sistema universitario ana g 441 dlp 2013.pdfpresentación oral a la clase. el grupo escogerá si el...
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Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
COIS 441
ELECTRONIC ECOMMERCE APPLICATIONS DEVELOPMENT
DESARROLLO DE APLICACIONES PARA COMERCIO ELECTRONICO
© Sistema Universitario Ana G. Méndez, Inc. 2013
Derechos Reservados
© Ana G. Méndez University System, Inc. 2013
All rights reserved
May 30, 2013.
COIS 441 E- Commerce Applications Development 2
Updated 5/30/2013
Please include all applicable information below:
Prepared based on the course syllabus (2008) of the School of Business Administration, with the
collaboration of:
Fernando Wilches MS., Module Development Specialist
Carmen Aponte, MS. Content Evaluator
Luis L. Díaz, English Language Specialist
Bárbaro Forteza Cáceres, MS. Spanish Language Specialist,
Joe Hernández, Curriculum and Instructional Designer
COIS 441 E- Commerce Applications Development 3
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 17
TALLER UNO.............................................................................................................................. 29
WORKSHOP TWO ...................................................................................................................... 36
TALLER TRES ............................................................................................................................ 42
WORKSHOP FOUR .................................................................................................................... 48
TALLER CINCO/WORKSHOP FIVE ........................................................................................ 54
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 62
APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 67
APENDICE C/APPENDIX C REFLECTIVE JOURNAL ......................................................... 75
APÉNDICE D/APPENDIX D MATRIZ DE VALORACIÓN PARA LA PARTICIPACIÓN EN
CLASE ............................................................................................................................... 78
APÉNDICE E/APPENDIX E MATRIZ VALORATIVA EVALUACIÓN DE
PRESENTACIONES ORALES ................................................................................................... 81
APÉNDICE F/APPENDIX F GRÁFICA KWL ........................................................................... 84
COIS 441 E- Commerce Applications Development 4
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GUÍA DE ESTUDIO
Título del Curso: Desarrollo de Aplicaciones para Comercio Electrónico
Codificación: COIS 441
Créditos: Tres
Duración: 5 Semanas
Prerrequisito: COIS 440
Descripción: El curso de especialidad provee las herramientas y las destrezas necesarias
para el desarrollo de la aplicación comercio o negocio electrónico (Commerce or E-business. El
curso también enfatiza en las metodologías y mejores prácticas de seguridad en el comercio
electrónico.
Objetivos de Contenido Generales
Al finalizar el curso, el estudiante podrá:
1. Desarrollar interfaces administrativas.
2. Identificar amenazas a la seguridad, vulnerabilidades y riesgos para el desarrollo del
comercio electrónico.
3. Generar un ambiente seguro en los servidores de las bases de datos.
4. Crear e implementar el catálogo de productos.
5. Desarrollar y administrar el carro de compras "shopping cart."
6. Desarrollar un sistema para las órdenes de compras.
7. Desarrollar diferentes métodos de pago.
Objetivos de Lenguaje Generales
a. Escuchar: Los estudiantes escucharán atentamente los conceptos, funciones y material
discutido en el curso relacionado al desarrollo de aplicaciones para comercio electrónico
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b. Hablar: Los estudiantes verbalmente discutirán material relacionado al desarrollo de
Aplicaciones para Comercio Electrónico
c. Leer: Los estudiantes leerán artículos, textos y otros documentos relacionados al
desarrollo de aplicaciones para comercio electrónico interpretando su significado con
exactitud.
d. Escribir: Los estudiantes escribirán sin errores gramaticales, sus logros, dudas y
comentarios sobre el desarrollo de aplicaciones para comercio electrónico en su
portafolio personal..
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,Net
Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que
ellos han cumplido con las horas de uso en el laboratorio de lenguaje (inglés y español)
por curso. Esto iguala al uso del laboratorio de lenguaje por cuatro horas semanales para
cada lenguaje por curso. El facilitador podría requerir más horas de práctica basado en las
necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los
lenguajes mencionados. El total de horas de práctica el laboratorio de lenguaje o e-
lab deben de estar integradas en la sección de actividades del módulo.
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Descripción del Proceso de Evaluación:
Trabajos Individuales, Grupales y Presentaciones Orales en
clase y asistencia 5 20 puntos c/u
100 puntos
Examen del material cubierto de1 taller 1 al 4 100 puntos
Laboratorio de Lenguaje (5) 20 puntos (c/u) 100 puntos
Asignaciones antes del taller (5) 20 puntos (c/u) 100 puntos
Portafolio Digital 100 puntos
Proyecto individual o en grupo 100 puntos
Diario Reflexivo 4 (c/u) 25 100 puntos
Total Puntuación = 700 puntos
Escala:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Trabajos Individuales, Grupales y Presentaciones Orales en clase
En cada taller el facilitador asignará por lo menos un trabajo individual o en grupo para ser
presentado a la clase en cada taller. El facilitador escogerá los temas del texto, de las tareas a
realizar antes del taller, o del Internet según su criterio y explicará las bases del trabajo y lo que
espera como resultado por parte de los estudiantes. El facilitador combinará la participación y
reporte o resultados de los trabajos en grupo o individual, para los correspondientes 20 puntos
en cada taller. Anejo D
Examen
El examen incluye el material de los talleres uno al cuatro y será en inglés
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Laboratorio de Lenguaje
En adición a la asistencia mandataria al salón de clase y participación durante la misma, el
estudiante deberá cumplir las horas de ejercicio en el laboratorio de idiomas. A través de los
cinco talleres el estudiante deberá recopilar evidencia de su trabajo para ser entregada al
facilitador en el quinto taller. El facilitador determinara la distribución de horas entre ambos
idiomas – inglés y español – de acuerdo a las necesidades individuales de cada estudiante. El
estudiante deberá completar sus horas físicamente en el laboratorio de idiomas en cada campus
o desde su casa/trabajo a través del programa “Tell Me More”.
Asignaciones antes del taller
Antes de cada taller el/la estudiante deberá completar ciertas tareas asignadas que le ayudarán a
prepararse para las actividades que se realizarán en el taller, la asignación deberá presentarse en
el idioma en el cual se presentará el taller. No entregar estos en el tiempo establecido conlleva a
un descuento de 5 puntos por cada tardanza en la entrega.
Portafolio Digital.
El facilitador entregará una copia del Manual de Portafolio Electrónico. Al terminar el quinto
taller, el estudiante entregará un portafolio electrónico en CD, DVD o tarjeta de memoria, que
será un compendio del trabajo realizado en los talleres 1 al 5. El facilitador, en el primer taller,
deberá ofrecer a los estudiantes las indicaciones para la elaboración del portafolio e irá
precisando y supervisando su elaboración en los siguientes talleres.
