sistema universitario ana g. méndez school for professional ......sistema universitario ana g....

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

COIS 505

Information Sciences for Managers Ciencias de Información para Gerentes

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

COIS 505 Information Systems for Managers 2

Prep. 2005. Fernando Wilches, MS. Rev. 2008. Joslyn Hernandez, Ed. S.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ........................................ ...................................................................... 3

Study Guide ....................................... .................................................................. 10

Workshop One ...................................... ............................................................... 16

Taller Dos ........................................ ..................................................................... 19

Workshop Three .................................... .............................................................. 22

Taller Cuatro ..................................... ................................................................... 25

Workshop Five/Taller Cinco ........................ ....................................................... 28

Anejo A/Appendix A ................................ ............................................................ 32

Anejo B/Appendix B ................................ ............................................................ 34

Anejo C/Appendix C ................................ ............................................................ 36

Anejo D/Appendix D ................................ ............................................................ 37

Anejo E/Appendix E ................................ ............................................................ 39

Anejo E1/Appendix E1 .............................. .......................................................... 41








Anejo F/Appendix F ................................ ............................................................. 51

Anejo G/Appendix G ................................ ............................................................ 53

Anejo H /Appendix H ............................... ............................................................ 57

Anejo I/Appendix I ................................ ............................................................... 59



Prontuario

Título del Curso: Ciencias de Información para Gerentes

Codificación : COIS 505

Duración: Cinco Semanas o según aplique

Prerrequisito: Ninguno

Descripción:

Este curso presenta al gerente de hoy el conocimiento básico del campo de la

informática y su utilización en las empresas como (SIG), Sistemas de Información

Gerencial. Se examina la utilización de sistemas. Ia utilización de sistemas de

información computadorizados dentro de las organizaciones y su integración con

los usuarios, las estrategias, controles y ética en el apoyo a la de toma de

decisiones.

Objetivos Generales:

Al finalizar el curso, el/la estudiante estará capacitado para entender la

importancia de los sistemas de información:

1. Entenderá la relación entre los sistemas de información y la sociedad.

2. Entenderá el por qué se estudian los sistemas de información.

3. Comprenderá los usos de los SIG en la estructura organizacional.

4. Entenderá las precauciones necesarias y los debidos controles.

Textos:

Laudon, Kenneth C & Laudon, Jane P..(2008). Essentials of Management

Information Systems. (8va. ed.) Prentice Hall, Upper Sadle River, New

Jersey.

Shelly, Gary B. Cashman, Thomas J. Vermaat, Misty E. (2007). DISCOVERING

COMPUTERS 2008. Course Technology.

Mcleod, Raymond & Schell, George. (2006). Management Information Systems.

(10th Ed.).Prentice Hall.

Referencias Suplementarias y/o Materiales:

O’Brien, James A. (2003). Management Information Systems. (6th Ed.). McGraw

Hill/Irwin. ISBN 007293557X.



Evaluación:

El esquema de evaluación que se utilizara en este curso es el siguiente: Entrega de Asignaciones (5) 20 puntos (c/u) =100 puntos = 25%

Examen 100 puntos =100 puntos = 25%

Proyecto Oral y escrito 50 puntos (c/u) =100 puntos = 30%

Participación & Asistencia

Portfolio

5) 20 puntos (c/u)

100 puntos

=100 puntos

=100 puntos

= 20%

= 20%

=500 puntos = 100%

Curva de Evaluación: A (100 – 90) D (69 – 60)

B (89 – 80) F (59 – )

C (79 – 70)

Asignaciones

Antes de cada taller el/la estudiante deberá completar ciertas tareas asignadas

que le ayudarán a prepararse para las actividades que se realizarán en el taller, la

asignación deberá presentarse en el idioma en el cual se presentará el taller. No

entregar estos en el tiempo establecido conlleva a un descuento de 5 puntos por

cada tardanza en la entrega.

Examen

El examen incluye el material de los talleres uno al cuatro,

Proyecto Oral y Escrito (Proyecto de Investigación)

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

compañeros con quienes integrará el grupo que realizará un trabajo investigativo

final. Cada grupo trabajará una situación real o ficticia que desarrollará y

presentará a la clase. La solución de esta investigación se entregará en el taller

quinto y se dará la presentación oral a la clase. Ambos lenguajes se utilizan en el

taller cinco, por lo que si la presentación se realiza en español, el trabajo escrito

se hará en inglés o viceversa (vea Anejos F y A).



Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual-Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo 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 ofrece 50% en inglés y 50% en español. Para mantener un

balance, el modulo debe especificar que se utilizaran ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre

ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el

idioma especificado, bien puede escoger el idioma de preferencia para hacer la

pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma

designado para ese taller. Esto deberá ser una excepción a las reglas pues es

importante que los estudiantes utilicen el idioma designado. Esto no aplica a

los cursos de lenguaje que deben ser desarrollados en el idioma propio todo

en ingles o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes

se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

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 decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de 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 una nota por debajo basado

en la nota existente.

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

dos por debajo de la nota existente.

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

es extremadamente importante pues no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinara 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 a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea

plagiado, copiado o presente trazos de otro será calificado con cero (vea la

política de honestidad académica).

8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico, teléfonos, y el 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 familiares no registrados en el curso no está permitida en

el salón de clases.

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

comportamiento que rigen SUAGM y el curso.



Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de

búsqueda y sitios Web que podrá utilizar para la bú squeda de la información

deseada. Entre ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos

mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,

por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales

para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque

es el mantener una conexión entre los hechos 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 y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

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. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

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

estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen

para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer

del avalúo 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.



Study Guide

Course Title: Information Systems for Managers

Code : COIS 505

Length: Five Weeks

Prerequisite: None

Description:

This course introduces todays manager to the basic knowledge in the field of

information systems and its use in businesses as Managerial Information Systems.

It examines the use of sistems, information sistems in organizations and its

integration to users, strategies, controls, ethics and decision making.

General Objectives:

At the end of the course, the student will be able to understand the importance of

information systems.

1. Understand the relationship between information systems and society.

2. Understand why information systems are studied.

3. Comprehend the uses of Managerial Information Systems in the

organizational structure.

4. Understand the necessary precautions and proper controls.

Texts:

Laudon, Kenneth C & Laudon, Jane P..(2008). Essentials of Management

Information Systems. (8th . ed.) Prentice Hall, Upper Sadle River, New

Jersey.

Shelly, Gary B. Cashman, Thomas J. Vermaat, Misty E. (2007). DISCOVERING

COMPUTERS 2008. Course Technology.

Mcleod, Raymond & Schell, George. (2006). Management Information Systems.

(10th Ed.).Prentice Hall.

Supplementary Materials and References:

O’Brien, James A. (2003). Management Information Systems. (6th Ed.). McGraw

Hill/Irwin. ISBN 007293557X.



Evaluation:

The evaluation scheme is the following: Assignments (5) 20 points (e/o) =100 points = 20%

Exam 100 points =100 points = 20%

Oral report and written project 50 points (e/o) =100 points = 20%

Attendance and Participation

Portfolio

5) 20 points (e/o)

100 points

=100 points

=100 points

= 20%

= 20%

=500 points = 100%

Evaluation Scale: A (100 – 90) D (69 – 60)

B (89 – 80) F (59 – )

C (79 – 70)

Assignments

Before each workshop, students must complete certain tasks that will Help them

prepare for the activities that will take place in the workshop. The assignment

should be presented in the language of the workshop, unless specified. The

facilitator will decide if he/she accepts late assignments and will determine the

proper penalty.

Exam

The exam will include the material from workshops one thru four.

Oral Presentation and Written Report (Research Proj ect)

From the first to the last meeting, the student will work individually or in Group to

create a final research report. Each group will work a real or fictitious situation that

will be developed and presented to the class. The conclusion of this research will

be handed in during workshop five and the presentation as well. Both languages

will be used in Workshop Five, therefore if the presentation is in English, the report

will be in Spanish or vice versa (see Appendixes F and A).



Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

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

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the

course module may specify that both languages will be used during the fifth

workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target

language in which the activity is being conducted, students may choose to use

their preferred language for that particular question. However, the facilitator

must answer in the language assigned for that particular day. This should only

be an exception as it is important for students to use the assigned language.

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 format and requires that students

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

workshop requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and 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 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

based on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two

grades based on the students 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 activities the group will be assessed for their final work.

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

group and the assessment will be done collectively as well as individually.

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 (see Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing an

email address, phone number, hours to be contacted and days.

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 in 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, 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.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism.

Constructivism is a philosophy of learning 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. As teachers, our

focus is on making connections between facts and fostering new understanding in

students. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

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. And 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 the assessment part of the learning process,

ensuring 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.



Workshop One

Specific Objectives:

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

1. Understand the management of a digital firm. 2. Comprehend the relationship between Information Systems and

businesses.

3. Describe the organization, management and strategic development of

information systems.

4. Analyze the use and application of the digital signature and electronic mail

in businesses.

5. Explain ethics and social problems in digital businesses.

Language Objectives:

At the end of Workshop One, students will:

1. Use the reading process effectively.

2. Write an essay using appropriate vocabulary, grammar, and style after

reading and analyzing a research-based article.

