Sistema Universitario Ana G 435 DLP 2012.pdf4. Si un estudiante se ausenta a más de un taller el...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

COIS 435

Managing Computer Networks and Data Communications

Administración de Redes de Computadoras y Comunicación de Datos

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

© Ana G. Méndez University System, Inc. 2012

All rights reserved

Mayo, 2012.

COIS 435 Managing Computer Networks and Data Communications 2

Updated 05/23/2012

Please include all applicable information below:

Prepared based on the course syllabus (2004) of the School of Business Administration

Turabo University, with the collaboration of:

Fernando Wilches, MS - Module Development Specialist

Joe Hernández, MS – Content Evaluator Specialist

Fidel Tavara - English Language Specialist

Joe Hernández, Curriculum and Instructional Designer


Updated 05/23/2012

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ............................................................................................................................ 16

TALLER UNO .............................................................................................................................. 27

WORKSHOP TWO ............................................................................................................................ 33

TALLER TRES ............................................................................................................................. 39

WORKSHOP FOUR .......................................................................................................................... 44

TALLER CINCO/WORKSHOP FIVE ......................................................................................... 49

APPENDIX A/ANEXO A ............................................................................................................ 56

APPENDIX A: SECOND LANGUAGE PROFICIENCY SCORING RUBRICS ......................... 56

APPENDIX B/ANEXO B ............................................................................................................. 60

APPENDIX C/ANEXO C ............................................................................................................. 61

APPENDIX D/ANEXO D ............................................................................................................ 63

APPENDIX E/ANEXO E ............................................................................................................. 64

APPENDIX F/ANEXO F ............................................................................................................. 65

APPENDIX G/ANEXO G ............................................................................................................ 72

APPENDIX H//ANEXO H ........................................................................................................... 73

APÉNDICE I//ANEXO I ............................................................................................................. 74

APPENDIX J/ANEXO J ............................................................................................................... 76

APPENDIX K/ANEXO K ............................................................................................................ 78

APÉNDICE H / APPENDIX H: PORTFOLIO ASSESSMENT FEEDBACK

TEMPLATE ........................................................................................................................................ 78

APPENDIX L/ANEXO L ............................................................................................................. 80

APÉNDICE I / APPENDIX I: USE AND RETURN OF PORTFOLIO ....................................... 80

APPENDIX M/ANEXO M ........................................................................................................... 82


Updated 05/23/2012

GUÍA DE ESTUDIO

Título del Curso: Administración de Redes de Computadoras y Comunicación de

Datos.

Codificación: COIS 435

Créditos: Tres

Duración: 5 Semanas

Prerrequisito: COIS 250, COIS 360.

Descripción: Estudia todos los elementos fundamentales para la administración de redes

de computadoras y comunicación de datos. El curso enfatiza el desarrollo de destrezas en

el diseño y administración de redes de comunicaciones modernas, con el uso de la

tecnología digital. Se utilizan también las plataformas ideales de transferencia de datos y

telecomunicaciones, orientadas a los servicios de clientes – servidor. Se conocerán las

diferentes aplicaciones para manipular la autopista de informática y el impacto de estos

elementos en nuestra sociedad. Requiere Laboratorio.

Objetivos de Contenido Generales

Al finalizar el curso, el estudiante:

1. Estará familiarizado con los conceptos, términos y tecnología utilizados en la

administración de redes de comunicaciones de datos.

2. Identificará los diferentes tipos de redes existentes en el mundo de la

Comunicación entre computadoras.

3. Reconocerá la diferencia entre data comunicación y telecomunicación.

4. Conocerá los diferentes roles de las agencias de telecomunicación y data

Comunicación y los roles de los profesionales en el área.

5. Aplicará sus conocimientos y destrezas adquiridas en el curso en la práctica de

implementación de redes de datos de complejidad moderada.

6.Reconocerá todos los elementos necesarios y esenciales en la planificación e

implementación de una red de comunicación de datos. También aplicará sus


Updated 05/23/2012

conocimientos y destrezas adquiridas en el curso en la práctica de

implementación de redes de datos de complejidad moderada.

Objetivos de Lenguaje Generales

a. Escuchar: Los estudiantes escucharán atentamente lo que el facilitador y

compañeros presentan, discuten o leen, comprendiendo y recordando lo más

significativo.

b. Hablar: Expresará oralmente su opinión, dudas, presentaciones o comentarios de

forma clara y con seguridad.

c. Leer: Cuidadosamente leerán el material escrito, en voz alta o en silencio,

interpretando su significado con exactitud.

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

dudas y asignaciones sobre Administración de Redes de Computadores y

Comunicación de Datos.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica basado en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica el laboratorio de lenguaje o e-lab

deben de estar integradas en la sección de actividades del módulo.


Updated 05/23/2012

Descripción del Proceso de Evaluación:

Trabajos Individuales y Presentaciones Orales 100 puntos

Proyecto Grupal 100 puntos

Proyecto Individual 100 puntos

Materiales Educativos y Aportaciones Tecnológicas

(Blackboard, Wimba, etc.) y Portafolio Digital

100 puntos

Participación y Asistencia (5) 20 puntos (c/u) 100 puntos

Total Puntuación = 500 puntos

Los anejos incluidos en el módulo, incluye las matrices de valoración para la evaluación

de cada asignación. Utilice éstas para guiar la preparación de cada asignación. El

facilitador y el estudiante pueden modificar, añadir y/o eliminar criterios.

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 20 horas de uso del 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 basada en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. Las horas de laboratorio incluyen el uso de la Universidad

Virtual, Tell Me More, Wimba, etc.

Las rúbricas del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de

los estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos


Updated 05/23/2012

en los dos idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits

R ubrics” que aparecen en el Apéndice J. “Portfolio Performance Assessment” tiene que

ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los

estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene

que documentar que el estudiante está progresando hacia la meta de dominar dos idiomas

académicamente. El portafolio tiene que cumplir con los estándares establecidos. El

facilitador del curso le proveerá el estudiante el MANUAL DE PORTAFOLIOS.

Curva de Evaluación

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

Otros:

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)

Shelly, G. B.; Cashman, T. J.; Serwatka, J. A. (2003). Business Data Communications:

Introductory Concepts and Techniques (Fourth Edition). Shelly Cashman Series.

Cambridge, MA: Thomson Course Technology.