Proyecto Oral y Escrito
De la primera a la cuarta reunión, el/la estudiante trabajará individual o con compañeros con
quienes integrará el grupo que realizará un trabajo investigativo final. Cada grupo trabajará una
situación real o ficticia que desarrollará y presentará a la clase sobre el desarrollo de una página
COIS 441 E- Commerce Applications Development 8
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en la internet. La solución de este proyecto se entregará en el taller quinto y se dará la
presentación oral a la clase. El grupo escogerá si el trabajo escrito es en español la presentación
oral debe ser en inglés viceversa. Información para este proyecto ver Anejos A,B, y C.
Diario Reflexivo
El estudiante redactará un Diario Reflexivo al finalizar los talleres 1-4, para reflexionar
críticamente y escribir sobre los conceptos, sentimientos y actitudes relacionados con los
procesos de aprendizaje. Debe incluir un autoanálisis y auto evaluación de su ejecución. Cada
diario tendrá un valor de 25 puntos. El (la) Facilitador (a) indicará si este se entrega por escrito
(Anejo E2) o por correo electrónico.
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos un
libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la Comisión de
Educación Independiente de la Florida.
Libro(s)
Ullman, L. (2010). Effortless e-commerce with PHP and MySQL. Upper Saddle River, NJ:
Prentice Hall. ISBN: 0321656229 / 9780321656223
Balanescu, E., & Darie, C. (2008). Beginning PHP and MySQL E-Commerce: From Novice to
Professional (2nd ed.). New York, NY: Apress.
Felke-Morris, T. (2011). Web development and design foundations with XHTML (5th ed.).
Reading, MA: Addison Wesley
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Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice
Hall.
Schneider, G. P. (2011). Electronic Commerce (9th ed.). Boston, MA: Course Technology.
Welling, L., & Thomson, L. (2009). PHP and MySQL web development (4th ed.). Upper Saddle
River, NJ: Prentice Hall.
Libro(s) Electrónico(s)
Schneider, G. P. (2013). Electronic commerce. Boston, MA: Course Technology Cengage
Learning. Available in:
http://www.cengage.com/search/productOverview.do?Ntt=1133526829||2639622851529888
7478067858581822134120&N=16&Ntk=APG||P_EPI
Kaba, I. (2008). Elementos básicos de comercio electrónico. Editorial Universitaria: Cuba.
Disponible en:
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10219507&p00=comercio%20
internet
Rosana de Pablo, R. (2009) Negocio electrónico. España: Universidad Nacional de Educación a
Distancia. Disponible en:
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10559824&p00=comercio%2
0internet
http://books.google.com/books?id=t8BSB-
kzSScC&printsec=frontcover&dq=comercio+electronico&hl=en&sa=X&ei=PuRyUbWvEJC
u8QSr_YGwBQ&ved=0CDcQ6AEwAQ ]
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para promover el desarrollo
de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés y
español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido
enteramente en el lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance,
el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el
tiempo y las actividades equitativamente entre ambos idiomas. Las primeras dos horas son
estrictamente en español y las últimas dos en inglés. Los cursos de idiomas deben ser
desarrollados en el idioma correspondiente, en inglés o en español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los estudiantes
sean sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo al
módulo. El estudiante debe hacer todo esfuerzo para desarrollar las destrezas en los dos
idiomas usando los recursos de lenguaje disponibles dentro y fuera de la institución. El
convertirse en un profesional bilingüe es un proceso complejo y exigente. Cada taller
requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más para
poder tener éxito lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá
presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es
justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El
facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante reponer el
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trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante tenga que
reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota existente
en dos grados.
5. La asistencia y participación en actividades de la clase y en presentaciones orales es
extremadamente importante pues éstas no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que
sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del
lenguaje como la presentación oral o actividad que requiera repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los
estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar
apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante
debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente
trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de
SafeAssign TM
de Blackboard será utilizado por los facilitadores para verificar la autoría de
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los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de leer la política
de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del
Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13, secciones
36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, versión 6.
No se tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se expone
a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la institución. Los
estudiantes deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio, deberá
ser aprobado por el Director de Facultad y Currículo antes de la primera clase. Es requisito
que el facilitador discuta y entregue una copia de los cambios a los estudiantes al principio
del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo
electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y parientes no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen
al SUAGM, al curso y a un adulto profesional.
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Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,
notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web
que podrá utilizar para la búsqueda de la información deseada. Algunas de éstos son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/(alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/(compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole
profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser
necesario.
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CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requiere o deseara llevar a cabo una investigación o la
administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a
los formularios de la Oficina de Cumplimiento pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite. Además de los formularios el estudiante/facilitador puede encontrar las
instrucciones para la certificación de investigación en línea. Estas certificaciones incluyen:
Institutional Review Board (IRB), Health Information Portability and Accountability Act
(HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
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Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo es una
filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras
experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos para
darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de
ajustar nuestros modelos mentales para poder entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las
experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos
adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los
mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con
situaciones en las cuales los estudiantes estén buscando activamente construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y específicas
(“from whole to parts”). Ambas partes deben entenderse en el contexto del todo. Por lo tanto, el
proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para
percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y no sólo el
de memorizar las respuestas “correctas” y repetir el significado de otra persona. Como la
educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el
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aprendizaje es hacer de la evaluación parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: E- Commerce Applications Development
Code: COIS 441
Credits: Three
Time Length: Five Weeks
Pre-requisite: COIS 440
Description: This course provides the tools and practical skills for building electronic commerce
over the Internet. The course also emphasizes methodologies, security, and best practices of e-
commerce
General Content Objectives:
At the end of the course, students will be able to:
1. Develop administrative interfaces.
2. Identify security threats, vulnerabilities, and risks to the development of electronic
commerce.
3. Build a safe environment on servers in the databases.
4. Create and implement product catalog.
5. Develop and manage the shopping cart.
6. Develop a system for purchase orders.
7. Develop different payment methods.
General Language Objectives:
a. Listening: Students will carefully listen to course concepts, functions, and material
related to E-Commerce Applications Development
b. Speaking: Students will verbally discuss the material related to advanced functions of E-
Commerce Applications Development.
c. Reading: Students will carefully read articles, textbooks, and other documents related to
E-Commerce Applications Development interpreting its correct meaning.
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d. Writing: Students will write, without grammatical errors, their achievements, concerns, and
comments on E-Commerce Applications Development in their personal portfolios
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they have
complied with hours of language lab or e-lab usage for each language (English and Spanish).
This equates to the use of the language lab or e-lab for at least two hours weekly for each
language per course. The facilitator may require a higher number of hours for language lab
practice based on the language needs for listening, speaking, reading, and writing skills in
either or both languages. The total amount of language lab or e-lab hours is integrated in
the activities for each workshop in the module.
