Sistema Universitario Ana G 441 DLP 2013.pdfpresentación oral a la clase. El grupo escogerá si el trabajo escrito es en español la presentación oral debe ser en inglés viceversa

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

COIS 441

ELECTRONIC ECOMMERCE APPLICATIONS DEVELOPMENT

DESARROLLO DE APLICACIONES PARA COMERCIO ELECTRONICO

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

© Ana G. Méndez University System, Inc. 2013

All rights reserved

May 30, 2013.

COIS 441 E- Commerce Applications Development 2

Updated 5/30/2013

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

Carmen Aponte, MS. Content Evaluator

Luis L. Díaz, English Language Specialist

Bárbaro Forteza Cáceres, MS. Spanish Language Specialist,

Joe Hernández, Curriculum and Instructional Designer


Updated 5/30/2013

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 17

TALLER UNO.............................................................................................................................. 29

WORKSHOP TWO ...................................................................................................................... 36

TALLER TRES ............................................................................................................................ 42

WORKSHOP FOUR .................................................................................................................... 48

TALLER CINCO/WORKSHOP FIVE ........................................................................................ 54

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ............................................................................................................................ 62

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 67

APENDICE C/APPENDIX C REFLECTIVE JOURNAL ......................................................... 75

APÉNDICE D/APPENDIX D MATRIZ DE VALORACIÓN PARA LA PARTICIPACIÓN EN

CLASE ............................................................................................................................... 78

APÉNDICE E/APPENDIX E MATRIZ VALORATIVA EVALUACIÓN DE

PRESENTACIONES ORALES ................................................................................................... 81

APÉNDICE F/APPENDIX F GRÁFICA KWL ........................................................................... 84


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GUÍA DE ESTUDIO

Título del Curso: Desarrollo de Aplicaciones para Comercio Electrónico

Codificación: COIS 441

Créditos: Tres

Duración: 5 Semanas

Prerrequisito: COIS 440

Descripción: El curso de especialidad provee las herramientas y las destrezas necesarias

para el desarrollo de la aplicación comercio o negocio electrónico (Commerce or E-business. El

curso también enfatiza en las metodologías y mejores prácticas de seguridad en el comercio

electrónico.

Objetivos de Contenido Generales

Al finalizar el curso, el estudiante podrá:

1. Desarrollar interfaces administrativas.

2. Identificar amenazas a la seguridad, vulnerabilidades y riesgos para el desarrollo del

comercio electrónico.

3. Generar un ambiente seguro en los servidores de las bases de datos.

4. Crear e implementar el catálogo de productos.

5. Desarrollar y administrar el carro de compras "shopping cart."

6. Desarrollar un sistema para las órdenes de compras.

7. Desarrollar diferentes métodos de pago.

Objetivos de Lenguaje Generales

a. Escuchar: Los estudiantes escucharán atentamente los conceptos, funciones y material

discutido en el curso relacionado al desarrollo de aplicaciones para comercio electrónico


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b. Hablar: Los estudiantes verbalmente discutirán material relacionado al desarrollo de

Aplicaciones para Comercio Electrónico

c. Leer: Los estudiantes leerán artículos, textos y otros documentos relacionados al

desarrollo de aplicaciones para comercio electrónico interpretando su significado con

exactitud.

d. Escribir: Los estudiantes escribirán sin errores gramaticales, sus logros, dudas y

comentarios sobre el desarrollo de aplicaciones para comercio electrónico en su

portafolio personal..

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 las horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por cuatro 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 en

clase y asistencia 5 20 puntos c/u

100 puntos

Examen del material cubierto de1 taller 1 al 4 100 puntos

Laboratorio de Lenguaje (5) 20 puntos (c/u) 100 puntos

Asignaciones antes del taller (5) 20 puntos (c/u) 100 puntos

Portafolio Digital 100 puntos

Proyecto individual o en grupo 100 puntos

Diario Reflexivo 4 (c/u) 25 100 puntos

Total Puntuación = 700 puntos

Escala:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Trabajos Individuales, Grupales y Presentaciones Orales en clase

En cada taller el facilitador asignará por lo menos un trabajo individual o en grupo para ser

presentado a la clase en cada taller. El facilitador escogerá los temas del texto, de las tareas a

realizar antes del taller, o del Internet según su criterio y explicará las bases del trabajo y lo que

espera como resultado por parte de los estudiantes. El facilitador combinará la participación y

reporte o resultados de los trabajos en grupo o individual, para los correspondientes 20 puntos

en cada taller. Anejo D

Examen

El examen incluye el material de los talleres uno al cuatro y será en inglés


Updated 5/30/2013

Laboratorio de Lenguaje

En adición a la asistencia mandataria al salón de clase y participación durante la misma, el

estudiante deberá cumplir las horas de ejercicio en el laboratorio de idiomas. A través de los

cinco talleres el estudiante deberá recopilar evidencia de su trabajo para ser entregada al

facilitador en el quinto taller. El facilitador determinara la distribución de horas entre ambos

idiomas – inglés y español – de acuerdo a las necesidades individuales de cada estudiante. El

estudiante deberá completar sus horas físicamente en el laboratorio de idiomas en cada campus

o desde su casa/trabajo a través del programa “Tell Me More”.

Asignaciones antes del taller

Antes de cada taller el/la estudiante deberá completar ciertas tareas asignadas que le ayudarán a

prepararse para las actividades que se realizarán en el taller, la asignación deberá presentarse en

el idioma en el cual se presentará el taller. No entregar estos en el tiempo establecido conlleva a

un descuento de 5 puntos por cada tardanza en la entrega.

Portafolio Digital.

El facilitador entregará una copia del Manual de Portafolio Electrónico. Al terminar el quinto

taller, el estudiante entregará un portafolio electrónico en CD, DVD o tarjeta de memoria, que

será un compendio del trabajo realizado en los talleres 1 al 5. El facilitador, en el primer taller,

deberá ofrecer a los estudiantes las indicaciones para la elaboración del portafolio e irá

precisando y supervisando su elaboración en los siguientes talleres.

Proyecto Oral y Escrito

De la primera a la cuarta reunión, el/la estudiante trabajará individual o con compañeros con

quienes integrará el grupo que realizará un trabajo investigativo final. Cada grupo trabajará una

situación real o ficticia que desarrollará y presentará a la clase sobre el desarrollo de una página


Updated 5/30/2013

en la internet. La solución de este proyecto se entregará en el taller quinto y se dará la

presentación oral a la clase. El grupo escogerá si el trabajo escrito es en español la presentación

oral debe ser en inglés viceversa. Información para este proyecto ver Anejos A,B, y C.