3. Analyze and discuss a topic using cooperative learning strategies.

Electronic Links (URLs):

The Digital Firm

http://e-learning.mfu.ac.th/mflu/1203371/Chapter1_1.htm

http://wps.prenhall.com/bp_laudon_mis_9/32/8209/2101530.cw/index.html (True or

False exercise)

Information Systems

http://media.wiley.com/product_data/excerpt/91/04712635/0471263591.pdf

http://www.unescobkk.org/fileadmin/user_upload/aims/EMIS_-_concepts.ppt

Example of a Managerial Information System

http://www.softec.sk/showdoc.do?docid=604

http://www.cazv.cz/2003/AE8_03/3-Kucera.pdf

Electronic Business and Electronic Commerce

http://mbarika.com/MGT_305_PPT/ess6_ch04.ppt



Assignments before Workshop One:

1. Read the recommended URL’s, textbooks and other reference materials.

Pay close attention to the rubrics in the Appendix section. These rubrics will

be used to assess your knowledge.

2. Make a research about the components of an Information System. Create a

drawing identifying each component.

3. Make a two pages essay describing the characteristics of an information

system (see Appendix A). Use APA style. If you need additional

information about APA, visit the Learning Resource Center.

4. Start creating a glossary in MS Word with definitions related to the

Information System class. You can visit the electronic links for ideas. Add 8

to 10 definitions in each workshop.

5. Visit www.carreerbuilder.com or www.monster.com and look for three

Information System Manager positions (it doesn’t matter the state). Make a

table comparing the responsibilities of each Information System Manager

position, including the salary and experience required.

6. Watch the following video: http://www.youtube.com/watch?v=OZe-

UNNR9HQ. Take notes and bring them to class.

7. Answer in writing the following questions:

a. What is a digital business?

b. What is electronic mail? Mention at least 5 examples.

c. Why a digital signature is necessary?

d. How managers can benefit from digital signatures and e-mails?

Activities:

1. The facilitator and the students will introduced themselves by engaging in

an icebreaking activity suggested by the facilitator.

2. The facilitator will verify that the student is in the right class, will help select

the student representative and will discuss the class objectives.



3. Students will meet in groups to discuss their essays. Every member will

take notes of the most important aspects of each essay. Once finished, a

member of the group will verbally share the findings.

4. The facilitator will discuss the components of an information system,

including their organization, management and strategic development.

5. Students will display their drawings in the board and will explain them to the

rest of the class.

6. Students will discuss the tables of the responsibilities of an information

system manager and the notes taken when watching the assigned video

(Assignment 6) (see Appendix B).

7. The facilitator will explain the importance of a digital signature and

electronic mail for managers. Open discussion and student’s personal

experiences are welcome.

8. Class Debate – Is it recommended to use the same signature for checks,

official forms, and emails? (see Appendix B).

9. Watch the following video: http://www.youtube.com/watch?v=mneq_5lH_84

Open discussion about business ethics and the consequences of unethical

actions. How should management react? How should employees react?

10. Fill out the KWL form located on Appendix H.

11. The facilitator will discuss the assignments for the next workshop and will

assign the topics and group members for a final project research (Workshop

Five).

Assessment:

1. Written Document Rubric (Appendix A).

2. Class Participation Rubric (Appendix B).

3. Learning Journal (Appendix I).



Taller Dos

Objetivos Específicos:

Al finalizar el Taller Dos, los estudiantes:

1. Reconocerá la diferencia entre equipo físico o “Hardware” y programas o

“Software” en una empresa.

2. Descubrirá la importancia de la gerencia de los recursos de datos.

3. Describirá los conceptos de telecomunicaciones, redes y redes

inalámbricas.

4. Examinará la importancia de la Internet: Infraestructura tecnológica de la

información para la Firma Digital.

Objetivos del Lenguaje:

Al finalizar el Taller Dos, los estudiantes:

1. Resumirán las ideas principales usando adecuadamente la gramática y la

ortografía después de leer una amplia variedad de recursos impresos.

2. Escribirán un ensayo usando gramática, vocabulario y estilo adecuados

después de leer y analizar un artículo de periódico o revista.

3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e

informales incluyendo actividades de reflexión y análisis, respetando

diversos puntos de vista.