Description of the Evaluation Process:
Evaluation
Individual Assignments, Oral Presentations and Group
Activities done in class and assistance
100 points
Exam (with material covered from workshop1 to workshop 4) 100 points
Language Lab (5) 20 points (e/o) 100 points
Assignments before class (5) 20 points (e/o) 100 points
Digital Portfolio 100 Points
Project individual or in group 100 points
Reflexive Diary (4) 25 points (e/o) 100 Points
Total = 700 points
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Grading Scale:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Individual Assignments, Oral Presentations and Group Activities done in class and assistance
The facilitator will assign at least one individual or group work to present to class in each
workshop. The facilitator will choose the Topics from the text book, assignments before
workshop or the Internet and explain the basis of the exercise and the output expected from the
students. The facilitator will combine class participation, attendance and the individual or group
reports and presentation to give the 20 points in each workshop. Appendix D.
Exam
The exam will include all the material from workshop one to workshop four. This exam will be
in English.
Language Lab
In addition to the mandatory attendance and class participation the student will complete the
hours of language laboratory. Throughout each week the student will keep evidence of his/her
work to turn in on the fifth workshop. The facilitator will determine the distribution of hours
among the two languages English and Spanish – according to the individual needs of each
student. The student can complete the laboratory requirements either physically at the campus
language laboratories or at home/work through the web-based program “Tell Me More.”
Assignments before class
Before each workshop students will complete certain assignments that will help student to be
prepared for the workshop activities. This assignment should be presented en the language in
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which the workshop will be presented. A late assignment will be penalized by discounting 5
points for workshop it is late.
Digital Portfolio
The facilitator will hand in a copy of the Digital Portfolio Assessment Handbook. By the end of
the fifth workshop each student will hand in an electronic portfolio in a CD, DVD or flash drive,
which will be a complete summary of all the work done during the course. On the first workshop
the facilitator shall offer the students indications to prepare the portfolio and in the following
ones will provide additional indications and supervision
Project individual or in group
From the first to the fourth workshop, students will work individual or in group in the final
project. Each group will work with a real or fictitious situation to develop and present it to the
class about the development of a web page. The solution to this project will be handed in at the
beginning of workshop fifth and the group will give the oral presentation to the class. The group
will choose if the written project is in Spanish then the oral presentation will be in English or
vice versa.
Reflexive Diary
Students will write a reflexive diary at the end of workshops 1-4, to critically reflect and write
about the concepts, feelings and attitudes related to the learning process. This must include an
auto analysis and auto evaluation of performance. Each diary will have a value of 25 points
(Appendix E2). The facilitator will indicate if this will be handed in on paper or through e-mail.
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Textbook(s)
Ullman, L. (2010). Effortless e-commerce with PHP and MySQL. Upper Saddle River, NJ:
Prentice Hall. ISBN: 0321656229 / 9780321656223
Balanescu, E., & Darie, C. (2008). Beginning PHP and MySQL E-Commerce: From Novice to
Professional (2nd ed.). New York, NY: Apress.
Felke-Morris, T. (2011). Web development and design foundations with XHTML (5th ed.).
Reading, MA: Addison Wesley
Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice
Hall.
Schneider, G. P. (2011). Electronic Commerce (9th ed.). Boston, MA: Course Technology.
Welling, L., & Thomson, L. (2009). PHP and MySQL web development (4th ed.). Upper Saddle
River, NJ: Prentice Hall.
E-Book (s)
Schneider, G. P. (2013). Electronic commerce. Boston, MA: Course Technology Cengage
Learning. Available in:
http://www.cengage.com/search/productOverview.do?Ntt=1133526829||2639622851529888
7478067858581822134120&N=16&Ntk=APG||P_EPI
Kaba, I. (2008) Elementos básicos de comercio electrónico. Editorial Universitaria: Cuba.
Disponible en:
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10219507&p00=comercio%20
internet
COIS 441 E- Commerce Applications Development 22
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Rosana de Pablo, R. (2009) Negocio electrónico. España: Universidad Nacional de Educación a
Distancia. Disponible en:
http://site.ebrary.com/lib/bibliosuagmsp/docDetail.action?docID=10559824&p00=comercio%2
0internet
http://books.google.com/books?id=t8BSB-
kzSScC&printsec=frontcover&dq=comercio+electronico&hl=en&sa=X&ei=PuRyUbWvEJCu8
QSr_YGwBQ&ved=0CDcQ6AEwAQ
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in English and Spanish, strictly using the
50/50 model. This means that each workshop will be conducted entirely in the language
specified for the workshop. The language used in each workshop needs to be alternated to insure
that 50% of the course is conducted in English and 50% in Spanish. To maintain this balance,
the course module will indicate that both languages must be used during the fifth workshop,
dividing the workshop activities between the two languages. The first two hours will be in
Spanish and the last two hours in English. The 50/50 model does not apply to language
courses where the delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated and dual language format. This requires that students
prepare in advance for each workshop according to the course module. Students must be
structured, organized, committed, and focused to ensure linguistic and academic success. In
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order to achieve proficiency expectations in English and in Spanish, the student must strive to
take advantage of all language resources in the university and in their community, since
becoming a dual language professional is a complex and challenging task. Each workshop
requires an average of ten hours of preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must
present a reasonable excuse to the facilitator who in turn will evaluate the reason for the absence.
If it is justified, the facilitator will decide how the student will make up the missing work, if
applicable. The facilitator will decide on the following: allow the student to make up the work, or
allow the student to make up the work and assign extra work to compensate for the missing class
time.
Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and/or make-up
work.
4. If a student is absent to more than one workshop, the facilitator will have the following
options:
a. If a student misses two workshops, the facilitator may lower one grade level based
on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower two grade levels
based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation
activity if he/she determines that an equivalent activity is possible. This activity must include the
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same content and language components as the oral presentation or special activity that was
missed.
6. In cooperative learning activities, the group will be assessed for their final work as a group.
However, each member will have to collaborate to assure the success of the group. Students will
also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher. It
should be noted that plagiarized writings are easily detectable and students should not risk losing
credit for material that is clearly not their own. SafeAssignTM
, a Blackboard plagiarism
deterrent service, will be used by the facilitators to verify students’ ownership of written
assignments. It is the student’s responsibility to read the university’s plagiarism policy. If you
are a UT student, read Section 11.1 of the Student Manual, and if you belong to UMET or UNE,
refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means that
ALL papers submitted by the student must be original work, and that all references used will be
properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in case of
detecting an incidence, the student will obtain a zero in the assignment or activity and could be
referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the Faculty and
Curriculum Director must approve such changes before the first day of class. The Facilitator
must discuss the approved changes with students in the first class workshop. A written copy of
the changes must also be provided to students at the beginning of the first workshop.