Diario Reflexivo

El estudiante redactará un Diario Reflexivo al finalizar los talleres 1-4, para reflexionar

críticamente y escribir sobre los conceptos, sentimientos y actitudes relacionados con los

procesos de aprendizaje. Debe incluir un autoanálisis y auto evaluación de su ejecución. Cada

diario tendrá un valor de 25 puntos. El (la) Facilitador (a) indicará si este se entrega por escrito

(Anejo E2) o por correo electrónico.

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)

Ullman, L. (2010). Effortless e-commerce with PHP and MySQL. Upper Saddle River, NJ:

Prentice Hall. ISBN: 0321656229 / 9780321656223

Balanescu, E., & Darie, C. (2008). Beginning PHP and MySQL E-Commerce: From Novice to

Professional (2nd ed.). New York, NY: Apress.

Felke-Morris, T. (2011). Web development and design foundations with XHTML (5th ed.).

Reading, MA: Addison Wesley

http://bibliotecavirtualut.suagm.edu/

http://www.directtextbook.com/Effortless-E-Commerce-with-PHP-and-MySQL-Ullman-paperback-2010/9780321656223


Updated 5/30/2013

Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice

Hall.

Schneider, G. P. (2011). Electronic Commerce (9th ed.). Boston, MA: Course Technology.

Welling, L., & Thomson, L. (2009). PHP and MySQL web development (4th ed.). Upper Saddle

River, NJ: Prentice Hall.

Libro(s) Electrónico(s)

Schneider, G. P. (2013). Electronic commerce. Boston, MA: Course Technology Cengage

Learning. Available in:

http://www.cengage.com/search/productOverview.do?Ntt=1133526829||2639622851529888

7478067858581822134120&N=16&Ntk=APG||P_EPI

Kaba, I. (2008). Elementos básicos de comercio electrónico. Editorial Universitaria: Cuba.

Disponible en:

http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10219507&p00=comercio%20

internet

Rosana de Pablo, R. (2009) Negocio electrónico. España: Universidad Nacional de Educación a

Distancia. Disponible en:


0internet

http://books.google.com/books?id=t8BSB-

kzSScC&printsec=frontcover&dq=comercio+electronico&hl=en&sa=X&ei=PuRyUbWvEJC

u8QSr_YGwBQ&ved=0CDcQ6AEwAQ ]

http://www.cengage.com/search/productOverview.do?Ntt=1133526829%7c%7c26396228515298887478067858581822134120&N=16&Ntk=APG%7c%7cP_EPI


http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10219507&p00=comercio%20internet




http://books.google.com/books?id=t8BSB-kzSScC&printsec=frontcover&dq=comercio+electronico&hl=en&sa=X&ei=PuRyUbWvEJCu8QSr_YGwBQ&ved=0CDcQ6AEwAQ




Updated 5/30/2013

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

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


Updated 5/30/2013

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.

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


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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.

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.


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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)

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.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


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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

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

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


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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.

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


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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

Course Title: E- Commerce Applications Development

Code: COIS 441

Credits: Three

Time Length: Five Weeks

Pre-requisite: COIS 440

Description: This course provides the tools and practical skills for building electronic commerce

over the Internet. The course also emphasizes methodologies, security, and best practices of e-

commerce

General Content Objectives:

At the end of the course, students will be able to:

1. Develop administrative interfaces.

2. Identify security threats, vulnerabilities, and risks to the development of electronic

commerce.

3. Build a safe environment on servers in the databases.

4. Create and implement product catalog.

5. Develop and manage the shopping cart.

6. Develop a system for purchase orders.

7. Develop different payment methods.

General Language Objectives:

a. Listening: Students will carefully listen to course concepts, functions, and material

related to E-Commerce Applications Development

b. Speaking: Students will verbally discuss the material related to advanced functions of E-

Commerce Applications Development.

c. Reading: Students will carefully read articles, textbooks, and other documents related to

E-Commerce Applications Development interpreting its correct meaning.


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d. Writing: Students will write, without grammatical errors, their achievements, concerns, and

comments on E-Commerce Applications Development in their personal portfolios

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 hours of language lab or e-lab usage for each language (English and Spanish).

This equates to the use of the language lab or e-lab for at least 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 done in class and assistance

100 points

Exam (with material covered from workshop1 to workshop 4) 100 points

Language Lab (5) 20 points (e/o) 100 points

Assignments before class (5) 20 points (e/o) 100 points

Digital Portfolio 100 Points

Project individual or in group 100 points

Reflexive Diary (4) 25 points (e/o) 100 Points

Total = 700 points


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Grading Scale:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Individual Assignments, Oral Presentations and Group Activities done in class and assistance

The facilitator will assign at least one individual or group work to present to class in each

workshop. The facilitator will choose the Topics from the text book, assignments before

workshop or the Internet and explain the basis of the exercise and the output expected from the

students. The facilitator will combine class participation, attendance and the individual or group

reports and presentation to give the 20 points in each workshop. Appendix D.

Exam

The exam will include all the material from workshop one to workshop four. This exam will be

in English.

Language Lab

In addition to the mandatory attendance and class participation the student will complete the

hours of language laboratory. Throughout each week the student will keep evidence of his/her

work to turn in on the fifth workshop. The facilitator will determine the distribution of hours

among the two languages English and Spanish – according to the individual needs of each

student. The student can complete the laboratory requirements either physically at the campus

language laboratories or at home/work through the web-based program “Tell Me More.”

Assignments before class

Before each workshop students will complete certain assignments that will help student to be

prepared for the workshop activities. This assignment should be presented en the language in


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which the workshop will be presented. A late assignment will be penalized by discounting 5

points for workshop it is late.

Digital Portfolio

The facilitator will hand in a copy of the Digital Portfolio Assessment Handbook. By the end of

the fifth workshop each student will hand in an electronic portfolio in a CD, DVD or flash drive,

which will be a complete summary of all the work done during the course. On the first workshop

the facilitator shall offer the students indications to prepare the portfolio and in the following

ones will provide additional indications and supervision

Project individual or in group

From the first to the fourth workshop, students will work individual or in group in the final

project. Each group will work with a real or fictitious situation to develop and present it to the

class about the development of a web page. The solution to this project will be handed in at the

beginning of workshop fifth and the group will give the oral presentation to the class. The group

will choose if the written project is in Spanish then the oral presentation will be in English or

vice versa.