Enlaces Electrónicos:

Equipos Físicos vs Programas

http://www.velsoft.com/secure/download/free/nov00.pdf

Definición de Equipo Físico

http://www.openprojects.org/hardware-definition.htm

http://www.webopedia.com/TERM/H/hardware.html

http://computer.howstuffworks.com/computer-hardware-channel.htm

Video de Equipo Físico (Actualizando una computadora)

http://videos.howstuffworks.com/labratstv/3548-how-to-upgrade-your-computer-

video.htm

Programas de Computadoras



http://computer.howstuffworks.com/computer-software-channel.htm

Manejando Recursos de Datos

http://mbarika.com/MGT_305_PPT/ess6_ch07.ppt

http://www.tdan.com/view-special-features/5440

Internet

http://www.isoc.org/internet/history/

http://www.computerhistory.org/internet_history/

Asignaciones antes del Taller:

1. Observe el siguiente video acerca de programas de computadoras

especializados: http://videos.howstuffworks.com/sciencentral/2623-

software-cure-finder-video.htm. Tome notas.

2. Observe este video sobre equipo físico

http://videos.howstuffworks.com/labratstv/3548-how-to-upgrade-your-

computer-video.htm ¿Qué opina sobre el proceso de actualizar una

computadora? ¿Se atrevería a actualizar su computadora o la de un

amigo(a)?

3. Busque un artículo relacionado a bases de datos (manejando recursos de

datos. Prepare un resumen escrito siguiendo el formato APA (vea Anejo

A).

4. Visite los enlaces provistos y añada de 8 a 10 definiciones adicionales a su

glosario relacionadas a este taller. Imprímalo y llévelo a clase.

5. Tome una hoja de papel y un lápiz y prepare una tormenta de ideas acerca

del uso de las redes de computadoras en la sociedad moderna. Añada

ventajas y desventajas de sus usos.

6. Busque información sobre los siguientes términos:

a. Red de Área Local (Local Area Network)

b. Red de Área Amplia (Wide Area Network)

c. Red de Área Metropolitana (Metropolitan Area Network)

d. Red de Área Personal (Personal Area Network)

e. Red de Área Inalámbrica (Wireless LAN)

Prepare un dibujo de cada red y llévelo a clase con una breve descripción.



7. Busque información acerca de la Internet (historia, importancia,

infraestructura, etc.). Prepare un ensayo de dos páginas siguiendo el

formato APA (vea Anejo A).

8. Llene la matriz valorativa de la línea de tiempo (Anejo D y matriz valorativa)

utilizando la historia del Internet como referencia.

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. Los estudiantes se reunirán en grupos de tres para discutir los videos que

vieron de asignación. Estos compartirán sus hallazgos con el facilitador.

3. El facilitador discutirá la importancia del equipo físico y programas para una

empresa. Además, mostrará los diferentes tipos de programas de

aplicación disponibles en el mercado.

4. Los estudiantes discutirán los artículos relacionados al manejo y

administración de recursos de datos.

5. Los estudiantes entregarán sus glosarios. El facilitador entregará los

resultados en el próximo taller. Este glosario deberá ser añadido en el

portafolio.

6. Los estudiantes compartirán sus dibujos sobre las redes de computadoras

y la información obtenida. Luego escogerán el dibujo que mejor represente

el tipo de red y lo exhibirán en la sala de clases.

7. El facilitador junto a los estudiantes discutirán la importancia de la Internet,

historia, sus usos y recursos (correo electrónico, videos, investigaciones,

etc.). Los beneficios de las redes y la internet para los gerentes será

discutido en clase.

8. El facilitador discutirá las asignaciones antes del taller y ayudara a

organizar los grupos de trabajo.

9. Los estudiantes llenarán su diario reflexivo.

Avalúo

1. Matriz valorativa de trabajos escritos APA (vea Anejo A).

2. Matriz valorativa de participación en clase APA (vea Anejo B).

3. Diario reflexivo APA (vea Anejo I).



Workshop Three


At the end of this workshop, the student will be able to:

1. Understand the importance of the organization and management of systems

that support the digital business.

2. Identify the software applications used in businesses and software used to

integrate business processes.

3. Explain the process of managing knowledge in the digital business.

4. Carefully describe the decision making process for a business.


1. Summarize main ideas using correct grammar and spelling in English after

reading a selection from multiple resources.

2. Write a self reflection about the content and process of an activity or

assignment completed in this workshop, using appropriate vocabulary,

grammar, and style.