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9. The facilitator will establish a means of contacting students by providing the SUAGM e-mail
address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be
on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to the
classrooms.
12. All students are subject to the policies regarding behavior at the university community
established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines and
other links you can use to search for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/(rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
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http://www.alibris.com/(buy)
The facilitator may make changes or add challenging, research-based, and professional
educational Web Resources, if deemed necessary to reflect current trends in the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs to
administer a questionnaire or interview individuals, he/she must comply with the norms
and procedures of the Institutional Review Board Office (IRB) and ask for authorization.
To access the forms from the IRB Office or for additional information, visit the following
link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability and Accountability Act (HIPAA), and the
Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
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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
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inherently interdisciplinary, the only valuable way to measure learning is to make assessment
part of the learning process, thus ensuring that it provides students with information on the
quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of the
world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
Objetivos específicos de contenido:
Los estudiantes serán capaces de:
1. Identificar qué es un catálogo virtual.
2. Analizar la estructura y funcionalidad del catálogo de productos virtuales.
3. Conocer las estructuras base y el nivel de datos de un catálogo virtual.
4. Establecer la diferencia entre un catálogo de productos convencional y un catálogo virtual
5. Analizar la estructura de una tienda virtual.
Objetivos específicos de lenguaje:
Los estudiantes serán capaces de:
1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten,
discutan o lean sobre el diseño de catálogo virtual, para comprender y recordar lo más
significativo.
2. Hablar: Expresarse claramente durante conversaciones en clase sobre el Diseño de un
catálogo virtual.
3. Leer: Leer y analizar el material relacionado con el Diseño de un catálogo virtual..
4. Escribir: Escribir un ensayo de una página (300 palabras) sobre la funcionalidad del
catálogo virtual, con observancia a las normas de estilo APA y sin errores ortográficos.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Catálogo Virtual
https://www.blackbaud.com/files/support/helpfiles/sphere/Content/Create_an_eCommerce_catal
og.html
http://www.mejorarfinanzas.com/2012/08/como-crear-un-catalogo-de-productos-en-linea-para-
mi-negocio.html
http://www.calameo.com/
http://www.scribd.com/
http://issuu.com/business?gclid=CLD31YrE6rQCFRQcnAodIzAAOA
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Crear un almacén virtual (Prueba Gratis)
http://www.shopify.com/r?rdid=11556280&term=ecommerce%20build%20store&Network=Sea
rch&SiteTarget=&mt=b&adid=19218917203&test=&BOID=ecommerce2-b-
us&gclid=CLyFwpLUzLQCFQf0nAodKXcAlQ
http://www.freewebs.com
http://www.networksolutions.com
http://www.geotrust.com/resources/guides/creating-ecommerce-website.pdf
Asignaciones antes del taller:
1. Asegúrese de leer y familiarizarse con todo el módulo antes del primer taller.
2. Lea, analice y responda: (Prepárese para discutir en clase)
a. ¿Qué es una tienda virtual (e-commerce)?
b. ¿Qué es un Web host?
c. Proceso para desarrollar una tienda virtual
d. Concepto de catálogo de productos
3. Utilizando los recursos del Blackboard, prepare la siguiente asignación para entregar
(valor total: 20 puntos):
a. Prepare una tabla donde establezca cinco diferencias básicas entre la utilización
de un catálogo de productos convencional y un catálogo de productos virtual (20
pts).
b. Sintetice los pasos a seguir para la creación de un catálogo virtual.
4. Lea, analice y sintetice lo más importante sobre: (Prepárese para discutir en clase)
a. Los métodos alternativos para el Diseño un catálogo virtual.
b. Ciclo de vida de un catálogo virtual
c. PHP y HTML.
5. Prepare un ensayo de una página (300 palabras aproximadamente) describiendo la
funcionalidad del uso de catálogos virtuales.
6. Prepare un glosario con cinco a diez términos con definiciones relacionados a los temas
discutidos en el taller (Apéndice A – “Can Do Writing”).
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7. Entre al laboratorio electrónico (e-lab) y abra su cuenta con Tell Me More. Comience
tomando los exámenes para medir su nivel en inglés y español. Complete sus dos horas
de práctica en español con los recursos del e-lab.
8. Comience a trabajar con el Portafolio Digital (ver Manual de Portafolio.
Vocabulario clave de la lección:)
1. Catálogo de productos
2. Catalogo virtual
3. Ciclo de Vida de un Catálogo Virtual
4. Categorías
5. Prototipos
6. Biblioteca de Atributos
7. Estructura de base de datos
8. Datos de nivel
9. PHP
10. HTML
Lista de materiales suplementarios para el taller:
1. La Internet
2. Discussion Board
3. E-lab
4. Biblioteca Virtual
5. TellMeMore
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_x_ Modelaje
_x_ Práctica Dirigida
_x__ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
___Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas:
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador comenzará la clase con una actividad “rompe hielo”. Luego verificará que
todos los estudiantes estén registrados en el curso.
2. El facilitador discutirán los criterios de evaluación, se atenderán otros asuntos
administrativos y se seleccionará a la persona que será Representante Estudiantil para la
clase.
3. El facilitador discutirá los objetivos del curso y dará a conocer el texto guía y la dirección
Web.
4. El facilitador presentará un Ms PowerPoint para explicar de forma general:
a. ¿Qué es una tienda virtual ( e-commerce)?
b. Cuestiones jurídicas (Legal issues)
c. Servidor donde reside la tienda virtual (Web host)
d. Sistemas de pago
e. El proceso de desarrollo
a. Planeación de la página
b. Diseño de HTML
c. Diseño de la base de datos
f. Administración de la página
g. Creación de catálogo
h. Creación de usuarios
5. El facilitador explicará los detalles del proyecto individual o en grupo a presentarse en
clase en el Taller Cinco (100 Puntos).
a. Una vez creada la tienda virtual, el proyecto final consistirá en incorporar los
temas que se irán desarrollando a partir del primer taller con los conocimientos
adquiridos en clase; por ejemplo catálogo electrónico, carro de compras ,sistema
de pago, etc.
6. Los estudiantes se reunirán en grupos de tres y discutirán el ensayo preparado como
asignación. Prepararán brevemente una lista grupal sobre la importancia del diseño de un
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catálogovirtual. Un miembro del grupo la compartirá verbalmente con la clase (Apéndice
A) “Can do” listen in rubric.
7. Con base en lo leído para este taller, entre todos/as se definirán los conceptos asignados
en las tareas a realizar antes del taller.
8. Los estudiantes individualmente empezarán a trabajar en el plan para el desarrollo de su
página para el proyecto final que será presentado en el quinto taller.