Forouzan, B. A. (2006). Data Communications Networking (Fourth Edition)

Tomsho, G. (2007). Guide to Networking Essentials (Fifth Edition)

http://bibliotecavirtualut.suagm.edu/


Updated 05/23/2012

Libro(s) Electrónico(s) Hausman, K. K., & Cook, S. L. (2011). IT architecture for dummies. Hoboken, NJ: Wiley Pub.

http://books.google.com/books?id=IMLaa3prSssC&printsec=frontcover&dq=Managing+Compu

ter+Networks+and+Data+Communications&hl=en&sa=X&ei=RB_NT8vrMeng2QXDhb

DHDg&ved=0CFQQ6AEwAA#v=onepage&q=Managing%20Computer%20Networks%

20and%20Data%20Communications&f=false

http://books.google.com/books?id=IMLaa3prSssC&printsec=frontcover&dq=Managing%2BComputer%2BNetworks%2Band%2BData%2BCommunications&hl=en&sa=X&ei=RB_NT8vrMeng2QXDhbDHDg&ved=0CFQQ6AEwAA%23v%3Donepage&q=Managing%20Computer%20Networks%20and%20Data%20Communications&f=false





Updated 05/23/2012

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


Updated 05/23/2012

reponer el trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante

tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota existente en

dos grados.

5. La asistencia y participación en actividades de la clase y en presentaciones orales es

extremadamente importante pues éstas no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad que requiera repuesta.

6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los

estudiantes también recibirán una calificación individual.

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


Updated 05/23/2012

de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de leer la

política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección

11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo

13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA,

versión 6. No se tolerará el plagio y, en caso de que se detecte casos del mismo, el

estudiante se expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina

de la institución. Los estudiantes deben observar aquellas prácticas dirigidas para evitar

incurrir en el plagio de documentos y trabajos pues va en contra de la ética profesional.

8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio,

deberá ser aprobado por el Director de Facultad y Currículo antes de la primera clase.

Es requisito que el facilitador discuta y entregue una copia de los cambios a los

estudiantes al principio del primer taller.

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.


Updated 05/23/2012

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de

búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.

Algunas de éstos son:

www.google.com

www.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.google.com/

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/


Updated 05/23/2012

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiriera 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


Updated 05/23/2012

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.


Updated 05/23/2012

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan

para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y no

sólo el de memorizar las respuestas “correctas” y repetir el significado de otra persona.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para

asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho proceso,

asegurando que el mismo provea a los estudiantes con la información sobre la calidad de

su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


Updated 05/23/2012

STUDY GUIDE

Course Title: Managing Computer Networks and Data Communications

Code: COIS 435

Credits: Three

Time Length: 5 Weeks

Pre-requisite: COIS 250, COIS 360

Description: Study all the essential elements for network management computers and

data communication. The course emphasizes the development of skills in the design and

administration of modern communication networks, with the use of digital technology.

The transfer platforms data and telecommunications, service-oriented client – server are

also used. It will cover the different applications to manipulate the information highway

and the impact of these elements in our society. Requires use of Laboratory.

General Content Objectives:

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

1. Familiarize with concepts, terms and technology used in the management of data

communications networks.

2. Identify the different types of networks in the world of communication between

computers.

3. Recognize the difference between data communication and telecommunication.

4. Describe the different roles of telecommunications agencies and data communication and

the roles of professionals in the area.

5. Apply knowledge and skills acquired in the course in the practice of implementation of

data networks of moderate complexity.


Updated 05/23/2012

6. Recognize all the necessary and essential in the planning and implementing a data

communication network. Also apply their knowledge and skills acquired in the course in

the practice of implementation of data networks of moderate complexity

General Language Objectives:

a. Listening: Students will carefully listen to what the facilitator and classmates present,

discuss or read class related material.

b. Speaking: Orally express their opinions, concerns, or comments presentations clearly and

with confidence.

c. Reading: Carefully read class related material aloud or silently and interpret its meaning

accurately.

d. Writing: Students will write a summary without grammar errors in Word and

PowerPoint.

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 20 hours of language lab or e-lab usage for each language (English and

Spanish) per course. This equates to the use of the language lab or e-lab for four 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 language lab tools include

Wimba, Tell Me More, the Virtual Library, etc. The total amount of language lab or e-

lab hours is integrated in the activities for each workshop in the module.


Updated 05/23/2012

Description of the Evaluation Process

Individual Works and Oral Presentations 100 points

Group Projects 100 points

Individual project 100 points

Instructional Materials and Technology Contribution

(Blackboard, Wimba, etc.) and Porfolio

100 points

Participation and Attendance (5) 20 points (each one) 100 points

Total Points = 500 points

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

Other:

Book(s)

Shelly, G. B.; Cashman, T. J.; Serwatka, J. A. (2003). Business Data Communications:

Introductory Concepts and Techniques (Fourth Edition). Shelly Cashman Series.

Cambridge, MA: Thomson Course Technology.

Forouzan, B. A. (2006). Data Communications Networking (Fourth Edition)

Tomsho, G. (2007). Guide to Networking Essentials (Fifth Edition)

E-Book (s)

Hausman, K. K., & Cook, S. L. (2011). IT architecture for dummies. Hoboken, NJ: Wiley

Pub.

http://books.google.com/books?id=IMLaa3prSssC&printsec=frontcover&dq=Managing+

Computer+Networks+and+Data+Communications&hl=en&sa=X&ei=RB_NT8vrMeng2




Updated 05/23/2012

QXDhbDHDg&ved=0CFQQ6AEwAA#v=onepage&q=Managing%20Computer%20Net

works%20and%20Data%20Communications&f=false


Updated 05/23/2012

Description of Course Policies 1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based

Dual Language Immersion Model® designed to promote each student’s development as

a Dual Language Professional. Workshops will be facilitated in either English or

Spanish, strictly using the 50/50 model. This means that each workshop will be

conducted entirely in the language specified for the workshop. The language used in

each workshop needs to be alternated to insure that 50% of the course is conducted in

English and 50% in Spanish. To maintain this balance, the course module will indicate

that both languages must be used during the fifth workshop, dividing the workshop

activities between the two languages. The first two hours will be in Spanish and the

last two hours in English. The 50/50 model does not apply to language courses where

the delivery of instruction must be conducted in the language taught (Spanish or English

only).

2. The course is conducted in an accelerated and dual language format. This requires that

students prepare in advance for each workshop according to the course module. Students

must be structured, organized, committed, and focused to ensure linguistic and academic

success. In order to achieve proficiency expectations in English and in Spanish, the

student must strive to take advantage of all language resources in the university and in

their community since becoming a dual language professional is a complex and

challenging task. Each workshop requires an average of ten hours of preparation, but

could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason for


Updated 05/23/2012

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 understands that an equivalent activity is possible. This

activity must include the same content and language components as the oral presentation

or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the group.

Students will also receive an individual grade for their work.


Updated 05/23/2012

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.