Reflexive Diary

Students will write a reflexive diary at the end of workshops 1-4, to critically reflect and write

about the concepts, feelings and attitudes related to the learning process. This must include an

auto analysis and auto evaluation of performance. Each diary will have a value of 25 points

(Appendix E2). The facilitator will indicate if this will be handed in on paper or through e-mail.


Updated 5/30/2013

Textbook(s)

Ullman, L. (2010). Effortless e-commerce with PHP and MySQL. Upper Saddle River, NJ:

Prentice Hall. ISBN: 0321656229 / 9780321656223

Balanescu, E., & Darie, C. (2008). Beginning PHP and MySQL E-Commerce: From Novice to

Professional (2nd ed.). New York, NY: Apress.

Felke-Morris, T. (2011). Web development and design foundations with XHTML (5th ed.).

Reading, MA: Addison Wesley

Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice

Hall.

Schneider, G. P. (2011). Electronic Commerce (9th ed.). Boston, MA: Course Technology.

Welling, L., & Thomson, L. (2009). PHP and MySQL web development (4th ed.). Upper Saddle

River, NJ: Prentice Hall.

E-Book (s)

Schneider, G. P. (2013). Electronic commerce. Boston, MA: Course Technology Cengage

Learning. Available in:

http://www.cengage.com/search/productOverview.do?Ntt=1133526829||2639622851529888

7478067858581822134120&N=16&Ntk=APG||P_EPI

Kaba, I. (2008) Elementos básicos de comercio electrónico. Editorial Universitaria: Cuba.

Disponible en:


internet

http://www.directtextbook.com/Effortless-E-Commerce-with-PHP-and-MySQL-Ullman-paperback-2010/9780321656223






Updated 5/30/2013

Rosana de Pablo, R. (2009) Negocio electrónico. España: Universidad Nacional de Educación a

Distancia. Disponible en:


0internet

http://books.google.com/books?id=t8BSB-

kzSScC&printsec=frontcover&dq=comercio+electronico&hl=en&sa=X&ei=PuRyUbWvEJCu8

QSr_YGwBQ&ved=0CDcQ6AEwAQ

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 English and 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

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







Updated 5/30/2013

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.

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 determines that an equivalent activity is possible. This activity must include the


Updated 5/30/2013

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 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.


Updated 5/30/2013

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 to 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

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.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.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/


Updated 5/30/2013

http://www.alibris.com/(buy)

The facilitator may make changes or add 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

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

http://www.alibris.com/

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 5/30/2013

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

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


Updated 5/30/2013

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.


Updated 5/30/2013

TALLER UNO

Objetivos específicos de contenido:

Los estudiantes serán capaces de:

1. Identificar qué es un catálogo virtual.

2. Analizar la estructura y funcionalidad del catálogo de productos virtuales.

3. Conocer las estructuras base y el nivel de datos de un catálogo virtual.

4. Establecer la diferencia entre un catálogo de productos convencional y un catálogo virtual

5. Analizar la estructura de una tienda virtual.

Objetivos específicos de lenguaje:


1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten,

discutan o lean sobre el diseño de catálogo virtual, para comprender y recordar lo más

significativo.

2. Hablar: Expresarse claramente durante conversaciones en clase sobre el Diseño de un

catálogo virtual.

3. Leer: Leer y analizar el material relacionado con el Diseño de un catálogo virtual..

4. Escribir: Escribir un ensayo de una página (300 palabras) sobre la funcionalidad del

catálogo virtual, con observancia a las normas de estilo APA y sin errores ortográficos.

Enlaces electrónicos:

Biblioteca Virtual


Catálogo Virtual

https://www.blackbaud.com/files/support/helpfiles/sphere/Content/Create_an_eCommerce_catal

og.html

http://www.mejorarfinanzas.com/2012/08/como-crear-un-catalogo-de-productos-en-linea-para-

mi-negocio.html

http://www.calameo.com/

http://www.scribd.com/

http://issuu.com/business?gclid=CLD31YrE6rQCFRQcnAodIzAAOA


https://www.blackbaud.com/files/support/helpfiles/sphere/Content/Create_an_eCommerce_catalog.html

https://www.blackbaud.com/files/support/helpfiles/sphere/Content/Create_an_eCommerce_catalog.html

http://www.mejorarfinanzas.com/2012/08/como-crear-un-catalogo-de-productos-en-linea-para-mi-negocio.html

http://www.mejorarfinanzas.com/2012/08/como-crear-un-catalogo-de-productos-en-linea-para-mi-negocio.html

http://www.calameo.com/

http://www.scribd.com/

http://issuu.com/business?gclid=CLD31YrE6rQCFRQcnAodIzAAOA


Updated 5/30/2013

Crear un almacén virtual (Prueba Gratis)

http://www.shopify.com/r?rdid=11556280&term=ecommerce%20build%20store&Network=Sea

rch&SiteTarget=&mt=b&adid=19218917203&test=&BOID=ecommerce2-b-

us&gclid=CLyFwpLUzLQCFQf0nAodKXcAlQ

http://www.freewebs.com

http://www.networksolutions.com

http://www.geotrust.com/resources/guides/creating-ecommerce-website.pdf

Asignaciones antes del taller:

1. Asegúrese de leer y familiarizarse con todo el módulo antes del primer taller.

2. Lea, analice y responda: (Prepárese para discutir en clase)

a. ¿Qué es una tienda virtual (e-commerce)?

b. ¿Qué es un Web host?

c. Proceso para desarrollar una tienda virtual

d. Concepto de catálogo de productos

3. Utilizando los recursos del Blackboard, prepare la siguiente asignación para entregar

(valor total: 20 puntos):

a. Prepare una tabla donde establezca cinco diferencias básicas entre la utilización

de un catálogo de productos convencional y un catálogo de productos virtual (20

pts).

b. Sintetice los pasos a seguir para la creación de un catálogo virtual.

4. Lea, analice y sintetice lo más importante sobre: (Prepárese para discutir en clase)

a. Los métodos alternativos para el Diseño un catálogo virtual.

b. Ciclo de vida de un catálogo virtual

c. PHP y HTML.

5. Prepare un ensayo de una página (300 palabras aproximadamente) describiendo la

funcionalidad del uso de catálogos virtuales.

6. Prepare un glosario con cinco a diez términos con definiciones relacionados a los temas

discutidos en el taller (Apéndice A – “Can Do Writing”).

http://www.shopify.com/r?rdid=11556280&term=ecommerce%20build%20store&Network=Search&SiteTarget=&mt=b&adid=19218917203&test=&BOID=ecommerce2-b-us&gclid=CLyFwpLUzLQCFQf0nAodKXcAlQ



http://www.freewebs.com/

http://www.networksolutions.com/

http://www.geotrust.com/resources/guides/creating-ecommerce-website.pdf


Updated 5/30/2013

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 Digital (ver Manual de Portafolio.