9. Divididos en tres grupos, cada grupo compartirá los hallazgos encontrados para las
preguntas y actividades asignadas antes del taller y preparará un resumen de esos
hallazgos para compartirlo con el resto del grupo. Cada estudiante se asegurará de
completar sus notas con aquellos hallazgos que no tenga anotados.
10. Cada estudiante responderá la pregunta: ¿Qué es lo más importante a tener en cuenta
durante el diseño de un catálogo virtual? Una persona anotará en la pizarra los
hallazgos, y se llegará a una conclusión grupal final.
11. Usando las herramientas del Blackboard (grupo de discusión, wimba etc) y guiados por el
facilitador defina los siguientes términos relacionados con el catálogo virtual, prepárese
para discutir en clase. Asignación para entregar (valor total: 20 puntos):
a. Categorías
b. Prototipos
c. Biblioteca de Atributos
d. Estructura de base de datos
e. PHP
f. Mysql
12. El facilitador introducirá los siguientes conceptos relacionados al próximo taller al
grupo:
a. Manejo de bases de datos (Back-End Management)
b. Categoría centrada en el cliente
c. Categoría de integración y mantenimiento
d. Categoría de promoción y comercialización
13. Entre todos se aclararan dudas y se completara Apéndice C Diario Reflexivo
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Evaluación:
1. Individual: Ensayo escrito de 300 palabras. Utilizar Apéndice B – “Six Writing Traits”
para evaluación
2. Grupal: Lista grupal de la importancia del Diseño de un catálogo virtual. Apéndice B –
“Can do Writing”.
3. Escrito: Diligenciar el portafolio personal
4. Oral/Auditivo: Discusión verbal sobre material aprendido en taller (Apéndice A –
“Listening, Speaking”).
Cierre del taller:
1. Individual: Cada estudiante entrará a Blackboard antes de la próxima clase y escribirá
dos cosas que aprendió durante el taller.
2. Grupal: La clase se dividirá en tres grupos. Cada grupo preparará un mapa conceptual en
la pizarra sobre lo aprendido en el taller. Luego discutirán los mismos.
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WORKSHOP TWO
Specific Content Objectives: (
At the end of the workshop, students will be able to :)
1. Define what shopping cart is.
2. Identify the overall process of online shopping cart.
3. Be familiar with the online variety of shopping cart.
4. Describe the four shopping cart standard categories.
5. Identify the three primary options for shopping cart software.
6. Design the HTML and Database for an e-business
Specific Language Objectives
1. Listening: Students will listen attentively to the new concepts discussed in class about
shopping carts.
2. Speaking: The student will effectively discuss the workshop’s material according to the
facilitator activities for example activity 5 and 6
3. Reading: Students will read aloud and analyzing articles on database for an e-business
with fluency and accuracy.
4. Writing: Students will write in their reflective Journal and activity 4 Appendix C
Electronic Links (URLs):)
UT Virtual Library
http://bibliotecavirtualut.suagm.edu/
Shopping carts
http://www.wiley.com/WileyCDA/WileyTitle/productCd-
EHEP000201.html?filter=TEXTBOOK
http://www.shopify.com/tour/shopping-
cart?rdid=12089871&term=shopping%20cart&Network=Search&SiteTarget=&mt=e&adid=191
76933523&test=&BOID=alpha-us&gclid=CMyD1eWg7bQCFQq0nQodVQUAHw
http://www.volusion.com/lp/hp/w/?gclid=CPH8nvug7bQCFRQcnAod3TwAUg
http://www.3dcart.com/
https://www.paypal.com/us/webapps/mpp/shopping-cart
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Assignments before the Workshop:
1. Define what shopping cart is?
2. Prepare to submit the following assignment (20 points):
When evaluating shopping carts, e-business owners should consider the features in these four
categories. Research each and explain them.
a. Back-end management features.
b. Customer-centric.
c. Integration and maintenance.
d. Promotion and marketing.
3. Answer the following questions. Be prepared to discuss them in class. (20 points)
a. How do customers purchase products from web sites that do not employ a shopping cart?
b. What issues does an e-business face when not using a shopping cart?
c. What are some major problems that can cause shopping carts to fail?
4. Be prepared to discuss and to submit the following assignment (20 points):
a. There are three primary options for shopping cart software: Describe them and explain
the advantages and disadvantages of all three with respect to each of the following
considerations: cost, technical support, number of products offered, customization, and
integration into the web site.
5. Be prepared to answer, discuss and hand the following assignment (20 points)
a. What is HTM design?
b. What is database design?
6. A friend with a simple e-commerce site has seen his/her business become stagnant, but is not
convinced a shopping cart is needed. Create a list of ten specific ways that a shopping cart
can improve sales.
7. Be ready to work on the individual project. Sketch a preliminary business plan and bring it to
class. Take the opportunity to plan and organize your idea so you can work with it. You will
also have an opportunity to receive suggestions from your peers.
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8. Continue using the e-lab links to practice your English language skills. You must complete a
minimum of two hours of practice (use e-lab resources).
9. The facilitator may require more hours of practice according to your specific needs (use net
tutor).
10. Continue working with your portfolio (see Performance Portfolio Handbook)..
Key Core Vocabulary:
1. Shopping Cart
2. Back-end management features.
3. Customer-centric.
4. Integration and maintenance.
5. Promotion and marketing.
6. Off the shelf shopping cart
7. Custom Designed shopping cart
8. Hosted shopping cart
List of Supplementary Materials for the Workshop:
1. Tell Me More
2. E-lab Language Links
3. Blackboard
4. Discussion Board
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
Integrated Activities:
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will start the class with a short review of concepts from workshop one.
Every student will recall something discussed or practiced during the previous workshop.
2. The facilitator will discuss details of the final project to be presented in Workshop Five
(100Points.)
3. The facilitator will introduce the following concepts to the group:
B. Scaffolding
___ Modeling
_x__ Guided Practice
_x__ Independent Practice
_x__ Comprehensible Input
C. Grouping Options
_x_ Whole Class
_x_ Small Groups
_x_ Partners
_x_ Independent Work
D. Integration of Processes
_x_ Listening
_x_ Speaking
_x_ Reading
_x_ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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a. Wizards
b. Customization
c. Marketing tools
d. Store Data
e. Survey
f. HTML Design
g. Database Design
4. In groups of 3 - 4 students, depending on the number of students in the class, the
following questions will be answered: Submit your result to the facilitator and be
prepared to discuss. (20 pts)
a. Compare the advantages of off-the-shelf shopping cart software and a hosted
solution.
b. Why would an e-business find it worthwhile to invest in custom programmed
shopping cart software?
c. Explain why choosing a hosted shopping cart solution may be the best option
for a small e-business being launched on a very tight budget. Discuss any
disadvantages of employing this strategy.