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.


Updated 05/23/2012

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.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.alibris.com/ (buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

http://www.google.com/

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/


Updated 05/23/2012

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 an interview to 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.suagm.edu/ac_aa_re_ofi_formularios.asp


Updated 05/23/2012

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

inherently interdisciplinary, the only valuable way to measure learning is to make


Updated 05/23/2012

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 05/23/2012

TALLER UNO

Objetivos específicos de contenido:

Los estudiantes serán capaces de:

1. Definir conceptos básicos relacionados a comunicación de datos y redes.

2. Describir la diferencia entre comunicación de datos y telecomunicaciones.

3. Diferenciar conceptos de LANs, WANs, MANs, redes inalámbricas y redes personales.

4. Identificar el rol de las agencias reguladoras de comunicación.

5. Distinguir entre señales digitales y señales análogas.

6. Comparar y contrastar conceptos como: ancho de banda, frecuencia, bit rate, baud rate,

etc.

7. Describir detalladamente la estructura de una red de teléfono.

Objetivos específicos de lenguaje:

1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el facilitador

y sus compañeros y reaccionará al mismo de forma verbal o escrita de acuerdo a las

instrucciones del facilitador.

2. Hablar: El estudiante se expresará verbalmente utilizando vocabulario técnico

correspondiente a cada actividad del taller.

3. Leer: El estudiante leerá cuidadosamente el material necesario para adelantar las

asignaciones antes del taller.

4. Escribir: El estudiante escribirá un ensayo expositivo de al menos 3 páginas (900

palabras) donde explicará la importancia que en la actualidad se le da a la Administración

de Redes de Computadoras y a la Comunicación de Datos.

Enlaces electrónicos:

Biblioteca Virtual


Ensayo Expositivo

http://llc.illinoisstate.edu/fsanch/116/ComposicionLAN116-15/index.html




Updated 05/23/2012

Historia de la comunicación y definiciones:

http://www.rrppnet.com.ar/hiscomunicacion.htm

http://canalhanoi.iespana.es/internet/transdatos.htm

Descripción de redes, tipos, etc.:

http://www.abcdatos.com/tutoriales/tutorial/z4076.html

Las agencias reguladoras:

http://www.ansi.org/about_ansi/faqs/faqs_sp.aspx?menuid=1

http://www.torrealday.com.ar/glosario.html

http://www.learnthenet.com/spanish/glossary/glossary.htm

Historia del teléfono y como funciona:

http://www.history.com/topics/telephone

Asignaciones antes del taller:

1. Lea el módulo con detenimiento. Familiarícese con la descripción del curso, los objetivos

generales y las reglas del salón de clases.

2. Revise las matrices de valoración que encontrará en la sección de Apéndices. Esto le

permitirá tener una mejor idea de cómo será evaluado durante el curso

3. Busque la definición de los siguientes términos relacionados a comunicación de datos:

(Valor 10 puntos)

Network

E-Commerce

American National Standard

(ANSI)

International Organization for

Standardization (ISO)

Baud

Converters

Multiplexing

Transmitter

Hertz, Giga(G)

Bandwidth

Modem

Signal

Guard band.

http://www.rrppnet.com.ar/hiscomunicacion.htm

http://canalhanoi.iespana.es/internet/transdatos.htm


http://www.ansi.org/about_ansi/faqs/faqs_sp.aspx?menuid=1

http://www.torrealday.com.ar/glosario.html

http://www.learnthenet.com/spanish/glossary/glossary.htm

http://www.history.com/topics/telephone


Updated 05/23/2012

4. Investigue la evolución de la comunicación. Prepare un bosquejo describiendo la misma.

Prepárese para discutirlo en clase. (Valor 5 puntos)

5. Utilice la Biblioteca Virtual e investigue como funciona un teléfono. (Valor: 5 puntos)

6. Prepare un ensayo en estilo APA de 900 palabras sobre el impacto de las redes de

comunicaciones en la vida moderna según su punto de vista y el cómo las agencias

reguladoras controlan las mismas..

Entregue al facilitador(a), en el primer taller, las tareas utilizando el estilo APA junto con

una hoja de portada..

Vocabulario clave de la lección:

1. Convertidores

2. Red

3. Modem

4. Transmisor

5. Hertz

Lista de materiales suplementarios para el taller:

1. La Internet

2. Blackboard

3. Biblioteca Virtual

4. Word


Updated 05/23/2012

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.

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

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


Updated 05/23/2012

Actividades integradas: Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

(Contenido y Lenguaje):

1. El facilitador realizará una actividad rompe hielo y discutirá los objetivos del

curso, matrices valorativas y criterios de evaluación.

2. El facilitador se asegurará que los estudiantes están registrados en el curso y que

tienen acceso a Blackboard, al correo electrónico y al E-lab.

3. Los estudiantes se reunirán en grupos de acuerdo al tamaño de la clase. Los

mismos discutirán las asignaciones antes del taller. Un miembro del grupo tomará

notas de lo más importante relacionado al tema para luego compartirlas con la

clase.

4. Entre todos/as, se presentarán las definiciones del vocabulario básico y cualquier

vocabulario que se quiera definir luego de haber leído el material para la clase.

5. Cada grupo preparará un visual (PowerPoint, diagrama, dibujo, etc.) sobre la

comunicación de datos, las Redes y sobre los tipos de redes.

6. El facilitador utilizará el laboratorio en el que se encuentran para explicar su

funcionamiento, como está distribuida esta red e identificar el tipo de red.

7. Los estudiantes se reunirán en grupos de 2 y utilizando la Biblioteca Virtual

buscarán la diferencia entre señal análoga y señal digital.

8. Los estudiantes realizarán una discusión liderada por el facilitador sobre la

Internet, donde los estudiantes expondrán su opinión individual sobre los aportes

positivos de Internet y también sobre la parte que ellos entienden que es negativa

de la misma.

9. Los estudiantes realizarán una dinámica para explicar la historia de la

comunicación de datos y reseñarán quien fue Samuel Morse.

10. El facilitador explicará el Anejo B, sobre los códigos ASCII – American Standard

Code for Information Interchange y realizará un ejercicio de práctica.

11. El facilitador identificará los grupos que trabajarán el proyecto grupal.


Updated 05/23/2012

12. El facilitador hablará sobre el portafolio digital (ver Manual de Portafolio Digital)

y aclarará las dudas que los estudiantes puedan tener sobre Blackboard.

Evaluación:

1. Individual Ensayo de 300 palabras. Utilizar Apéndice F – “Six Writing Tratis” para

evaluación.

