clarity, focus, and control.
• Main idea(s) that stand out.
• Supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible
support.
• A thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights.
• content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by
supporting details suitable to audience and purpose. The writing is characterized by
• Clarity, focus, and control.
• Main idea(s) that stand out.
• A supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible
support.
• A thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.
• content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be
limited or rather general. The writing is characterized by:
• An easily identifiable purpose.
• clear main idea(s)
• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used
to provide accurate support.
• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main
idea(s); some connections and insights may be present.
• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be
effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is
characterized by
• an easily identifiable purpose and main idea(s).
• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard
elsewhere.
• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,
predictable, or overly general.
• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable
sources of information.
• difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by
• a purpose and main idea(s) that may require extensive inferences by the reader.
• minimal development; insufficient details.
• irrelevant details that clutter the text.
• extensive repetition of detail.
1
The writing lacks a central idea or purpose. The writing is characterized by
• ideas that are extremely limited or simply unclear.
• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an
idea.
Source: Arizona Department of Education. AIMS Six Trait
Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the
reader through the text easily. The writing is characterized by
• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader
through the text. The writing is characterized by.
• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized
by
• clear sequencing.
• an organization that may be predictable.
• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety.
• a body that is easy to follow with details that fit where placed.
• transitions that may be stilted or formulaic.
• organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is
characterized by
• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.
• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These
are all the reasons that…”)
• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.)
may be overused.
• a structure that is skeletal or too rigid.
• placement of details that may not always be effective.
• organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing
is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate
organizational skills. The writing is characterized by
• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.
• a missing or extremely undeveloped beginning, body, and/or ending.
• a lack of transitions, or when present, ineffective or overused.
• a lack of an effective organizational structure.
• details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains
confused. The writing is characterized by
• a lack of effective sequencing.
• a failure to provide an identifiable beginning, body and/or ending.
• a lack of transitions.
• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.
• a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the
topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing
is characterized by
• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,
while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both
should be engaging, lively, or interesting. Technical writing may require greater distance.).
• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the
message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,
and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by
• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice
while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both
should be engaging, lively or interesting. Technical writing may require greater distance.).
• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most
effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In
places, the writing is expressive, engaging, or sincere. The writing is characterized by
• a questionable or inconsistent level of closeness to or distance from the audience.
• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.
The reader may glimpse the writer behind the words and feel a sense of interaction in places.
• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or
personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is
either inappropriately personal or inappropriately impersonal. The writing is characterized by
• a limited sense of audience; the writer’s awareness of the reader is unclear.
• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the
writing become somewhat mechanical.
• a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable
voice. The writing is characterized by
• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.
• a voice that is likely to be overly informal and personal.
• a lack of audience awareness; there is little sense of "writing to be read."
• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by
• no engagement of the writer; the writing is flat and lifeless.
• a lack of audience awareness; there is no sense of “writing to be read.”
• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not
involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and
purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for
impact. The writing is characterized by
• accurate, strong, specific words; powerful words energize the writing.
• fresh, original expression; slang, if used, seems purposeful and is effective.
• vocabulary that is striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The
writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is
characterized by
• accurate, specific words; word choices energize the writing.
• fresh, vivid expression; slang, if used, seems purposeful and is effective.
• vocabulary that may be striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate
to audience and purpose. The writing is characterized by
• words that work but do not particularly energize the writing.
• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective.
• attempts at colorful language that may occasionally seem overdone.
• occasional overuse of technical language or jargon.
• rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in
places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and
phrases. The writing is characterized by
• words that work, but that rarely capture the reader’s interest.
• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.
• attempts at colorful language that seem overdone or forced.
• words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon
may be overused or inappropriately used.
• reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by
• words that are colorless, flat or imprecise.
• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message.
• images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only
the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by
• general, vague words that fail to communicate.
• an extremely limited range of words.
• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong
and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
• extensive variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas.
• varied sentence patterns that create an effective combination of power and grace.
• strong control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes
expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing into the next.
• variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning.
• control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are
somewhat varied, contributing to ease in oral reading. The writing is characterized by
• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace.
• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact.
• strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present,
are usually effective.
• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted
or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow
down or reread. The writing is characterized by
• some passages that invite fluid oral reading; however, others do not.
• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns.
• good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may
not be effective.
• sentences which, although functional, lack energy.
• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread.
The writing is characterized by
• significant portions of the text that are difficult to follow or read aloud.
• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
• a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The
writing is characterized by
• text that does not invite—and may not even permit—smooth oral reading.
• confusing word order that is often jarring and irregular.
• sentence structure that frequently obscures meaning.
• sentences that are disjointed, confusing, or rambling.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved
from https://www.ade.state.az.us/standards/6traits/
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Criteria per Level Trait #6: Conventions
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so
few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is
characterized by
• strong control of conventions; manipulation of conventions may occur for stylistic effect.
• strong, effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,
paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so
minor that they do not impede readability. The writing is characterized by
• strong control of conventions.
• effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph
breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is
characterized by
• control over conventions used, although a wide range is not demonstrated.
• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.
• spelling that is usually correct, especially on common words.
• basically sound paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.
• moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization,
paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by
• some control over basic conventions; the text may be too simple to reveal mastery.
• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• spelling errors that distract the reader; misspelling of common words occurs.
• paragraphs that sometimes run together or begin at ineffective places.
• capitalization errors.
• errors in grammar and usage that do not block meaning but do distract the reader.
• significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability.
The writing is characterized by
• little control over basic conventions.
• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.
• spelling errors that frequently distract the reader; misspelling of common words often occurs.
• paragraphs that often run together or begin in ineffective places.
• capitalization that is inconsistent or often incorrect.
• errors in grammar and usage that interfere with readability and meaning.
• substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult
to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the
message and must reread for meaning. The writing is characterized by
• very limited skill in using conventions.
• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.
• frequent spelling errors that significantly impair readability.
• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the
organization of the text.
• capitalization that appears to be random.
• a need for extensive editing.
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Apéndice C/Appendix C
Reflective Journal
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Apéndice C/Appendix C
Reflective Journal
Name: _____________________________ Date: ______________________
Complete the sentences and place it in the portfolio.
My strategy to complete the assignments was:
During Workshop Two I felt...
My experience with creating media (projected or non projected, audio) has been...
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Diario Reflexivo
Nombre: _____________________________ Fecha: ____________________
Completa las oraciones y coloque en su portafolio.
Hasta hoy he logrado...
Durante el Taller Tres me sentí...
Mi experiencia con procesadores de palabras, hojas de trabajo y PowerPoint ha sido...
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Apéndice D/Appendix D
Matriz de Valoración para la Participación en Clase/Class Participation Rubric
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Matriz de Valoración para la Participación en Clase
NOMBRE: __________________________ NOTA FINAL _____________
FECHA: ____________________________
Asistencia y puntualidad: ______
_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= No faltó ni llegó tarde a los talleres
0-No
Cumplió
1-
Deficiente
2-
Regular
3-
Bueno
4-Muy
Bueno
5-Excelente N/A-No
Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Contribuye frecuentemente a las
discusiones en clase.
2. Demuestra interés en las discusiones en
clase.
3. Contesta preguntas del facilitador y sus
compañeros.
4. Formula preguntas pertinentes al tema de
la clase.
5. Viene preparado(a) a clase.
6. Contribuye a la clase con material e
información adicional.
7. Presenta argumentos fundamentados en
las lecturas y trabajos de la clase
8. Demuestra atención y apertura a los
puntos y argumentos de sus compañeros.
9. Contesta preguntas y planteamientos de
sus compañeros.
10. Demuestra iniciativa y creatividad en las
actividades de clase.
Comentarios: ____________________________________________________
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RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: __________________________ FINAL GRADE ____________
DATE: __________________________
Attendance and Punctuality: ______
_____ 0=Absent in 4 or more workshops or absent in 3 workshops and was
late in 2 workshops
_____ 1=Absent in 3 workshops or absent in 2 workshops and was late in 3
or more workshops
_____ 2=Absent in 2 workshops or absent in 1 workshops and was late in 3
or more workshops
_____ 3=Absent in 1 workshop or attended all workshops but was late in 3
workshops
_____ 4=Attended all workshops but was late in 1 or 2 workshops
_____ 5=Perfect attendance
0-Not Observed 1-Deficient 2-Average 3-Good 4-Very Good
5-Excellent N/A- Not Apply
CRITERIA 0 1 2 3 4 5 N/A
1. Contributes frequently to class
discussion.
2. Demonstrates interest in class
discussion.
3. Answers questions made by the
facilitator and classmates.
4. Asks questions pertinent to the class
subject.
5. Arrives prepared to class.
6. Contributes to class with additional
material and information.