5. In groups, resolve the following exercises and be prepared to discuss and submit the
results to the facilitator. (20 pts)
a. People often focus on the sales and customer-oriented advantages of shopping carts.
However, shopping carts offer other benefits to e-business owners. Discuss some of
the shopping cart features that can improve the operations of an online business.
b. In comparing two hosted shopping carts, an e-business owner notes that the two
hosted shopping carts offer similar features, but have very different pricing structures.
Solution 1 costs $500 to set up and $75 per month. Solution 2 costs only $99 to set up
and $50 per month, plus a 10 cent fee per transaction (the e-business owner averages
500 transactions per month). Analyzing costs for one year, which solution appears to
be a better deal? What appears to be a better solution over five years?
6. The Students will verbally share their assignments (Appendix A – Can Do Speaking). A
question and answer session will follow each presentation
7. The students will work on their portfolios and ask questions about their final project.
COIS 441 E- Commerce Applications Development 41
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8. Begin working on the reflective journal Appendix C
9. The facilitator will discuss the assignments for the next workshop.
Assessment:
1. Individual: Assessment of each student regarding the work done during the workshop.
2. Group: Brainstorm activity – Appendix D - Rubric to evaluate Class Participation.
3. Written: Reflective journal Appendix C and Appendix B for the activity Description.
4. Oral: Appendix A – Can Do Speaking for verbal assignments.
Lesson Wrap-Up:
1. Individual: Students will have a few minutes to draw a diagram of the menu and some
of the tools use in the design of we b page
2. Group: The facilitator will divide the class into two groups and will hand to each group
an index card. Each member of the group must write two things they have learned today
at the end each group will choose two final options to share with the other group..
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TALLER TRES
Objetivos específicos de contenido:
Los estudiantes serán capaces de:
1. Identificar los diferentes métodos de pago existentes en el comercio electrónico.
2. Analizar qué es una cuenta de comerciante
3. Establecer cómo funciona una transacción de tarjeta de crédito en línea.
4. Identificar los riesgos existentes en los diferentes métodos de pago online.
5. Analizar qué es un portal de pago y cuál es su función.
6. Creación de Cuentas de usuarios
Objetivos específicos de lenguaje:
Los estudiantes serán capaces de:
1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten,
discutan o lean, comprendiendo y recordando lo más significativo.
2. Hablar: Expresarse claramente durante conversaciones en clase sobre los métodos de
pago en e-commerce estudiados en el taller.
3. Leer: Leer y analizar el material relacionado a métodos de pago en e-commerce.
4. Escribir: Escribir un ensayo de una página (300 palabras) sobre el impacto y la
funcionalidad de las diversas opciones de pago online y su impacto en las ventas en el e-
commerce, tenga en cuenta las normas de estilo de redacción y presentación APA..
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Métodos de pago
www.wiley.com/college/holden
Soluciones de pago
https://www.paypal.com/webapps/mpp/compare-business-products#secondpage
http://www.shopify.com/tour/shopping-
cart?rdid=12090068&term=%2Bshopping%20%2Bcart%20%2Bpayment&Network=Search&Si
COIS 441 E- Commerce Applications Development 43
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teTarget=&mt=b&adid=19063572283&test=&BOID=beta-
us&gclid=CKKrzsil7bQCFXGRPAod5xkA6g
Merchant services
http://intuitpayments.com/GetPaidNow?cid=ppc_Google_IOT-Non-
Brand_Broad&gclid=CNSeqtWl7bQCFS-
RPAodIicA5w&ef_id=CilOrqvDq2wAAAPY:20130116162728:s
http://www.1shoppingcart.com/features/4
Shopping cartoptions
http://vandelaydesign.com/blog/web-development/ecommerce/
Asignaciones antes del taller:
1. Asegúrese de leer y familiarizarse con los objetivos asignaciones y actividades de este
taller.
2. Lea, analice y prepárese para discutir en clase sus hallazgos sobre los siguientes temas
(20 puntos)
a. ¿Qué es una cuenta de comerciante (Merchant Account)?¿Dónde se obtiene este
tipo de cuenta?
b. La cuenta de comerciante ofrece tres recursos, ¿cuáles son?, ¿explíquelos?
c. Cuando aplique para una tarjeta de crédito de comerciante, debe evaluar
cuidadosamente el costo de los proveedores de servicio, entendiendo los cargos
(fees) que podría encontrar. Identifique los nueve cargos más comunes (fees) que
se incluyen en este tipo de cuenta y explíquelos
d. ¿Qué son las cuentas de usuarios y como se crean?
3. Prepare la siguiente asignación para entregar (valor total: 20 puntos):
a. Elabore un diagrama donde represente cómo son procesadas las transacciones
con tarjetas de crédito en línea. (10 pts).
b. ¿Mencione por qué es importante para un negocio en línea o tienda virtual (e-
commerce) aceptar pagos con tarjetas de crédito?
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c. ¿Cuáles son los inconvenientes encontrados por los comerciantes que aceptan las
compras con tarjeta de crédito?
d. ¿Cuáles son las razones legítimas por las cuales los clientes pueden solicitar una
devolución del cargo de la tarjeta?
4. En parejas, Responda: Para entregar por escrito y ser discutido en clase: (10 pts)
a. Después de ser aprobado el uso de tarjetas de crédito en una tienda virtual ( e-
business), el siguiente paso es escoger un portal de pago (Payment Gateway). ¿En
qué consiste y cuál es la función de un portal de pago?
b. Nombre cinco criterios a tener en cuenta a la hora de elegir un portal de pago.
c. ¿Cómo afectaría las ventas el escoger un portal de pago inadecuado?
5. Prepare un glosario con cinco a siete términos y sus definiciones, relacionados con los
temas discutidos en el taller (Apéndice A – “Can Do Writing”).
6. Entre al laboratorio electrónico (e-lab) y continúe acumulando sus horas de práctica
requeridas para esta clase.
7. Continúe trabajando con el Portafolio (ver Manual de Portafolio Digital=.
Vocabulario clave de la lección:)
1. Tarjeta de crédito
2. Portal de pago
3. Tarjeta de crédito de comerciante
4. Corredor
5. Proveedor directo
6. Banco
Lista de materiales suplementarios para el taller:
1. La Internet
2. TellMeMore
3. Blackboard (discussion Board)
4. Biblioteca Virtual
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
__ Modelaje
_x_ Práctica Dirigida
_x_ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
_x_Adaptación de Contenido
_x_ Enlaces al Conocimiento Previo
_x_ Enlaces al Aprendizaje Previo
_x_ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas:
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. Los estudiantes se reunirán en grupos de tres y discutirán el ensayo preparado como
asignación. Prepararán brevemente una lista grupal sobre la importancia de los diferentes
métodos de pago en el E-commerce. Un miembro del grupo compartirá verbalmente con
la clase (Apéndice A) “Can do” listening rubric.