2. Grupal: En grupos, resumirán las principales ideas sobre la comunicación de datos,

definición de redes y las diferencias entre la señal análoga y la señal digital. Apéndice A -

Can do Writing”.

3. Escrito: Llene su diario reflexivo e imprímalo.

4. Oral/Auditivo: El facilitador usará la matriz de Valoración (Apéndice A “Listening,

Speaking”) para evaluar la presentación del ensayo de los grupos.

Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)

1. Individual: Los estudiantes tendrán un minuto para escribir lo que entienden sobre lo

más importante que aprendieron durante el taller.

2. Grupal: La clase se dividirá en grupos. El facilitador entregará tarjetas índices a cada

grupo. Cada grupo escribirá en la tarjeta un aspecto positivo y uno negativo sobre el

Internet y compartirán con el resto de la clase su resumen que puede ser un mapa

conceptual.


Updated 05/23/2012

WORKSHOP TWO Specific Content Objectives:

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

1. Differentiate between different types of cables used in networks

2. Describe what it is wireless media

3. Identify the advantages of a network in terms of cost, speed, security and precision.

4. Mention the concepts client - server.

5. Identify network configuration Point to Point and Multipoint.

6. Identify the difference between multiplexers, hubs, bridges, switches, routers and

controllers.

7. Describe what a port is and how the data can be directed to different ports.

8. Describe a digital transmission and how it works.

Specific Language Objectives:

1. Listening: The student will carefully listen to advantages of networks and to the class

discussion and will follow instructions.

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

the facilitator activities.

3. Reading: The student will carefully read course related material and will summarize

it using proper grammar and syntax.

4. Writing: The student will write a summary of their individual projects using

technical vocabulary without grammatical or syntax errors.

Electronic Links (URLs) :.)

Biblioteca Virtual


Serial and parallel transmissions:

http://www.samson.de/pdf_en/l153en.pdf#search='transmission%

http://www.eveliux.com/fundatel/linconex.html#Tipos%20de%20Transmisión

Assignments before the Workshop:

1. Find the following definitions in the Internet or in Textbook or the internet : (Value 5

points)


http://www.samson.de/pdf_en/l153en.pdf#search%3D%27transmission%25

http://www.eveliux.com/fundatel/linconex.html#Tipos%20de%20Transmisi%C3%B3n


Updated 05/23/2012

Hub

Bridge

Splitter

Concentrator

Firewalls

Satellite

Bus

parity bit

Node

2. Prepare a Venn Diagram to compare and contrast the difference between digital

television service and the cable service. (Value 10 points). Be prepared to discuss it in

class.

3. Describe what a USB port is and what types of device can it be connected to. (Value

5 points).

4. Go to Blackboard and answer the question posted by the facilitator. Reply to at least

one of your classmates.

5. Find information about the different types of cable, how they work, their advantages

and disadvantages, Client-Server, and intelligent terminals. Summarize it and bring it

to class for discussion.

6. Be ready to start working on the group project. The following exercises will be

presented at Workshop Four.

a. Exercise 1.

According the following network, calculate the static routes that you must add on

each router for packets to come from one point to another point. Follow these

steps:

Set up the PCs and make sure you have connectivity to your gateway.

Add the necessary paths to Router 1 and Router 2.

Check that there is connectivity between each PC and each interface of

each router.

Check that there is connectivity between PCs.


Updated 05/23/2012

b. Exercise 2.

Given the following network, calculate the static routes that you must add on each

router for packets to move from any point. Follow these steps:

a. Assign an IP to each PC, and also calculates route table.

b. Build Packet Tracer simulation, add the required paths.

c. Check the connectivity using the ping command.

d. Study Cisco IOS commands you would need to configure routes.

e. Remove routes introduced with the configuration editor and try to

work from the CLI

f. Sketch preliminary planning and bring it to a class.

7. Continue working with your digital portfolio.

Key Core Vocabulary:

1. Bridge

2. Splitter


Updated 05/23/2012

3. Concentrator

4. Firewalls

5. Satellite

List of Supplementary Materials for the Workshop:

1. The Internet

2. Blackboard

3. Portfolio SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be

used in the workshop.

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

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


Updated 05/23/2012

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will start the class with a short review.

2. The student will meet in pairs to discuss and clarify doubts about the assignments.

3.

4. Students will meet in groups to discuss the types of cables, how they work,

advantages and disadvantages, Client – Server, and intelligent terminals.

5. Using appendix C, the facilitator will explain the configurations Point to Point

and Multipoint.

6. Using the appendix D, students will meet in groups of 2 -3 to verbally discuss

how the satellite transmission and microwave transmission work. The facilitator

will evaluate language skills.

7. Group discussion to explain the equipment needed in a network.

8. Each group will prepare a presentation in PowerPoint about one of the following

topics: explaining serial, parallel transmissions multiplexers, hubs, bridges,

switches, routers, and controllers..

9. The facilitator will discuss the types of port and how they work.

10. The facilitator will provide time to work on their group project. The entire

classroom may share knowledge, ideas and information to develop the

assignment. The project will be submitted at workshop four, however, this is the

opportunity to work on the project, listen to suggestions and ask questions.

11. Start working with the reflexive journal Appendix M

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

Assessment:

1. Individual: Students will complete their Reflective Journal Appendix M.

2. Group: Speaking and listening assessment using Appendix A.

3. Written: Students will design a Venn Diagram. Appendix A.

4. Oral: The facilitator will use the Speaking rubric to assess student’s

presentations.


Updated 05/23/2012

Lesson Wrap-Up:

1. Individual: The facilitator will ask random questions related to the material to

individual students.

2. Group: Students will use the talk aloud technique to explain what they have

learned during the workshop.


Updated 05/23/2012

TALLER TRES


Al finalizar el taller, el estudiante será capaz de:

1. Describir que es un protocolo.

2. Identificar el modelo OSI (Open Systems Interconnection).

3. Distinguir los diferentes protocolos de redes.

4. Comparar y contrastar una red pública (RPV) y una red privada (VPN).

5. Diferenciar entre Internet e Intranets.

6. Investigar los sistemas distribuidos, como funcionan y cuantos tipos existen.


1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el

facilitador y sus compañeros sobre Administración de Redes de computadoras y

Comunicación de Datos y reaccionará al mismo de forma verbal o escrita de

acuerdo a las instrucciones del taller.

2. Hablar: El estudiante se expresará verbalmente utilizando vocabulario técnico

relacionado con los conceptos sobre Administración de Redes de computadoras y

Comunicación de Datos.

3. Leer: El estudiante leerá cuidadosamente el material disponible en la sección de

apéndices para adelantar las asignaciones antes del taller.