3. Use cooperative learning strategies to analyze and discuss a topic.


Managing a Business

http://money.howstuffworks.com/business-management-channel.htm

Online Project Management

http://communication.howstuffworks.com/online-project-management.htm

Effects of Technology on Businesses

http://communication.howstuffworks.com/technology-changed-business1.htm

Small Business Administration

http://www.sba.gov/

Application Software

http://www.webopedia.com/TERM/A/application_software.html



Future of Business Software Applications

http://www-

03.ibm.com/industries/education/doc/content/bin/IBM_BCS_White_Paper_Vision_

2010_Business_Applications.pdf

Digital Knowledge Management

http://www.squishymedia.com/pursuing_digital_knowledge_management.php

http://findarticles.com/p/articles/mi_7002/is_1_18/ai_n28539233?tag=content;col1

http://findarticles.com/p/articles/mi_m0ICC/is_10_76/ai_n27876049?tag=content;c

ol1

Decision Making Process

http://www.ethics.org/resources/decision-making-process.asp

Assignments before Workshop Three:

1. Watch the following video: http://www.youtube.com/watch?v=y0H6v7F8P-g

“Digital Business Strategy”. Write a two pages essay expressing what you

think about digital businesses, digital transactions and the future of

businesses in general (see Appendix A). Use APA style.

2. Go to http://findarticles.com/ and find two articles related to the class.

Summarize and bring them to class (see Appendix A).

3. Visit the recommended links and find 8 to 10 terms for your class glossary.

4. Meet with your group to work with the final research project.

5. Students will meet in groups to find information related to the importance of

the organization and management of systems that support the digital

business. Prepare a short PowerPoint presentation (5 to 10 minutes

maximum) which may include videos, tables, etc. (see Appendix F). Bring

handouts for your classmates.

6. Do a search online and make a list of software applications used in

businesses. Divide them by categories.

7. Continue working with your portfolio and your research project (see

Appendixes E-E8).



Activities :

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

2. Students will discuss their essays regarding the digital business

(Assignment No. 1).

3. Each group will present their findings related to the importance of the

organization and management of systems that support the digital business.

Handouts will be given to the rest of the class.

4. Students will talk about the articles they summarized as assignments.

5. The facilitator will write down in the whiteboard several categories of

software. All students will add at least one software application per

category from their lists. Students will concentrate in management related

software.

6. The facilitator will discuss the importance of the software applications for

businesses and will show several examples from the Internet.

7. The facilitator will explain what knowledge management is and will offer

several examples.

8. Students will review the decision making process information located in the

electronic link section. Then, they will verbally discuss all the steps required

to make a business decision (see Appendix B).

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

10. Students will fill out their learning journals.

Assessment:

1. Written report rubric (see Appendix A).

2. Class participation rubric (see Appendix B).

3. Oral presentation rubric (see Appendix F).

4. Learning journal (see Appendix I).



Taller Cuatro

Objetivos Específicos:

Al finalizar el Taller, el/la estudiante estará capacitado para:

1. Construir Sistemas de Información en la Firma Digital.

2. Identificar los pasos para crear un Sistema de Información.

3. Entender el valor de los Sistemas en los Negocios y cómo Manejar el cambio.

4. Reconocer la importancia de los Sistemas de Apoyo de Decisiones y los

Sistemas de Información Ejecutivos.

Objetivos del Lenguaje:

Al finalizar el Taller Cuatro, los estudiantes:

1. Utilizarán el proceso de lectura efectivamente.

2. Escribirán una auto-reflexión sobre el contenido y el proceso de una actividad

o asignación específica completada en este taller, utilizando gramática,

vocabulario y estilo adecuados.

3. Utilizarán estrategias efectivas para llevar a cabo discusiones formales e

informales incluyendo actividades de reflexión y análisis, respetando diversos

puntos de vista.

Enlaces Electrónicos:

Construyendo Sistemas de Información

http://bhongybz.com/BHONGYBZ.NET/Resources/MIS8-Laudon/MIS8Ch12.ppt

ftp://ftp.cdc.gov/pub/EID/vol1no4/adobe/newsnote.pdf

http://www.ibm.com/developerworks/library/ar-

gis1/?S_TACT=105AGX78&S_CMP=HP

Cambios en los Sistemas de Información

http://www.computerworld.com/securitytopics/security/story/0,10801,97820,00.html

Sistemas de Información Ejecutivos

http://en.wikipedia.org/wiki/Executive_information_system

http://www.umsl.edu/~sauterv/DSS/book/eis.html

Sistemas de Apoyo de Decisiones



http://www.informationbuilders.com/decision-support-systems-dss.html

http://dssresources.com/cases/spaceshuttlechallenger/index.html

http://www.computerworld.com/softwaretopics/software/apps/story/0,10801,72327,

00.html

Manejando el Cambio

http://www.oursouthwest.com/SusBus/mggchange.pdf

http://www.allbusiness.com/management/change-management/11336-1.html

http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=61464

Asignaciones antes del Taller:

1. Busque el siguiente Estudio de Caso:

http://www.ejisdc.org/ojs2/index.php/ejisdc/article/viewFile/101/101 . Prepare

un resumen donde discutirá el problema principal, los procedimientos

realizados y los resultados del caso (vea Anejo A).