Vocabulario clave de la lección:)

1. Catálogo de productos

2. Catalogo virtual

3. Ciclo de Vida de un Catálogo Virtual

4. Categorías

5. Prototipos

6. Biblioteca de Atributos

7. Estructura de base de datos

8. Datos de nivel

9. PHP

10. HTML

Lista de materiales suplementarios para el taller:

1. La Internet

2. Discussion Board

3. E-lab

4. Biblioteca Virtual

5. TellMeMore


Updated 5/30/2013

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


Updated 5/30/2013

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 discutirán los criterios de evaluación, se atenderán otros asuntos

administrativos y se seleccionará a 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 la dirección

Web.

4. El facilitador presentará un Ms PowerPoint para explicar de forma general:

a. ¿Qué es una tienda virtual ( e-commerce)?

b. Cuestiones jurídicas (Legal issues)

c. Servidor donde reside la tienda virtual (Web host)

d. Sistemas de pago

e. El proceso de desarrollo

a. Planeación de la página

b. Diseño de HTML

c. Diseño de la base de datos

f. Administración de la página

g. Creación de catálogo

h. Creación de usuarios

5. El facilitador explicará los detalles del proyecto individual o en grupo a presentarse en

clase en el Taller Cinco (100 Puntos).

a. Una vez creada la tienda virtual, el proyecto final consistirá en incorporar los

temas que se irán desarrollando a partir del primer taller con los conocimientos

adquiridos en clase; por ejemplo catálogo electrónico, carro de compras ,sistema

de pago, etc.

6. Los estudiantes se reunirán en grupos de tres y discutirán el ensayo preparado como

asignación. Prepararán brevemente una lista grupal sobre la importancia del diseño de un


Updated 5/30/2013

catálogovirtual. Un miembro del grupo la compartirá verbalmente con la clase (Apéndice

A) “Can do” listen in rubric.

7. Con base en lo leído para este taller, entre todos/as se definirán los conceptos asignados

en las tareas a realizar antes del taller.

8. Los estudiantes individualmente empezarán a trabajar en el plan para el desarrollo de su

página para el proyecto final que será presentado en el quinto taller.

9. 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 compartirlo con el resto del grupo. Cada estudiante se asegurará de

completar sus notas con aquellos hallazgos que no tenga anotados.

10. Cada estudiante responderá la pregunta: ¿Qué es lo más importante a tener en cuenta

durante el diseño de un catálogo virtual? Una persona anotará en la pizarra los

hallazgos, y se llegará a una conclusión grupal final.

11. Usando las herramientas del Blackboard (grupo de discusión, wimba etc) y guiados por el

facilitador defina los siguientes términos relacionados con el catálogo virtual, prepárese

para discutir en clase. Asignación para entregar (valor total: 20 puntos):

a. Categorías

b. Prototipos

c. Biblioteca de Atributos

d. Estructura de base de datos

e. PHP

f. Mysql

12. El facilitador introducirá los siguientes conceptos relacionados al próximo taller al

grupo:

a. Manejo de bases de datos (Back-End Management)

b. Categoría centrada en el cliente

c. Categoría de integración y mantenimiento

d. Categoría de promoción y comercialización

13. Entre todos se aclararan dudas y se completara Apéndice C Diario Reflexivo


Updated 5/30/2013

Evaluación:

1. Individual: Ensayo escrito de 300 palabras. Utilizar Apéndice B – “Six Writing Traits”

para evaluación

2. Grupal: Lista grupal de la importancia del Diseño de un catálogo virtual. 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

dos cosas que aprendió durante el taller.

2. Grupal: La clase se dividirá en tres grupos. Cada grupo preparará un mapa conceptual en

la pizarra sobre lo aprendido en el taller. Luego discutirán los mismos.


Updated 5/30/2013

WORKSHOP TWO

Specific Content Objectives: (

At the end of the workshop, students will be able to :)

1. Define what shopping cart is.

2. Identify the overall process of online shopping cart.

3. Be familiar with the online variety of shopping cart.

4. Describe the four shopping cart standard categories.

5. Identify the three primary options for shopping cart software.

6. Design the HTML and Database for an e-business

Specific Language Objectives

1. Listening: Students will listen attentively to the new concepts discussed in class about

shopping carts.

2. Speaking: The student will effectively discuss the workshop’s material according to the

facilitator activities for example activity 5 and 6

3. Reading: Students will read aloud and analyzing articles on database for an e-business

with fluency and accuracy.

4. Writing: Students will write in their reflective Journal and activity 4 Appendix C

Electronic Links (URLs):)

UT Virtual Library


Shopping carts

http://www.wiley.com/WileyCDA/WileyTitle/productCd-

EHEP000201.html?filter=TEXTBOOK

http://www.shopify.com/tour/shopping-

cart?rdid=12089871&term=shopping%20cart&Network=Search&SiteTarget=&mt=e&adid=191

76933523&test=&BOID=alpha-us&gclid=CMyD1eWg7bQCFQq0nQodVQUAHw

http://www.volusion.com/lp/hp/w/?gclid=CPH8nvug7bQCFRQcnAod3TwAUg

http://www.3dcart.com/

https://www.paypal.com/us/webapps/mpp/shopping-cart


http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP000201.html?filter=TEXTBOOK

http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP000201.html?filter=TEXTBOOK

http://www.shopify.com/tour/shopping-cart?rdid=12089871&term=shopping%20cart&Network=Search&SiteTarget=&mt=e&adid=19176933523&test=&BOID=alpha-us&gclid=CMyD1eWg7bQCFQq0nQodVQUAHw



http://www.volusion.com/lp/hp/w/?gclid=CPH8nvug7bQCFRQcnAod3TwAUg

http://www.3dcart.com/

https://www.paypal.com/us/webapps/mpp/shopping-cart


Updated 5/30/2013

Assignments before the Workshop:

1. Define what shopping cart is?

2. Prepare to submit the following assignment (20 points):

When evaluating shopping carts, e-business owners should consider the features in these four

categories. Research each and explain them.

a. Back-end management features.

b. Customer-centric.

c. Integration and maintenance.

d. Promotion and marketing.

3. Answer the following questions. Be prepared to discuss them in class. (20 points)

a. How do customers purchase products from web sites that do not employ a shopping cart?

b. What issues does an e-business face when not using a shopping cart?

c. What are some major problems that can cause shopping carts to fail?