4. Escribir: El estudiante escribir un ensayo expositivo de 900 palabras donde

abordará los puntos más ásobresalientes abarcados en el taller.


Biblioteca Virtual


Ensayo Expositivo


Conceptos de protocolos de redes:

http://vgg.sci.uma.es/redes/red.html

Modelo OSI y Protocolos de Red:

http://www.blyx.com/public/docs/pila_OSI.pdf#search='protocolos%20de%20red



http://vgg.sci.uma.es/redes/red.html

http://www.blyx.com/public/docs/pila_OSI.pdf#search%3D%27protocolos%20de%20red


Updated 05/23/2012

http://www.geocities.com/txmetsb/el_modelo_de_referencia_osi.htm

Descripción de Red pública y privada:

http://support.microsoft.com/default.aspx?scid=kb;es;323441

Descripción de Internet e Intranet:

http://es.encarta.msn.com/encyclopedia_961521335/Internet.html

Sistemas Distribuidos:

http://exa.unne.edu.ar/depar/areas/informatica/SistemasOperativos/SOF.htm


1. Utiliza la biblioteca virtual e investigue sobre el rol de un Administrador de Red y

sobre el significado del modelo OSI. (Valor 5 puntos)

2. Investigue y responda: (Valor 5 puntos)

a. ¿Cuáles son las certificaciones que necesita un administrador de Red?

b. ¿Por qué es importante certificarse actualmente?

3. Elabore un mapa conceptual explicando que es la tecnología inalámbrica “Bluetooth”,

cual es función de esta tecnología y porqué ha tomado tanta importancia en la

actualidad. (Valor 10 puntos)

4. Entre a Blackboard y responda la pregunta publicada por el facilitador. Compare su

respuesta con al menos un compañero de clase.

5. Continúe con sus cuatro horas mínimas de práctica con los recursos de el e-lab.

6. Continue trabajando su portafolio digital.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del

taller.)

1. Tecnologia inalámbrica

2. Certificaciones en Administración de computadores

3. Bluetooth

4. Modelos OSI

5. Red pública y Red privada

6. Internet

7. Intranet

http://www.geocities.com/txmetsb/el_modelo_de_referencia_osi.htm

http://support.microsoft.com/default.aspx?scid=kb%3Bes%3B323441

http://support.microsoft.com/default.aspx?scid=kb%3Bes%3B323441



http://exa.unne.edu.ar/depar/areas/informatica/SistemasOperativos/SOF.htm


Updated 05/23/2012

Lista de materiales suplementarios para el taller:

1. La Internet

2. Blackboard


4. Tell Me more

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.

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

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


Updated 05/23/2012

Actividades integradas:

1. El facilitador realizará un breve resumen del taller anterior. Cada estudiante

escribirá en la pizarra o abundará sobre algo aprendido en el taller anterior.

2. El facilitador proveerá tiempo para que los estudiantes trabajen en sus Proyectos

Individuales que entregarán en el taller cuatro.

3. Se formarán los grupos para preparar el Proyecto en grupo que se presentará en el

taller cinco. El proyecto final consiste en un estudio de caso para la configuración

de una Red. Ver Anejo E.

4. Un participante al azar explicará que es un protocolo y otro describirá el modelo

OSI.

5. En grupos prepararán un visual (PowerPoint, diagrama, dibujo, etc.) sobre que es

un protocolo y el modelo OSI en redes.

6. Los estudiantes realizarán una discusión liderada por el facilitador sobre la

diferencia entre una red pública y una red privada

7. Los estudiantes trabajarán en una tabla en la que resumirán las diferencias entre

Internet e intranet y los protocolos de red mas usados .

8. Guiados por el facilitador, se reunirán en grupos de 2-3 personas y utilizando la

Biblioteca Virtual investigarán los sistemas distribuidos. Al final cada grupo

compartirá con los otros grupos un resumen de lo investigado.

9. El facilitador contestará preguntas sobre las asignaciones para el próximo taller.

Evaluación:

1. Individual: Resumen analítico (usar apéndice B).

2. Grupal: El facilitador asignará una actividad a desarrollar por grupos a ser

evaluada usando el Apéndice H.

3. Escrito: Ensayo elaborado en grupo sobre la importancia de la Administración de

Redes y las Tecnologias Inalámbricas. (Ver apéndice G).

4. Oral/Auditivo: El facilitador usará la matriz de Valoración (Apéndice A

“Listening, Speaking”) para evaluar la descripción oral breve dada por los

estudiantes destacando los aspectos más relevantes del taller. Apéndice H


Updated 05/23/2012

Cierre del taller:

1. Individual: Cada estudiante expresará lo aprendido durante el taller, llenando su

diario reflexivo.

2. Grupal: La clase se dividirá en grupos y por medio de una actividad breve

escogida por los grupos resaltarán los puntos más relevantes del taller.


Updated 05/23/2012

WORKSHOP FOUR Specific Content Objectives

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

1. Identify network topologies such as WANs, MANs and LANs.

2. Describe the advantages and disadvantages of each topology.

3. Compare and contrast the use of IBM Systems and Network Archiquecture (SNA).

4. Differentiate between peer-to peer (P2P) and server-based.

5. Identify the advantages of working with high-speed-LANs

Specific Language Objectives)

1. Listening: The student will carefully listen to the class discussion and specially to

their classmates’ project presentations and will follow the facilitator’s

instructions.

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

to the facilitator activities.

3. Reading: The student will carefully read course related material and will

summarize it using technical vocabulary.

4. Writing: The students will write a summary of their individual project using

technical vocabulary without grammatical or syntax errors.

Electronic Links (URLs):)

Biblioteca Virtual


Information on networks and network topologies.

http://www.abcdatos.com/tutoriales/tutorial/z2763.html http://www.pc-

doctor.com.mx/Radio%20Formula/temas/Redes.htm Description and

Use Archiquecture Network Systems (ANS).

.http://www.solocursos.net/sna-slckey14314.htm

http://www.microsoft.com/latam/technet/articulos/200007/art 13/default.asp

http://www.ibm.com/us/



http://www.pc-doctor.com.mx/Radio%20Formula/temas/Redes.htm

http://www.pc-doctor.com.mx/Radio%20Formula/temas/Redes.htm

http://www.solocursos.net/sna-slckey14314.htm

http://www.microsoft.com/latam/technet/articulos/200007/art13/default.asp

http://www.microsoft.com/latam/technet/articulos/200007/art13/default.asp




Updated 05/23/2012

Description of Peer-to-peer and server-based.

http://www.abcdatos.com/tutoriales/tutorial/l6088.html

http://www.bvs.sld.cu/revistas/aci/vol10_6_02/aci03602.htm


Wireless Networks.

http://www.maestrosdelweb.com/editorial/redeswlan/

http://www.abcdatos.com/tutoriales/redes/inalambricas.html

Assignments before the Workshop: 1. Complete your Individual Project. It should be handed to the facilitator and discussed

orally during the workshop.