2. Divididos en tres grupos, cada grupo compartirá los hallazgos encontrados para las
preguntas y actividades asignadas antes del taller y preparará un resumen de esos
hallazgos para compartirlo con el resto del grupo. Cada estudiante se asegurará de
completar sus notas con aquellos hallazgos que no tenga anotados.
3. Por parejas presentarán y explicarán una opción diferente de pago en un a
t ienda virtual (e-commerce). Una persona anotará en la pizarra los hallazgos.
4. Asignación para entregar:
a. ¿Por qué una tienda virtual (e-commerce) ofrece diferentes opciones de pago?
b. ¿Cómo explicaría que un servicio de pago como PayPal ofrece a los clientes más
seguridad que usando una tarjeta de crédito cuando hacen compras en línea?,¿qué
este ofrece a los comerciantes?
c. ¿Cuáles son algunos de los riesgos al usar PayPal si lo comparamos con las
tarjetas de crédito y débito?
d. Explique cómo funciona el crédito instantáneo.
e. ¿Qué es la regulación Z, y cómo protege al consumidor?
5. Un cliente desea hacer una compra a través de la web pero no tiene tarjeta de crédito.
Sugiera tres alternativas y explique cuál sería la más rápida y por qué.
6. En grupos investigar para responder:
a. Cuáles son los desafíos asociados a los métodos de pago a través de las fronteras
internacionales; prepare una breve descripción de sus hallazgos.
7. Investigar para compartir en clase:
a. ¿Cómo los intercambios de tasas y los cargos de envío afectan las compras
online?
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8. Entre todos se aclararán dudas y se completará Apéndice C Diario Reflexivo
Evaluación:
1. Individual: Ensayo escrito de 300 palabras. Utilizar Apéndice B – “Six Writing Traits”
para evaluación
2. Grupal: Lista grupal de la importancia de ofrecer diferentes opciones de pago en e-
commerce. Apéndice B – “Can do Writing”.
3. Escrito: Diligenciar el portafolio personal
4. Oral/Auditivo: Discusión verbal sobre material aprendido en taller (Apéndice A –
“Listening, Speaking”).
Cierre del taller:
3. Individual: Cada estudiante entrará a Blackboard antes de la próxima clase y creará un
registro de voz sobre dos aspectos del contenido que aprendió durante el taller; use la
herramienta wimba.
Grupal: La clase se dividirá en tres grupos. Cada grupo preparará un mapa conceptual en la
pizarra sobre lo aprendido en el taller. Luego se discutirán los mismos
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WORKSHOP FOUR
Specific Content Objectives: (
At the end of the workshop, students will be able to :)
1. Describe the six key dimensions of e-commerce security.
2. Identify the tools used to establish secure internet communication channels, protect
networks, servers, and clients.
3. Explain how technology helps protect the security of messages sent over the internet.
4. Classify the key security threats in the e-commerce environment.
5. Develop and implement an effective security plan
6. Create administrator users
Specific Language Objectives
1. Listening: Students will listen attentively to the new concepts discussed in class about e-
commerce security
2. Speaking: The student will effectively discuss the workshop’s material according to the
facilitator’s activities, such as number 6
3. Reading: Students will explore and evaluate writings about internet security channels.
4. Writing: Students will write in their reflective Journal. Appendix C and assignment one
Electronic Links (URLs):)
UT Virtual Library
http://bibliotecavirtualut.suagm.edu/
Security E-commerce
www.wiley.com/college/holden
http://www.ecommerce-digest.com/ecommerce-security-issues.html
http://www.mactech.com/articles/mactech/Vol.13/13.11/eCommerceandSecurity/index.html
http://www.ecommerce-guide.com/solutions/secure_pay/
Java tutorial for beginners
Part1
https://www.youtube.com/watch?v=5HrVcqiucDI
Part 2
https://www.youtube.com/watch?v=T3AY36Orn1g
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Part3
https://www.youtube.com/watch?v=HNvYSR7OS2w
Assignments before the Workshop:
1. In groups, prepare to submit the following assignments (20 points):
a. E-commerce security is designed to protect six key dimensions: Integrity, non-
repudiation, authenticity, confidentiality, privacy, and availability. When any one
of these dimensions is compromised, it is a security issue. Give an example of
security breaches as they relate to each of the six dimensions. For instance, what
would constitute a privacy incident?
b. Make a table to compare customer and merchant perspectives on the six key
dimensions of e-commerce.
2. Explain three categories of concern to be considered when developing a privacy policy. Visit
several popular e-commerce sites and review privacy policies. Summarize five topics that are
covered in the security policies reviewed.
3. Search and be prepared to discuss.
a. Name and explain the nine most common and most damaging forms of security threats to
e-commerce sites.
b. How does spoofing threaten a web site’s operations?
4. Prepare to submit the following assignments (20 points):
a. What is Encryption?
b. There are a variety of different forms of encryption technology currently in use. They
include: Symmetric key encryption, public key cryptography, public key encryption using
digital signatures and hash digest, digital envelope, digital certificates, and public key
infrastructure. Briefly explain three of them.
c. What is an administrator account for a web site?
d. How do you create an administrator account for your site?
5. Find information in Internet or in the virtual library and be prepared to discuss your answers:
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a. In addition to encryption, there are several other tools that are used to secure internet
channels of communication. Name and explain three of them.
b. Once the communications are protected, the next set of tools to consider is those that can
protect the networks, as well as the servers and clients on those networks. These include:
firewalls, proxies, operating system controls, and anti-virus software. Explain each one.
6. Continue using Tell Me More and the e-lab links to practice your English language skills.
You must complete a minimum of two hours of practice (use e-lab resources).
7. Watch the video https://www.youtube.com/watch?v=5HrVcqiucDI and do your first java
program. (If the URL is available find another video to do a “Hello World” program in Java
8. The facilitator may require more hours of practice according to your specific needs.
9. Continue working with your portfolio (see Performance Portfolio Handbook)..
Key Core Vocabulary:
1. Integrity,
2. Non-repudiation,
3. Availability.
4. Encryption technology
5. Security threats
6. Proxies
7. Firewall
8. Anti-virus
List of Supplementary Materials for the Workshop:
1. Tell Me More
2. E-lab Language Links
3. Blackboard
4. Discussion Board
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
Integrated Activities:
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will start the class with a short review of programming concepts from
workshop one. Every student will recall something discussed or practiced during the
previous workshop.
2. The facilitator will discuss details of the final project to be presented in Workshop
Five(100Points.)