4. Be prepared to discuss and to submit the following assignment (20 points):

a. There are three primary options for shopping cart software: Describe them and explain

the advantages and disadvantages of all three with respect to each of the following

considerations: cost, technical support, number of products offered, customization, and

integration into the web site.

5. Be prepared to answer, discuss and hand the following assignment (20 points)

a. What is HTM design?

b. What is database design?

6. A friend with a simple e-commerce site has seen his/her business become stagnant, but is not

convinced a shopping cart is needed. Create a list of ten specific ways that a shopping cart

can improve sales.

7. Be ready to work on the individual project. Sketch a preliminary business plan and bring it to

class. Take the opportunity to plan and organize your idea so you can work with it. You will

also have an opportunity to receive suggestions from your peers.


Updated 5/30/2013

8. Continue using the e-lab links to practice your English language skills. You must complete a

minimum of two hours of practice (use e-lab resources).

9. The facilitator may require more hours of practice according to your specific needs (use net

tutor).

10. Continue working with your portfolio (see Performance Portfolio Handbook)..

Key Core Vocabulary:

1. Shopping Cart

2. Back-end management features.

3. Customer-centric.

4. Integration and maintenance.

5. Promotion and marketing.

6. Off the shelf shopping cart

7. Custom Designed shopping cart

8. Hosted shopping cart

List of Supplementary Materials for the Workshop:

1. Tell Me More

2. E-lab Language Links

3. Blackboard

4. Discussion Board


Updated 5/30/2013

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 concepts from workshop one.

Every student will recall something discussed or practiced during the previous workshop.

2. The facilitator will discuss details of the final project to be presented in Workshop Five

(100Points.)

3. The facilitator will introduce the following concepts to the group:

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


Updated 5/30/2013

a. Wizards

b. Customization

c. Marketing tools

d. Store Data

e. Survey

f. HTML Design

g. Database Design

4. In groups of 3 - 4 students, depending on the number of students in the class, the

following questions will be answered: Submit your result to the facilitator and be

prepared to discuss. (20 pts)

a. Compare the advantages of off-the-shelf shopping cart software and a hosted

solution.

b. Why would an e-business find it worthwhile to invest in custom programmed

shopping cart software?

c. Explain why choosing a hosted shopping cart solution may be the best option

for a small e-business being launched on a very tight budget. Discuss any

disadvantages of employing this strategy.

5. In groups, resolve the following exercises and be prepared to discuss and submit the

results to the facilitator. (20 pts)

a. People often focus on the sales and customer-oriented advantages of shopping carts.

However, shopping carts offer other benefits to e-business owners. Discuss some of

the shopping cart features that can improve the operations of an online business.

b. In comparing two hosted shopping carts, an e-business owner notes that the two

hosted shopping carts offer similar features, but have very different pricing structures.

Solution 1 costs $500 to set up and $75 per month. Solution 2 costs only $99 to set up

and $50 per month, plus a 10 cent fee per transaction (the e-business owner averages

500 transactions per month). Analyzing costs for one year, which solution appears to

be a better deal? What appears to be a better solution over five years?

6. The Students will verbally share their assignments (Appendix A – Can Do Speaking). A

question and answer session will follow each presentation

7. The students will work on their portfolios and ask questions about their final project.


Updated 5/30/2013

8. Begin working on the reflective journal Appendix C

9. The facilitator will discuss the assignments for the next workshop.

Assessment:

1. Individual: Assessment of each student regarding the work done during the workshop.

2. Group: Brainstorm activity – Appendix D - Rubric to evaluate Class Participation.

3. Written: Reflective journal Appendix C and Appendix B for the activity Description.

4. Oral: Appendix A – Can Do Speaking for verbal assignments.

Lesson Wrap-Up:

1. Individual: Students will have a few minutes to draw a diagram of the menu and some

of the tools use in the design of we b page

2. Group: The facilitator will divide the class into two groups and will hand to each group

an index card. Each member of the group must write two things they have learned today

at the end each group will choose two final options to share with the other group..


Updated 5/30/2013

TALLER TRES



1. Identificar los diferentes métodos de pago existentes en el comercio electrónico.

2. Analizar qué es una cuenta de comerciante

3. Establecer cómo funciona una transacción de tarjeta de crédito en línea.

4. Identificar los riesgos existentes en los diferentes métodos de pago online.

5. Analizar qué es un portal de pago y cuál es su función.

6. Creación de Cuentas de usuarios




discutan o lean, comprendiendo y recordando lo más significativo.

2. Hablar: Expresarse claramente durante conversaciones en clase sobre los métodos de

pago en e-commerce estudiados en el taller.

3. Leer: Leer y analizar el material relacionado a métodos de pago en e-commerce.

4. Escribir: Escribir un ensayo de una página (300 palabras) sobre el impacto y la

funcionalidad de las diversas opciones de pago online y su impacto en las ventas en el e-

commerce, tenga en cuenta las normas de estilo de redacción y presentación APA..


Biblioteca Virtual


Métodos de pago

www.wiley.com/college/holden

Soluciones de pago

https://www.paypal.com/webapps/mpp/compare-business-products#secondpage

http://www.shopify.com/tour/shopping-

cart?rdid=12090068&term=%2Bshopping%20%2Bcart%20%2Bpayment&Network=Search&Si


http://www.wiley.com/college/holden

https://www.paypal.com/webapps/mpp/compare-business-products#secondpage

http://www.shopify.com/tour/shopping-cart?rdid=12090068&term=%2Bshopping%20%2Bcart%20%2Bpayment&Network=Search&SiteTarget=&mt=b&adid=19063572283&test=&BOID=beta-us&gclid=CKKrzsil7bQCFXGRPAod5xkA6g



Updated 5/30/2013

teTarget=&mt=b&adid=19063572283&test=&BOID=beta-

us&gclid=CKKrzsil7bQCFXGRPAod5xkA6g

Merchant services

http://intuitpayments.com/GetPaidNow?cid=ppc_Google_IOT-Non-

Brand_Broad&gclid=CNSeqtWl7bQCFS-

RPAodIicA5w&ef_id=CilOrqvDq2wAAAPY:20130116162728:s

http://www.1shoppingcart.com/features/4

Shopping cartoptions

http://vandelaydesign.com/blog/web-development/ecommerce/


1. Asegúrese de leer y familiarizarse con los objetivos asignaciones y actividades de este

taller.