2. Come prepared to continue working in your group assignment (bring all related

materials and questions). This final project will be presented during Workshop Five.

3. Prepare a Venn diagram to compare and contrast the difference between a Server and

a Database Server. Summarize it and bring it to class for discussion. (Value 10 pts.)

4. Using the virtual library find the definition of network topology (Value 5 pts.). Write

your own description and draw an example.

5. Hand a copy of all exercises to the facilitator.

6. Using the Virtual Library perform a research on WANs, MANs and LANs

technologies.

7. Prepare to take a written test in order to assess the knowledge acquired during this

class. (Value 5 pts).

8. Go to Blackboard and answer the question posted by the facilitator. Reply to at least

one of your classmates.

9. Continue working with your digital portfolio

Key Core Vocabulary:

1. WANs

2. MANs

3. LANs

4. SNA

http://www.abcdatos.com/tutoriales/tutorial/l6088.html










Updated 05/23/2012

Integrated Activities:

5. P2P


1. The internet

2. Blackboard

3. Digital Portafolio

4. Easel Paper and Markers SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be

used in the workshop.

A. Preparation

_x Adaptation of Content

B. Scaffolding

_x Modeling

_x Links to Background Knowledge Guided Practice

_x Links to Past Learning

Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_x Cognitive

_x Meta-cognitive

Social/Affective

_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

Rigorous

_x Link to Objectives

_x Promote Engagement


Updated 05/23/2012

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will begin the class with a review exercise. Each student will be

given a piece of paper to write one question based on previous workshops’

material. Once finished writing, the student will hand the question to another

classmate. The classmate will read and answer the question. If he/she does not

know the answer, he/she will ask another classmate.

2. Each student will have the opportunity to present their individual assignment

project orally. A question and answer session will follow each presentation.

3. The facilitator will answer questions regarding all previous topics covered and

about the group project.

4. The facilitator will hand in Easel Paper and markers. Students will meet in

groups to explain the network topologies WANs and MANs. Each group will

draw an example of these networks and will present them in class.

5. Students will verbally discuss the advantages and disadvantages of network

topologies.

6. Students will meet in groups of 2-3 people. They will use the virtual library to

search for the difference between Peer-to-peer and server-based and wireless

networks. Students will share the results in a short Powerpoint presentation.

7. Students will meet in small groups to describe and explain the Network Systems

Architecture (SNA) and the advantages of working with high-speed-LANs. One

representative of each group will share the results with the rest of the class.

8. The facilitator will hand in a short test of the material covered in previous

workshops.

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

all questions about the digital portfolio (see Appendix K).

Assessment :)

1. Individual: Each student will write a question that will be randomly answered by

a fellow student.


Updated 05/23/2012

2. Group: By groups will make an oral presentation about the most important

aspects. They will be evaluate with rubric of the Appendix J

3. Written: Students will complete their Reflective Journal Appendix M

4. Oral: The facilitator will ask the students a brief oral description highlighting the

most important aspects of their written report.

Lesson Wrap-Up:

1. Individual: The facilitator will ask random questions related to the class material.

2. Group: Student will meet in groups of three. Each group will discuss what they

learned during the workshop.


Updated 05/23/2012

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.


Al final del taller, los estudiantes serán capaces de:

1. Describir detallaamente la seguridad de redes.

2. Identificar los tipos de periféricos utilizados para la seguridad de una red de

computadoras.

3. Identificar el rol de un administrador de red.

4. Comparar y contrastar programados para seguridad de redes.

5. Distinguir el concepto de encriptación.

6. Diferenciar conceptos sobre virus de computadoras, Antivirus y Firewalls.


1. Escuchar: El estudiante escuchará atentamente la presentación de sus

compañeros y del facilitador y aportará a la discusión.

2. Hablar: El estudiante se expresará verbalmente utilizando vocabulario técnico en

las correspondientes actividades del taller o respondiendo preguntas al

facilitador.

3. Leer: El estudiante leerá cuidadosamente el material relacionado a la clase.


Updated 05/23/2012

4. Escribir: El estudiante escribirá un ensayo crítico relacionado virus de

computadoras, Antivirus y Firewalls.


Biblioteca Virtual


Seguridad de redes:

http://www.abcdatos.com/tutoriales/tutorial/o149.html

http://www.microsoft.com/spanish/MSDN/estudiantes/redes/seguridadredes/default.asp

Descripción de encriptación (encryption):

http://www.terra.cl/info/index.cfm?subtel=3

http://www.geocities.com/CapeCanaveral/2566/encrip/encrip.html

Descripción de virus, antivirus y firewalls:

http://www.lawebdelprogramador.com/cursos/mostrar.php?id=123&texto=Virus/Antiviru

s

http://www.henciclopedia.org.uy/autores/Bortagaray/internet.htm


Asignaciones a discutirse durante las primeras dos horas de instrucción (2).

1. Termine su portafolio digital a ser entregado durante el taller.

2. Prepare una descripción escrita y ejemplos de la diferencia entre:

a. Hackers

b. Crackers

c. Lammer

3. Recuerde tener listo su Proyecto grupal final. Debe entregarlo y presentarlo

oralmente en este taller.

4. Haga copias de la presentación para sus compañeros en estilo “handout”.

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

1. Define: Be prepared to discuss it in class (10 pts)

a. Latency b. Structured cable


http://www.abcdatos.com/tutoriales/tutorial/o149.html



http://www.terra.cl/info/index.cfm?subtel=3



http://www.henciclopedia.org.uy/autores/Bortagaray/internet.htm


Updated 05/23/2012

c. Layers address d. Load balancing

2. Use the virtual library to do a research. Prepare a Venn diagram to compare and

contrast the Virus and Worms. Be prepared to discuss it in class.

3. Prepare a critical essay related to computer viruses, antivirus and firewalls. Use

APA Style.

4. Go to Blackboard and answer the question posted by the facilitator. Reply to at

least one of your classmates

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

1. Hacker

2. Cracker

3. Lammer

4. Phreaker

5. Antivirus - Firewalls

6. Encriptacion

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

1. Hacker

2. Cracker

3. Lammer

4. Phreaker

5. Antivirus – Firewalls

6. Encriptation


1. La Internet

2. Blackboard


4. Tell Me More

Updated 05/23/2012


1.

2.

3.

4.

5.

6.

7.

8.

SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be used in

the workshop.