2. Busque información sobre el proceso de Análisis y Diseño de un Sistema de

Información. Prepare en Microsoft Word una lista de pasos a seguir para

completar este proceso. Llévela a clase.

3. Observe el siguiente video “Healthcare Information System”

http://www.youtube.com/watch?v=7Ks3hezVSIM&feature=related. ¿Por qué

es necesario desarrollar un sistema de información en esta área? ¿Cuáles son

las ventajas de este sistema? Prepárese para discutirlo en clase.

4. Visite los enlaces provistos relacionados al manejo de cambios. Prepare una

tabla de dos columnas. La primera columna mostrará la técnica para manejar

el cambio. La segunda columna mostrará un ejemplo de esa técnica aplicada

al manejo de cambio en el sistema de información de una empresa.

5. Prepare un mapa conceptual sobre el proceso de desarrollar un sistema de

información y el valor que estos tienen en los negocios (ver Anejo C).

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. Los estudiantes se reunirán en grupo para discutir el proceso de Análisis y

Diseño de un Sistema de Información y la relación de un gerente con este



proceso. Un miembro del grupo compartirá los hallazgos con el resto de la

clase.

3. El facilitador mencionará y explicará los diferentes sistemas de información

existentes, incluyendo los sistemas de apoyo de decisiones, gerenciales o

ejecutivos.

4. Los estudiantes se reunirán en grupos de tres para ejecutar una tormenta de

ideas en la pizarra donde identificarán los pasos a seguir para crear un

Sistema de Información para una empresa.

5. Una vez terminada la discusión de la actividad anterior, cada grupo se

convertirá en un panel de expertos en el tema y discutirán sus ideas utilizando

la técnica de la mesa redonda. Los equipos podrán usar sus notas, y mapas

conceptuales para una presentación efectiva del tema asignado. El facilitador

será el moderador y el resto de estudiantes será la audiencia quienes podrán

formular preguntas y aún desafiar lo discutido por el panel de expertos

después que el panel haya terminado la discusión. El moderador aclarará las

dudas surgidas en la discusión ( ver Anejo G ).

6. Los estudiantes discutirán el video observado relacionado al sistema de

información de salud.

7. Los estudiantes discutirán las tablas relacionadas al manejo de cambio y

mencionarán técnicas que un gerente puede usar para manejar resistencia al

cambio.

8. El facilitador entregará el examen a ser devuelto en el taller cinco.

9. El facilitador aclarará dudas sobre las asignaciones del próximo taller y sobre

el proyecto de investigación.

10. Los estudiantes llenarán el diario reflexivo.

Avalúo

1. Matriz valorativa de trabajos escritos

2. Matriz valorativa para participación en clase.

3. Matriz valorativa para la mesa redonda.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


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

1. Recognize the importance of Geographic Information Systems.

2. Identify information systems vulnerabilities and abuse

3. Describe the tools to create a control environment.

4. Explain the importance of software and data quality.


At the end of Workshop Five, students will:

1. Use the reading process effectively.

2. Write a self reflection about an entry or entries of this workshop, using

appropriate vocabulary, grammar, and style.

3. Develop ideas to solve problems in an effective way.


Geographic Information Systems

http://www.gis.com/

http://gislounge.com/what-is-gis/

IS Vulnerabilities

http://www.emergency.com/techthrt.htm

http://www.rand.org/pubs/monograph_reports/2005/MR1601.pdf

http://books.google.com/books?id=uG6ZowHc4JcC&dq=Information+systems+vul

nerabilities&printsec=frontcover&source=bl&ots=r7dx9tuCOr&sig=vog3h7N7HKSt

uYcbLTP_g8XYLxs&hl=en&sa=X&oi=book_result&resnum=3&ct=result



IS Controls

http://www.intosaiitaudit.org/Audit%20Guides/Review%20of%20Information%20Sy

stems%20-%20workbook.pdf

http://www.allbusiness.com/technology/software-services-applications-

information/11509118-1.html

http://csrc.nist.gov/publications/nistpubs/800-53-Rev1/800-53-rev1-final-clean-

sz.pdf

Data Quality

http://www.uniserv.com/

http://www.oracle.com/technology/products/warehouse/pdf/TrilliumOracleFAQ.pdf

http://dsbb.imf.org/vgn/images/pdfs/paper.pdf

Assignments before Workshop Five:

1. Watch the following video http://www.youtube.com/watch?v=z5s8kbEdB68

“Geographic Information Systems”. What is an GIS? How can society benefit

from them? What is the future of GISs? Write a two pages summary in English

answering these and other questions. Use APA style.