2. Lea, analice y prepárese para discutir en clase sus hallazgos sobre los siguientes temas

(20 puntos)

a. ¿Qué es una cuenta de comerciante (Merchant Account)?¿Dónde se obtiene este

tipo de cuenta?

b. La cuenta de comerciante ofrece tres recursos, ¿cuáles son?, ¿explíquelos?

c. Cuando aplique para una tarjeta de crédito de comerciante, debe evaluar

cuidadosamente el costo de los proveedores de servicio, entendiendo los cargos

(fees) que podría encontrar. Identifique los nueve cargos más comunes (fees) que

se incluyen en este tipo de cuenta y explíquelos

d. ¿Qué son las cuentas de usuarios y como se crean?

3. Prepare la siguiente asignación para entregar (valor total: 20 puntos):

a. Elabore un diagrama donde represente cómo son procesadas las transacciones

con tarjetas de crédito en línea. (10 pts).

b. ¿Mencione por qué es importante para un negocio en línea o tienda virtual (e-

commerce) aceptar pagos con tarjetas de crédito?



http://intuitpayments.com/GetPaidNow?cid=ppc_Google_IOT-Non-Brand_Broad&gclid=CNSeqtWl7bQCFS-RPAodIicA5w&ef_id=CilOrqvDq2wAAAPY:20130116162728:s



http://www.1shoppingcart.com/features/4

http://vandelaydesign.com/blog/web-development/ecommerce/


Updated 5/30/2013

c. ¿Cuáles son los inconvenientes encontrados por los comerciantes que aceptan las

compras con tarjeta de crédito?

d. ¿Cuáles son las razones legítimas por las cuales los clientes pueden solicitar una

devolución del cargo de la tarjeta?

4. En parejas, Responda: Para entregar por escrito y ser discutido en clase: (10 pts)

a. Después de ser aprobado el uso de tarjetas de crédito en una tienda virtual ( e-

business), el siguiente paso es escoger un portal de pago (Payment Gateway). ¿En

qué consiste y cuál es la función de un portal de pago?

b. Nombre cinco criterios a tener en cuenta a la hora de elegir un portal de pago.

c. ¿Cómo afectaría las ventas el escoger un portal de pago inadecuado?

5. Prepare un glosario con cinco a siete términos y sus definiciones, relacionados con los

temas discutidos en el taller (Apéndice A – “Can Do Writing”).

6. Entre al laboratorio electrónico (e-lab) y continúe acumulando sus horas de práctica

requeridas para esta clase.

7. Continúe trabajando con el Portafolio (ver Manual de Portafolio Digital=.

Vocabulario clave de la lección:)

1. Tarjeta de crédito

2. Portal de pago

3. Tarjeta de crédito de comerciante

4. Corredor

5. Proveedor directo

6. Banco


1. La Internet

2. TellMeMore

3. Blackboard (discussion Board)

4. Biblioteca Virtual


Updated 5/30/2013



B. Andamiaje

__ Modelaje


_x_ Práctica Independiente



_x__ Grupo Completo


_x__ Pares



_x__ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación



_x__ Rigurosas



A. Preparación

_x_Adaptación de Contenido

_x_ Enlaces al Conocimiento Previo

_x_ Enlaces al Aprendizaje Previo

_x_ Estrategias Incorporadas


_x__ Cognoscitivo


_x__ Socio/Afectivo


Updated 5/30/2013

Actividades integradas:



1. Los estudiantes se reunirán en grupos de tres y discutirán el ensayo preparado como

asignación. Prepararán brevemente una lista grupal sobre la importancia de los diferentes

métodos de pago en el E-commerce. Un miembro del grupo compartirá verbalmente con

la clase (Apéndice A) “Can do” listening rubric.

2. 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 compartirlo con el resto del grupo. Cada estudiante se asegurará de

completar sus notas con aquellos hallazgos que no tenga anotados.

3. Por parejas presentarán y explicarán una opción diferente de pago en un a

t ienda virtual (e-commerce). Una persona anotará en la pizarra los hallazgos.

4. Asignación para entregar:

a. ¿Por qué una tienda virtual (e-commerce) ofrece diferentes opciones de pago?

b. ¿Cómo explicaría que un servicio de pago como PayPal ofrece a los clientes más

seguridad que usando una tarjeta de crédito cuando hacen compras en línea?,¿qué

este ofrece a los comerciantes?

c. ¿Cuáles son algunos de los riesgos al usar PayPal si lo comparamos con las

tarjetas de crédito y débito?

d. Explique cómo funciona el crédito instantáneo.

e. ¿Qué es la regulación Z, y cómo protege al consumidor?

5. Un cliente desea hacer una compra a través de la web pero no tiene tarjeta de crédito.

Sugiera tres alternativas y explique cuál sería la más rápida y por qué.

6. En grupos investigar para responder:

a. Cuáles son los desafíos asociados a los métodos de pago a través de las fronteras

internacionales; prepare una breve descripción de sus hallazgos.

7. Investigar para compartir en clase:

a. ¿Cómo los intercambios de tasas y los cargos de envío afectan las compras

online?


Updated 5/30/2013

8. Entre todos se aclararán dudas y se completará 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 de ofrecer diferentes opciones de pago en e-

commerce. 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:

3. Individual: Cada estudiante entrará a Blackboard antes de la próxima clase y creará un

registro de voz sobre dos aspectos del contenido que aprendió durante el taller; use la

herramienta wimba.

Grupal: La clase se dividirá en tres grupos. Cada grupo preparará un mapa conceptual en la

pizarra sobre lo aprendido en el taller. Luego se discutirán los mismos


Updated 5/30/2013

WORKSHOP FOUR

Specific Content Objectives: (

At the end of the workshop, students will be able to :)

1. Describe the six key dimensions of e-commerce security.

2. Identify the tools used to establish secure internet communication channels, protect

networks, servers, and clients.

3. Explain how technology helps protect the security of messages sent over the internet.

4. Classify the key security threats in the e-commerce environment.

5. Develop and implement an effective security plan

6. Create administrator users

Specific Language Objectives

1. Listening: Students will listen attentively to the new concepts discussed in class about e-

commerce security

2. Speaking: The student will effectively discuss the workshop’s material according to the

facilitator’s activities, such as number 6

3. Reading: Students will explore and evaluate writings about internet security channels.

4. Writing: Students will write in their reflective Journal. Appendix C and assignment one

Electronic Links (URLs):)

UT Virtual Library


Security E-commerce

www.wiley.com/college/holden

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/

Java tutorial for beginners

Part1

https://www.youtube.com/watch?v=5HrVcqiucDI

Part 2

https://www.youtube.com/watch?v=T3AY36Orn1g


http://www.wiley.com/college/holden

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/




Updated 5/30/2013

Part3

https://www.youtube.com/watch?v=HNvYSR7OS2w

Assignments before the Workshop:

1. In groups, prepare to submit the following assignments (20 points):

a. E-commerce security is designed to protect six key dimensions: Integrity, non-

repudiation, authenticity, confidentiality, privacy, and availability. When any one

of these dimensions is compromised, it is a security issue. Give an example of

security breaches as they relate to each of the six dimensions. For instance, what

would constitute a privacy incident?

b. Make a table to compare customer and merchant perspectives on the six key

dimensions of e-commerce.