A. Preparation Adaptation of Content

_X Links to Background Knowledge

_X Links to Past Learning

Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning Approach)

_X Cognitive

_X Meta-cognitive

_X Social/Affective

B. Scaffolding 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

Rigorous

_X Link to Objectives

_X Promote Engagement

Updated 05/23/2012


Integrated Activities: Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

Actividades en español para las primeras dos horas del taller:

1. El facilitador comenzará la clase con un breve repaso. Todos los estudiantes aportarán a la

discusión.

2. Los estudiantes discutirán las asignaciones escritas.

3. El facilitador liderará una discusión para explicar sobre seguridad de redes, virus, antivirus,

Firewalls y abundará sobre el rol de un administrador de red. Los estudiantes compartirán sus

Diagramas Venn.

4. Guiados por el facilitador, los estudiantes investigarán en la biblioteca virtual sobre

encriptación y prácticas de seguridad en redes.

Integrated content and language activities aligned to achieve workshop objectives:

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

1. Students will exchange their essays for peer-evaluation. They will use Appendix F.

2. Each group will have the opportunity to present their projects orally. A question and answer

session will follow each presentation.

3. Students will hand in their digital portfolios.

4. The students will fill the end of course evaluation (Spanish or English) Assessment:

1. Individual: Students will complete their Reflexive Journal.

2. Group: Students will perform peer evaluations.

3. Written: The facilitator will use the Appendix G to evaluate the written process.

4. Oral: Students will verbally discuss the main topics learned during this class. The

facilitator will use Appendix H.

Lesson Wrap-Up:

1. Individual: Students will write a three paragraph essay describing the most important

aspects of the course.

Updated 05/23/2012


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.

Updated 05/23/2012


APÉNDICES / APPENDIXES

Updated 05/23/2012


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

“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 discussion

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

http://www.wida.us/

Updated 05/23/2012


“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 th

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

Updated 05/23/2012


“Can Do” Reading Rubric

National Proficienc

Levels

y 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 deficienci

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-fictio

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.

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 05/23/2012


“Can Do” Writing Rubric

National Proficien

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; a nd strategies for inquiry

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 si

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 le

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas alt hough 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

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 answe

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to conne

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 05/23/2012


APPENDIX B

American Standard Code for Information Interchange (ASCII)

El código ASCII (acrónimo inglés de American Standard Code for Information Interchange —Código Estadounidense Estándar para el Intercambio de Información), pronunciado generalmente [áski], es un código de caracteres basado en el alfabeto latino tal como se usa en inglés moderno y en otras lenguas occidentales. Fue creado en 1963 por el Comité Estadounidense de Estándares (ASA) como una refundición o evolución de los conjuntos de códigos utilizados entonces en telegrafía. Más tarde, en 1967, se incluyeron las minúsculas, y se redefinieron algunos códigos de control para formar el código conocido como US-ASCII.

Updated 05/23/2012


APPENDIX C

POINT TO POINT AND MULTIPOINT CONFIGURATION

Updated 05/23/2012


Updated 05/23/2012


Appendix D

Transmission by satellite and microwave transmission

Updated 05/23/2012


Appendix E

Caso de Análisis para la Configuración de una Red

Electronic, Inc. es una compañía de diseño y fabricación de componentes Electrónicos cuya

oficina central está ubicada en Nueva York y que tiene sucursales en Pórtland y Dallas, y

compañías asociadas de distribución por todos los EE.UU. Electronic, Inc. ha implementado una

solución VPN con equipos que ejecutan Windows Server 2003, Standard Edition y en su red

local tiene 30 usuarios y 3 servidores en un edificio de 4 pisos, cada piso tiene 6,000 p2 de area

de trabajo.

4to. Piso

Presidencia: 2 terminales

Gerencia proyectos: 2 terminales

Depto. Contabilidad: 4 terminales

Depto. Nomina: 3 terminales

3er. Piso

Depto. Auditoria: 2 terminales

Depto. Operaciones: 2 terminales

Depto seguridad: 2 terminales

Depto planificación y diseño: 3 terminales

2do. Piso

Producción C, D: 4 terminales

1er. Piso

Producción A, B: 3 terminales

Recepción: 1 terminal

Almacén: 2 terminales

1. Si fueras a implementar esta red nueva que le recomendarías a Electronic, Inc., configura esta

red en su totalidad

2. Que tipo de red recomendarías, que protocolo conviene y que tipo de topología sería la ideal

por la naturaleza del negocio y por las instalaciones físicas.

3. Que necesita Electronic, Inc para conectarse a las sucursales en Pórtland,

Dallas y a las compañías asociadas.

Updated 05/23/2012


Appendix F

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

Six-Traits of Writing Rubric

Student’s Name: Date:

Facilitator: Course: Assignment:

Instructions: This rubric will be used to evaluate all written work done by the student in

both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and

Content) and write the score in the appropriate box. Select the criteria per level (6=

highest, 1=lowest) that best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you

are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

Ideas and Content

Organization

Voice

Word Choice

Sentence Fluency

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 05/23/2012


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 Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/s tandards/6traits/

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


Updated 05/23/2012


Criteria per Level

Trait #2: Organization

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.



Updated 05/23/2012


Criteria per Level

Trait #3: Voice

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 05/23/2012


Criteria per Level

Trait #4: Word Choice

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 05/23/2012


Criteria per Level

Trait #5: Sentence Fluency

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/s tandards/6traits/


Updated 05/23/2012


Criteria per Level

Trait #6: Conventions

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragr aph 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 05/23/2012


APPENDIX G

Matriz de Valoración para Ensayos

Nombre/Grupo

Curso: Fecha:

Tema: Tiempo:

Criterios Valor Puntaje del Estudiante

Contenido

El ensayo está bien organizado y es fácil de

leer.

3

El ensayo incluye detalles e información específica, relevante y descriptible.

3

El ensayo contiene abundante lenguaje

descriptivo.

3

El ensayo incluye abundantes imágenes

verbales que ayudan al lector a visualizar lo

que se presente describir.

3

El ensayo contiene abundante lenguaje

figurado, tales como la metáfora, el símil,

etc. y brinda comparaciones interesantes.

3

Crea una impresión importante y memorable

apoyada con el uso efectivo de detalles

sensoriales relevantes.

3

Se utiliza precisa y consistentemente el

estilo APA en el informe y en la página de

referencias. Las referencias del listado

concuerdan con las citas en el texto y todas

han sido escritas adecuadamente usando el

estilo APA.

3

Lenguaje

Demuestra habilidad en el manejo del

idioma inglés estándar (vocabulario, sintaxis

y flujo de ideas).

3

Usa estructuras de oraciones variadas y hace

un excelente uso del vocabulario.