7. Presents arguments based on class
lecture and work.
8. Demonstrates attention and open
towards arguments from classmates.
9. Answers questions and expositions
from classmates.
10. Demonstrates initiative and creativity
in class activities.
Comments: _____________________________________________________
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Apéndice E/Appendix E
MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES
ORALES/ RUBRIC TO EVALUATE ORAL PRESENTATIONS
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Anejo E/Appendix E
MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES
NOMBRE:___________________________ NOTA FINAL:____________
FECHA:______________________ TITULO:__________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Realiza una introducción efectiva del tema.
2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada,
y manejo de la audiencia.
4. Las ideas y argumentos de la presentación están
bien fundamentados en los recursos presentados,
consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o
promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la
presentación de las conclusiones es claro y
apropiado.
7. Uso efectivo de la tecnología, ayudas visuales,
drama o ejercicios de acuerdo al ejercicio y el
tema presentado, según aplique
LENGUAJE
8. Se utiliza un lenguaje apropiado con corrección
sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y
tono adecuado.
10. La presentación es organizada y coherente y
puede seguirse con facilidad.
Comentarios:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
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RUBRIC TO EVALUATE ORAL PRESENTATIONS
NAME:__________________________ FINAL GRADE: ___________________
DATE:____________________________ TITLE: ________________________
0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-
EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Performs an effective introduction of the
theme to be discussed.
2. Identifies purpose, objectives, and principal
ideas included in the presentation.
3. Effective projection, adequate body posture
and audience management.
4. The presentation ideas and arguments are
based on sources presented, consulted or
discussed in class.
5. Captures audience attention and interest
and/or promotes participation, depending on
which applies.
6. The summary of principal points and/or the
presentation of conclusions are clear and
appropriate.
7. Effective use of technology, visual aids,
drama or exercises depending on the theme
or exercise presented.
LANGUAGE
8 Utilized appropriate language with
syntactical and grammatical correctness.
9 Clear diction, without pet phrases or misuse
of words and with the appropriate tone.
10 Presentation is organized, coherent and can
be easily followed.
Comments:
______________________________________________________________________________
______________________________________________________________________
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Apéndice F/Appendix F
Gráfica KWL/ KWL Chart
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KWL Chart
K
What you know/lo que
sabes
W
What you want to learn/lo
que quieres saber
L
What you learned/lo que
aprendiste
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APÉNDICE G / APPENDIX G
PORTFOLIO RUBRIC/MATRIZ VALORATIVA DE PORTAFOLIO
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Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and
size? Are entries free of errors? Do ideas expressed in
entries follow a logical sequence with appropriate
transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language
consistent with professional workplace expectations? Is the
portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that
makes it easy to follow and easy to quickly locate
information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio?
Are entries relevant to the content of the portfolio? Do all
entries contain the student’s reaction or reflection on the
selected topics? Do entries provide a thorough
understanding of content? Resume, Activities List, Varied
Samples of Written Work, Evidence of Problem Solving,
and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true
reflection of the student’s efforts and abilities?
Growth/Development: Do samples provide a thorough
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understanding of growth and development related to their
field of concentration? Do items show what the student has
learned?
Collaboration: Do items show examples of both
individual and group work? Does the student provide a
clear understanding of collaboration, and uses
collaboration to support his/her learning?
Reflection and Personal growth: Do items show
exceptional understanding of how to be a reflective thinker
and how to seek opportunities for professional growth?
Does the student include self-reflective comments? Does
the student reflect enthusiasm for learning?
Professional Conduct: Do items show a clear
understanding of ethical behavior and professional
conduct? Do items display the pride the student has in his
or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s
value (skills, abilities, knowledge) to a potential employer
or college representative?
Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.
Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –
Metro Orlando Campus
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APÉNDICE H / APPENDIX H
PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE/PLANTILLA DE AVALUO DE
PORTAFOLIO
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APÉNDICE H / APPENDIX H: PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s
response and
comments
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APÉNDICE I / APPENDIX I
USE AND RETURN OF PORTFOLIO/USO Y REGRESO DE PORTAFOLIO
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APÉNDICE I / APPENDIX I: USE AND RETURN OF PORTFOLIO
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that it is not going to be disclosed without
my consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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APÉNDICE J / APPENDIX J
USE AND DISCARD OF PORTFOLIO/USO Y DESECHO DEL PORTAFOLIO
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APÉNDICE J / APPENDIX J: USE AND DISCARD OF PORTFOLIO
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that it is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date