2. Explain three categories of concern to be considered when developing a privacy policy. Visit

several popular e-commerce sites and review privacy policies. Summarize five topics that are

covered in the security policies reviewed.

3. Search and be prepared to discuss.

a. Name and explain the nine most common and most damaging forms of security threats to

e-commerce sites.

b. How does spoofing threaten a web site’s operations?

4. Prepare to submit the following assignments (20 points):

a. What is Encryption?

b. There are a variety of different forms of encryption technology currently in use. They

include: Symmetric key encryption, public key cryptography, public key encryption using

digital signatures and hash digest, digital envelope, digital certificates, and public key

infrastructure. Briefly explain three of them.

c. What is an administrator account for a web site?

d. How do you create an administrator account for your site?

5. Find information in Internet or in the virtual library and be prepared to discuss your answers:



Updated 5/30/2013

a. In addition to encryption, there are several other tools that are used to secure internet

channels of communication. Name and explain three of them.

b. Once the communications are protected, the next set of tools to consider is those that can

protect the networks, as well as the servers and clients on those networks. These include:

firewalls, proxies, operating system controls, and anti-virus software. Explain each one.

6. 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).

7. Watch the video https://www.youtube.com/watch?v=5HrVcqiucDI and do your first java

program. (If the URL is available find another video to do a “Hello World” program in Java

8. The facilitator may require more hours of practice according to your specific needs.

9. Continue working with your portfolio (see Performance Portfolio Handbook)..

Key Core Vocabulary:

1. Integrity,

2. Non-repudiation,

3. Availability.

4. Encryption technology

5. Security threats

6. Proxies

7. Firewall

8. Anti-virus

List of Supplementary Materials for the Workshop:

1. Tell Me More

2. E-lab Language Links

3. Blackboard

4. Discussion Board



Updated 5/30/2013

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 recall something discussed or practiced during the

previous workshop.

2. The facilitator will discuss details of the final project to be presented in Workshop

Five(100Points.)

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


Updated 5/30/2013

3. The facilitator will introduce the following concepts to the group:

a. Secure Sockets Layer (SSL)

b. Secure Hypertext Transfer Protocol (S-HTTP)

c. Virtual private networks (VPNs)

4. Answer de following questions. Be ready to discuss and hand your answers to the

facilitator:

a. Why does small e-commerce need a security plan? How detailed should it be?

b. How do make and implement a security plan easy?

5. What would you do?

a. Imagine your e-commerce web site has been hacked, what are some of the signs?

Discuss the major types of attacks you could expect to experience and the resulting

damage to your site. Prepare a brief summary presentation in MS PowerPoint.

b. Now assume that your e-commerce is operated out of your basement. You have two

part-time employees. Conduct a simulated risk analysis, and list external and internal

threats faced by the business.

c. Next, outline a security plan for your e-commerce. Consider the following

components:

Writing policies and procedures

Inventory and skills assessment

Risk analysis

Action plan and budgeting.

6. In groups answer the following questions: Be prepared to discuss them in class.

a. Why is adware or spyware considered to be a security threat?

b. Explain why an e-commerce site might not want to report being the target of

cybercriminals?

c. How would you protect your firm against a Denial of Service attack?

d. How do biometric devices help improve security? What particular type of security

breach do they particularly reduce?

7. Come prepared to complete a written exam on the knowledge acquired since workshop

One.


Updated 5/30/2013

8. The Students will share their assignments with the class. (Appendix A – Can Do

Speaking). A questions and answer session will follow each presentation

9. The students will work on their portfolios and ask questions about their final project

10. The facilitator will introduce Java programming to the students and will comment on the

assignment program for this workshop. Students will do a program exercise in class

modifying the program “Hello World”

11. Continue working on the reflexive journal Appendix C.

12. 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.

Lesson Wrap-Up:

1. Individual: Students will have a few minutes to write a summary of what they believe

was the most important thing they learned

2. Group: The facilitator will divide the class into two groups and will hand to each group

an index card to write two things they have learned today


Updated 5/30/2013

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.



1. Definir qué es la administración de una página web.

2. Identificar los requerimientos básicos para la administración de una página web.

3. Discutir los diferentes métodos usados para la autenticación

4. Crear un cuenta de administrador.




discutan o lean para comprender y recordar lo más significativo sobre la creación de una

página web.

2. Hablar: Expresarse claramente durante conversaciones en clase sobre interfaces

administrativas en el e-commerce, según lo estudiado en el taller.


Updated 5/30/2013

3. Leer: Leer y analizar el material relacionado con la creación de una página web, en los

enlaces proporcionados para el taller.

4. Escribir: Diligenciar el portafolio personal (ver Manual de Portafolio Digital).


Biblioteca Virtual


Catálogo Administrativo

https://cwiki.apache.org/OFBIZ/catalog-administration-main-page.html

Catálogo virtual

http://www.catalogovirtual.com/carmenciancio/linhacozinha02.php

Que es un catálogo virtual

http://www.visualmente.cl/catalogos-virtuales.html

Catálogos ejemplos

http://www.ikea.com/ms/es_ES/virtual_catalogue/online_catalogues.html

http://comprarproductosavon.es/catalogo-avon/

Editores de administración de páginas de e-commerce

http://www.tinymce.com/

http://ckeditor.com/

PHP sample code

http://us3.php.net/session_destroy

Ejemplo de Java para principiantes

Part1


Part 2


Part3



1. Recuerde tener listo su Proyecto. Debe entregarlo y presentarlo oralmente en este taller.


https://cwiki.apache.org/OFBIZ/catalog-administration-main-page.html

http://www.catalogovirtual.com/carmenciancio/linhacozinha02.php

http://www.visualmente.cl/catalogos-virtuales.html

http://www.ikea.com/ms/es_ES/virtual_catalogue/online_catalogues.html

http://comprarproductosavon.es/catalogo-avon/

http://www.tinymce.com/

http://ckeditor.com/

http://us3.php.net/session_destroy





Updated 5/30/2013

2. Utilizando la e-library o las direcciones electrónicas provistas en el módulo para este

taller busque y defina los siguientes términos:

a. ¿En qué consiste la administración de una página?

b. ¿Qué se necesita para crearla?