3

Usa la puntuación y la ortografía

correctamente.

3

Total 100 ( 70% contenido y 30%

lenguaje)

Puntaje Total:

El nombre del estudiante:

Firma del facilitador:

Updated 05/23/2012


APPENDIX H

Matriz de Valoración para Presentaciones Orales

Nombre/Grupo

Curso: Fecha:

Tema: Tiempo:

Criterios Valor Puntaje del Estudiante

Presentación

Mantiene la atención de toda la audiencia

utilizando el contacto visual directo, y mirando las

notas raramente.

2

Los movimientos son adecuados y ayudan a la

audiencia a visualizar el contenido de la

presentación.

2

El estudiante demuestra estar relajado y tranquilo,

sin hacer errores.

2

El estudiante utiliza una voz clara con Buena

proyección y entonación.

2

El estudiante demuestra un conocimiento completo

al responder todas las preguntas con explicaciones

y elaboraciones.

2

El estudiante presenta la información en una

secuencia lógica e interesante la cual la audiencia

puede seguir sin problema.

2

Demuestra una actitud fuerte y positiva acerca del

tema durante toda la presentación.

2

Lenguaje

Demuestra habilidad en el manejo del idioma

inglés estándar (vocabulario, sintaxis y flujo de

ideas).

2

Usa la gramática de una manera adecuada y

correcta.

2

Usa una pronunciación correcta durante la

presentación.

2

Total 100 ( 70%

contenido y

30% lenguaje)

Puntaje Total:

Student’s Name: Facilitator’s Signature:

Updated 05/23/2012


Apéndice I

Instrucciones para Preparar el Informe Escrito del Proyecto Colaborativo

LEER TODO: CONTIENE INFORMACIÓN IMPORTANTE

Información general e instrucciones

Las actividades asociadas a la realización de este proyecto colaborativo pueden

ser realizadas por reuniones presenciales o a través de la comunicación vía correo

electrónico. Cada estudiante tendrá responsabilidades asignadas, por lo que es

responsable de su propio trabajo y de realizarlo, además, cooperativamente. Los

pasos son:

Formar grupos de trabajo de no más de 4 personas.

Identificar el proyecto a realizar.

Cada grupo debe elegir un nombre que les identifique y les distinga.

La comunicación puede ser a través de correo electrónico, por lo que deben

asegurarse de tener todas las direcciones de cada integrante del grupo.

De cada reunión o comunicación vía e-mail, debe haber evidencia. Puede

imprimir los correos electrónicos enviados y recibidos (e-mails) y preparar una

hoja de asistencia para las reuniones presenciales donde firman los presentes.

Esta evidencia formará parte del informe escrito.

Cada uno será responsable de desempeñar tareas como las siguientes:

o Velar de que todas las personas integrantes del grupo participen activamente

o Velar por terminar a tiempo la tarea encomendada.

o Distribuir para compartir cualquier material útil para preparar el proyecto.

o Tomar nota de los acuerdos y organizar la correspondencia recibida.

o Velar que ningún integrante del grupo deje de participar o se quede con

dudas sobre lo que debe hacer.

Updated 05/23/2012


Una vez realizado el proyecto, el producto final se le entregará al facilitador o

facilitadora. Este producto final debe entregarse en una carpeta y contener lo

siguiente:

Proyecto grabado en algún medio magnético

Título del Proyecto

Portada creativa

Índice

Breve resumen de información de referencia encontrada y útil en la

preparación del proyecto y que fue leída y compartida en el grupo.

El número de páginas para este resumen no debe exceder de las cinco

páginas.

Análisis grupal. El grupo debe ponerse de acuerdo para presentar un

análisis crítico grupal. En este análisis expresarán su opinión, juicio o

cualquier comentario relacionado con la experiencia de aprendizaje para

la realización del proyecto. Lo más importante es que en este análisis,

todos deben participar.

Reflexión final. Cada integrante del grupo incluirá en el proyecto una

reflexión individual. En ella expresarán cómo se sintieron en el proceso

de realizar el trabajo y con el resultado final.

Bibliografía electrónica. Deben citarse todas las páginas y referencias

electrónicas utilizadas de acuerdo a las normas establecidas por APA

para este propósito. Si tiene dudas, puede consultar cualquiera de estas

dos direcciones:

Página oficial de la American Phicological Association:


Plantilla para crear fichas bibliográficas:

http://www.landmark-project.com/citation_machine/index.php

Auto evaluación grupal. Ésta debe ser entregada como parte del

proyecto (ver rúbrica para la auto-evaluación del grupo).


http://www.landmark-project.com/citation_machine/index.php

Updated 05/23/2012


APPENDIX J

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and

size? Are entries free of errors? Do ideas expressed in

entries follow a logical sequence with appropriate

transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language

consistent with professional workplace expectations? Is the

portfolio presented in a neat and orderly manner?

Organization: Is the portfolio organized in a manner that

makes it easy to follow and easy to quickly locate

information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio?

Are entries relevant to the content of the portfolio? Do all

entries contain the student’s reaction or reflection on the

selected topics? Do entries provide thorough understanding

of content? Resume, Activities List, Varied Samples of

Written Work, Evidence of Problem Solving, and Evidence

of Decision Making.

Authenticity: Are the samples and illustrations a true

reflection of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

understanding of growth and development related to their

Updated 05/23/2012


field of concentration? Do items show what the student has

learned?

Collaboration: Do items show examples of both

individual and group work? Does the student provide clear

understanding of collaboration, and use collaboration to

support his/her learning?

Reflection and Personal growth: Do items show

exceptional understanding of how to be a reflective thinker

and how to seek opportunities for professional growth?

Does the student include self-reflective comments? Does

the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding

of ethical behavior and professional conduct? Do items

display the pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s

value (skills, abilities, knowledge) to a potential employer

or college representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.

Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement –

Metro Orlando Campus

http://www.lcusd.net/lchs/portfolio/rubric.htm


Updated 05/23/2012

APPENDIX K

PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE/PLANTILLA DE AVALUO DE

PORTAFOLIO


Updated 05/23/2012

PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments


Updated 07/11/2011]

APPENDIX L

USE AND RETURN OF PORTFOLIO/USO Y REGRESO DE PORTAFOLIO


Updated 07/11/2011]

USE AND RETURN OF PORTFOLIO

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, , grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that it is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

Student’s Name (print) Date

Student’s Signature Date


Updated 07/11/2011]

Appendix M

Reflexive 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 07/11/2011]

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...

Sistema Universitario Ana G 435 DLP 2012.pdf4. Si un estudiante se ausenta a más de un taller el...

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