2. Watch this video http://www.youtube.com/watch?v=yFRc-

wpQc9c&feature=related. What are the different approaches mentioned?

Make a list in Spanish with a brief explanation and be prepared to discuss them

in class.

3. Go to http://www.careerbuilder.com or http://www.monster.com and find

information about Information Security jobs. Write down the job specifications

including salary and certifications.

4. Explore the links about data security. Be prepared to class discussion.

5. Give the final touches to your portfolio and complete your exam (individual

work). See portfolio rubrics in Appendixes E to E8.

6. Meet with your group to finish your final research project and presentation.



Activities :

1. The facilitator will start the class with a short review (in English).

2. Students will hand in their take home exams.

3. Students will meet in groups of four to discuss the importance of GISs. How

GISs can benefit managers? A member will share the group’s findings with the

rest of the class (in English).

4. Students will watch the following video: “Computer Security 101”

http://www.youtube.com/watch?v=_E4DO4ADCqw&feature=related . Class

discussion (in English).

5. The facilitator will explain how computer, information security and good

management techniques are related (in Spanish).

6. Students will talk about information security careers. They will discuss their

assignments related to these careers (in Spanish).

7. Students will talk about data security and information systems and

management controls. The facilitator will guide this discussion and will offer

examples (in Spanish).

8. Students will show their final research presentations and will hand in their

reports. A copy (handout) of the presentation will be given or sent by e-mail to

the classmates ((in English or Spanish).

9. Students will fill in the learning journals and will hand in the Portfolio.

10. Closing activity – to be determined by the facilitator.

Assessment:

1. Class participation rubric.

2. Oral report rubric.

3. Written report rubric.

4. Portfolio rubrics.

5. Learning journal.



Anejos/Appendixes



Anejo A/Appendix A

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content.

10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: _________________Facilitator’s Signature:______________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fe cha: _______________

Criterio Puntos Puntuación

Conten ido

Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente. 10

Maneja verbos y acentuación apropiada y correctamente.

10

Total P untos 100 (70% contenido y

30% lenguaje)

Puntuación Total : _______

Student’s Signature: _________________Facilitator’s signature:______________



Anejo B/Appendix B

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criteri o Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

Colaboró en la planificación y organización de las reuniones o actividades de grupo.

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos y argumentos de sus compañeros.

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteri a Points Students Points

Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100



Anejo C/Appendix C

Concept Map

Definition: Concept maps offer a method to represent information visually. There

are a variety of such maps.

Purpose: Concept maps harness the power of our vision to understand complex

information "at-a-glance." The primary function of the brain is to interpret incoming

information to make meaning. It is easier for the brain to make meaning when

information is presented in visual formats. This is why a picture is worth a

thousand words. It is essential to your studies and career that you can handle

complex information; concept maps offer one method to do this.

Practical applications in your courses:

• Handy way to take notes during lecture.

• Excellent aids to group brainstorming.

• Planning your studies and career.

• Providing graphics for your presentations and term papers

• A way to outline your term papers and presentations.

• Refine your creative and critical thinking.

Note: For sample concept maps, go to:

http://classes.aces.uiuc.edu/ACES100/Mind/Cmap.html



Anejo D/Appendix D

Timeline

A time line can help you make connections and understand complex relationships

and interrelationships.

Source: Retrieved on September 23rd, 2008 from

http://www.netrover.com/~kingskid/graphic/graphic.htm



Timeline Rubric

Name/Group ________________________________________________

Course: _____________________ Date: ________________________

Topic: ______________________ Time: ________________________


The timeline has a creative title that accurately

describes the material and is easy to locate

1 point

Facts were accurate for all events reported on the

timeline

1 point

All graphics are effective and balanced with text

use.

1 point

An accurate, complete date has been included for

each event.

1 point

The timeline was set up to cover the relevant time

period. It contains appropriate yearly gradations of

set intervals

1 point

The use of font styles and colors is consistent and

shows a logical pattern. It helps organize the

material.

1 point

The timeline contained a significant number of

events related to the topic being studied

1 point

The student had notes about all the events and

dates s/he wished to include on the timeline before

beginning to design the timeline.

1 point

You have properly documented 4 or more good

sources for your topic.

1 point

Clearly stated and appropriately focused. 1 point

TOTAL 10 points

Student’s Name: _______________________

Facilitator’s Signature: ________________________



Anejo E/Appendix E Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:.

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show

progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment

within workshops. Workshops will be separated from one another using

construction paper or paper of different colors, with tabs indicating the

workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-

portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix E1 ).