3. Conteste la siguientes pregunta y este preparado para discutir y entregar en clase.: (10

Puntos).

a. En qué difiere Data Grid de Data List?

b. ¿Cuáles son los componentes básicos que se necesitan para la creación de tablas

administrativas?

Assignments to be discussed during the last two hours of instruction (2).

1. Prepare a glossary of 5-7 terms with definitions related to the topics discussed in the

workshop (Appendix A -"Can Do Writing").

2. Do the practice of the YouTube video part 2 cited in the URLs of this workshop. (In case

the URL is not available find another one)

3. Complete your 2 hours of practice in English with the resources of e-lab.

4. Continue working with the Portfolio (see Performance Portfolio Handbook.

Vocabulario académico clave

1. Autenticación

2. Autorización

3. ASP.NET

4. Catálogo Administrativo

5. Web User Control

6. Admin.aspx

7. DataGrid

8. DataList


Updated 5/30/2013

Academic Core Vocabulary (Must reflect objectives and important concepts of the workshop.)

Verify student mastery of the core vocabulary in both languages.

1. Authentication

2. Authorization

3. ASP.NET

4. Administrative Catalog

5. Web User Control

6. Admin.aspx

7. Data Grid

8. Data List


1. La Internet –

2. Blackboard

3. E-lab


Updated 5/30/2013



B. Andamiaje

_x_ Modelaje


_x__ Práctica Independiente



_x__ Grupo Completo


_x__ Pares



_x__ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación



_x__ Rigurosas



A. Preparación

___Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas


_x__ Cognoscitivo


_x__ Socio/Afectivo


Updated 5/30/2013



Actividades en español para las primeras dos horas del talle

1. Termine su portafolio y entréguelo en el taller.

2. En el portafolio debe recopilar e integrar, entre otros documentos, los siguientes:

a. Documentos entregados por el facilitador; diario reflexivos (en inglés y español);

bosquejos, resúmenes, borradores (en inglés y español); hojas sueltas de

presentaciones; otros (en inglés y español) Ver apéndices.

3. Discusión amplia liderada por el (la) Facilitador(a) sobre:

a. Autenticación para Administradores.

b. ¿Cuáles métodos se usan para la autenticación?

4. El(la) facilitador(a) dividirá la clase en grupos de hasta cuatro estudiantes, cada grupo

preparará una mini presentación (cinco minutos) sobre:(10 puntos)

a. Clave administrativa de interfaz

b. Tabla Administrativa

c. Web User Control

d. Admin.aspx

5. . Discusión liderada por el (la) facilitador(a) sobre: (10 Puntos).

a. ¿En qué difiere Data Grid de Data List?

b. Cuáles son los componentes básicos que se necesitan para la creación de tablas

administrativas

Integrated content and language activities aligned to achieve workshop objectives:

Activities in English for the last two hours of the workshop:

1. Prepare to deliver the next assignment:


Updated 5/30/2013

a. On the catalog administration page, the username and password combinations can be

physically stored in various ways, describe one.

b. What is Hashing?

2. In groups explain three categories of concern to be considered when developing a

Catalog administration page.

3. Discussion and practical exercise lead by the facilitator about Java. Suggestions make

changes to the Java program initiated in workshop 4.

4. Question to be answered by the entire class:

5. What is Admin User Controls and how does it work?

6. Each group will have the opportunity to present their projects. Other students will have

the opportunity to comment.

7. A questions and answer session will follow each presentation

8. The facilitator will answer questions and clarify doubts.

9. The students will complete the end of course evaluation (Spanish or English)

Assessment:

1. Individual: Students will complete their Reflective Journal.

2. Group: Students will perform peer evaluations

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 paragraph 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).


Updated 5/30/2013

APÉNDICES / APPENDIXES


Updated 5/30/2013

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Updated 5/30/2013

“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


Updated 5/30/2013

“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

“Can Do” Reading Rubric


Updated 5/30/2013

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,

comparison/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)


Updated 5/30/2013

“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 make 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 transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more 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’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and 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.


Updated 5/30/2013

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 5/30/2013

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 Englishand 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


Updated 5/30/2013

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.

• 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 Traits Analytic Writing Rubric.

Retrieved from https://www.ade.state.az.us/standards/6traits/

https://www.ade.state.az.us/standards/6traits/


Updated 5/30/2013

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.



Updated 5/30/2013

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.




Updated 5/30/2013

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.




Updated 5/30/2013

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/


Updated 5/30/2013

Trait #6: Conventions

Criteria per Level

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.


Updated 5/30/2013

Apéndice C/Appendix C

Reflective Journal


Updated 5/30/2013

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...


Updated 5/30/2013

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...


Updated 5/30/2013

Apéndice D/Appendix D

Matriz de Valoración para la Participación en Clase/Class Participation Rubric


Updated 5/30/2013

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: ____________________________________________________


Updated 5/30/2013

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 Observed1-Deficient2-Average3-Good4-Very Good

5-ExcellentN/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

facilitators 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 opening

towards arguments from classmates.

9. Answers questions and expositions

from classmates.

10. Demonstrates initiative and creativity

in class activities.

Comments: _____________________________________________________


Updated 5/30/2013

Apéndice E/Appendix E

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES

ORALES/ RUBRIC TO EVALUATE ORAL PRESENTATIONS


Updated 5/30/2013

Anejo E/Appendix E

MATRIZ VALORATIVAEVALUACIÓN 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:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________


Updated 5/30/2013

RUBRIC TO EVALUATE ORAL PRESENTATIONS

NAME:__________________________ FINAL GRADE: ___________________

DATE:____________________________ TITLE: ________________________

0-NOT OBSERVED1-DEFICIENT2-AVERAGE3-GOOD4-VERY GOOD 5-

EXCELLENTN/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 in 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 correction.

9 Clear diction, without pet phrases,

barbarisms and with adequate tone.

10 Presentation is organized, coherent and can

be easily followed.

Comments:

______________________________________________________________________________

______________________________________________________________________


Updated 5/30/2013

Apéndice F/Appendix F

Gráfica KWL/ KWL Chart


Updated 5/30/2013

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

Documents

Sistema Universitario Ana G 441 DLP 2013.pdfpresentación oral a la clase. El grupo escogerá si el trabajo escrito es en español la presentación oral debe ser en inglés viceversa