• The cover page will follow exactly APA guidelines applied to a cover

page of research papers submitted at Metro Orlando Campus. This

cover page will be placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should



include a brief description, date produced, date submitted, and date

evaluated (Appendix E2 ).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix E3 ) required in each

workshop.

• Overall portfolio self assessment (Appendix E4 ).

• The Progression Follow-Up Template (Appendix E5 ).

• A list of references and appendices of all assignments included will be

added to the end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendices

E6 & E7)

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition.”

4. Portfolio Evaluation (Appendix E8 )



Anejo E1/Appendix E1: PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Classroom-Based ESL Assessment EDUC 569 42

Anejo E2/Appendix E2: Log of Entries or Table of Co ntent

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Students can elaborate a table of contents for their portfolios instead.



Anejo E3/Appendix E3: Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

This entry is an example of an area I really need to improve:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

This entry is an example of an area I have improved:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

I think this exercise has been very helpful for my learning because:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



Auto Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



Anejo E4/Appendix E4: Overall Portfolio Self-Assess ment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _______________________________________________________ _______________________________________________________ _____ 2. _______________________________________________________ _______________________________________________________ _____ 3. _______________________________________________________ _______________________________________________________ _____ 4. _______________________________________________________ _______________________________________________________ _____ 5. _______________________________________________________ _______________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



Anejo E5/Appendix E5: Progression Follow-Up Templat e Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Anejo E6/Appendix E6: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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 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



Anejo E7/Appendix E7: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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 is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period of

time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



49

Anejo E8/Appendix E8: 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?



50

� Growth/Development: Do samples provide thorough understanding of growth and

development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide 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 = Need s 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



Anejo F/Appendix F

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL/GRUPAL ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and

30% of language)

Student’s Total Score:

________

Student’s signature: _________________Facilitator’s Signature: _____________



Anejo G/Appendix G

Matriz de Valoración de la Mesa Redonda

Nombre/Grupo ________________________________________________

Curso: ______________________ Fecha: ________________________

Criterios Valor Puntaje del Estudiante

Contenido

El participante ofrece un análisis suficientemente sólido y sin dudar avanza en la conversación.

1 punto

El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.

1 punto

El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.

1 punto

El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.

1 punto

El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.

1 punto

Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.

1 punto

El participante demuestra una actitud y postura profesional durante la conversación.

1 punto

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

1 punto

Usa la gramática de una manera adecuada y correcta.

1 punto



Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.

1 punto

Total 10 puntos ( 70% contenido y 30% lenguaje)

Puntaje Total:

Nombre del estudiante: ______________________________ Firma del facilitador: _________________________

Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:

• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto



Round Table Rubric

Student name/Group: _______________________________________________

Course: __________________________ Date: ________________________


Content

Participants offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.

1 point

Participants –through their comments– show deep knowledge of the discussed topic and a high level of understanding of questions asked by the audience.

1 point

Participants are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.

1 point

Participants, through their comments, show that they are paying close attention to what other participants say about the topic.

1 point

Participants provide explanations and follow up to enrich discussion.

1 point

Participants’ observations are usually related to ideas or arguments presented in this discussion.

1 point

Participants show a professional attitude and posture during the discussion.

1 point

Language

Participants show good use of the standard English

1 point



language (vocabulary, syntax and flow of ideas). Participants use appropriate intonation in making remarks and good projection of the voice toward the audience.

1 point

Given a controversial topic during discussion, participants show a persuasive argument to support their points of view about it.

1 point

Total 10 points ( 70% content y 30% language)

Total Score:

Student name: ______________________________ Facilitator’s signature: _________________________

Note: The score obtained by the student should be recorded as follows:

• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point

Needs improvement: 0.25 point



Anejo H /Appendix H

KWL Chart

K What I KNOW

W What I WANT to Know

L What I LEARNED



Gráfica KWL

K Lo que SE

W Lo que QUIERO SABER

L Lo que APRENDI



Anejo I/Appendix I

DIARIO REFLEXIVO Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los

conceptos, los sentimientos y las actitudes que se desatan a partir de la

discusión y los trabajos de cada taller. Este proceso le ayudará en su

autoanálisis, así como propiciará la auto evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado

en el taller y conteste las mismas en forma de ensayo con excelente

gramática, ortografía y puntuación:

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias

personales…



Reflexive Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts,

feelings, and attitudes experienced after class discussion and

assignments. This process will help your self-assessment.

Using the following questions, reflect about what was presented in this

workshop and answer the questions following an essay style using

excellent grammar, syntax and punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…

sistema universitario ana g. méndez school for professional ......sistema universitario ana g....

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