B. Scaffolding
_x__ Modeling
_x__ Guided Practice
_x__ Independent Practice
_x__ Comprehensible Input
C. Grouping Options
_x__ Whole Class
_x__ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
_x__ Writing
E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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3. The facilitator will introduce the following concepts to the group:
a. Secure Sockets Layer (SSL)
b. Secure Hypertext Transfer Protocol (S-HTTP)
c. Virtual private networks (VPNs)
4. Answer de following questions. Be ready to discuss and hand your answers to the
facilitator:
a. Why does small e-commerce need a security plan? How detailed should it be?
b. How do make and implement a security plan easy?
5. What would you do?
a. Imagine your e-commerce web site has been hacked, what are some of the signs?
Discuss the major types of attacks you could expect to experience and the resulting
damage to your site. Prepare a brief summary presentation in MS PowerPoint.
b. Now assume that your e-commerce is operated out of your basement. You have two
part-time employees. Conduct a simulated risk analysis, and list external and internal
threats faced by the business.
c. Next, outline a security plan for your e-commerce. Consider the following
components:
Writing policies and procedures
Inventory and skills assessment
Risk analysis
Action plan and budgeting.
6. In groups answer the following questions: Be prepared to discuss them in class.
a. Why is adware or spyware considered to be a security threat?
b. Explain why an e-commerce site might not want to report being the target of
cybercriminals?
c. How would you protect your firm against a Denial of Service attack?
d. How do biometric devices help improve security? What particular type of security
breach do they particularly reduce?
7. Come prepared to complete a written exam on the knowledge acquired since workshop
One.
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8. The Students will share their assignments with the class. (Appendix A – Can Do
Speaking). A questions and answer session will follow each presentation
9. The students will work on their portfolios and ask questions about their final project
10. The facilitator will introduce Java programming to the students and will comment on the
assignment program for this workshop. Students will do a program exercise in class
modifying the program “Hello World”
11. Continue working on the reflexive journal Appendix C.
12. The facilitator will discuss the assignments for the next workshop.
Assessment:
1. Individual: Students will complete their Reflective Journal (see Appendix C).
2. Group: Brainstorm activity – Appendix D - Rubric to evaluate Class Participation.
3. Written: Reflective diary Appendix C and Appendix B for the activity Description.
4. Oral: Appendix A – Can Do Speaking for verbal assignments.
Lesson Wrap-Up:
1. Individual: Students will have a few minutes to write a summary of what they believe
was the most important thing they learned
2. Group: The facilitator will divide the class into two groups and will hand to each group
an index card to write two things they have learned today
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Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN
LENGUAJE A LA VEZ! Las primeras
dos horas serán en español. Las últimas
dos horas serán en inglés.
NOTE: This is a bilingual workshop.
Both the facilitator and the student must
use the language assigned for each
homework and activity. Do not mix both
languages! USE ONE LANGUAGE AT
A TIME- KEEP BOTH LANGUAGES
SEPARATE! The first two hours must
be in Spanish. The last two hours must
be in English.
Objetivos específicos de contenido:
Los estudiantes serán capaces de:
1. Definir qué es la administración de una página web.
2. Identificar los requerimientos básicos para la administración de una página web.
3. Discutir los diferentes métodos usados para la autenticación
4. Crear un cuenta de administrador.
Objetivos específicos de lenguaje:
Los estudiantes serán capaces de:
1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten,
discutan o lean para comprender y recordar lo más significativo sobre la creación de una
página web.
2. Hablar: Expresarse claramente durante conversaciones en clase sobre interfaces
administrativas en el e-commerce, según lo estudiado en el taller.
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3. Leer: Leer y analizar el material relacionado con la creación de una página web, en los
enlaces proporcionados para el taller.
4. Escribir: Diligenciar el portafolio personal (ver Manual de Portafolio Digital).
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Catálogo Administrativo
https://cwiki.apache.org/OFBIZ/catalog-administration-main-page.html
Catálogo virtual
http://www.catalogovirtual.com/carmenciancio/linhacozinha02.php
Que es un catálogo virtual
http://www.visualmente.cl/catalogos-virtuales.html
Catálogos ejemplos
http://www.ikea.com/ms/es_ES/virtual_catalogue/online_catalogues.html
http://comprarproductosavon.es/catalogo-avon/
Editores de administración de páginas de e-commerce
http://www.tinymce.com/
http://ckeditor.com/
PHP sample code
http://us3.php.net/session_destroy
Ejemplo de Java para principiantes
Part1
https://www.youtube.com/watch?v=5HrVcqiucDI
Part 2
https://www.youtube.com/watch?v=T3AY36Orn1g
Part3
https://www.youtube.com/watch?v=HNvYSR7OS2w
Asignaciones antes del taller:
1. Recuerde tener listo su Proyecto. Debe entregarlo y presentarlo oralmente en este taller.
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2. Utilizando la e-library o las direcciones electrónicas provistas en el módulo para este
taller busque y defina los siguientes términos:
a. ¿En qué consiste la administración de una página?
b. ¿Qué se necesita para crearla?
3. Conteste la siguientes pregunta y este preparado para discutir y entregar en clase.: (10
Puntos).
a. En qué difiere Data Grid de Data List?
b. ¿Cuáles son los componentes básicos que se necesitan para la creación de tablas
administrativas?
Assignments to be discussed during the last two hours of instruction (2).
1. Prepare a glossary of 5-7 terms with definitions related to the topics discussed in the
workshop (Appendix A -"Can Do Writing").
2. Do the practice of the YouTube video part 2 cited in the URLs of this workshop. (In case
the URL is not available find another one)
3. Complete your 2 hours of practice in English with the resources of e-lab.
4. Continue working with the Portfolio (see Performance Portfolio Handbook.
Vocabulario académico clave
1. Autenticación
2. Autorización
3. ASP.NET
4. Catálogo Administrativo
5. Web User Control
6. Admin.aspx
7. DataGrid
8. DataList
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Academic Core Vocabulary (Must reflect objectives and important concepts of the workshop.)
Verify student mastery of the core vocabulary in both languages.
1. Authentication
2. Authorization
3. ASP.NET
4. Administrative Catalog
5. Web User Control
6. Admin.aspx
7. Data Grid
8. Data List
Lista de materiales suplementarios para el taller:
1. La Internet –
2. Blackboard
3. E-lab
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de
cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el taller.
B. Andamiaje
_x_ Modelaje
_x_ Práctica Dirigida
_x__ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
___Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
Actividades en español para las primeras dos horas del talle
1. Termine su portafolio y entréguelo en el taller.
2. En el portafolio debe recopilar e integrar, entre otros documentos, los siguientes:
a. Documentos entregados por el facilitador; diario reflexivos (en inglés y español);
bosquejos, resúmenes, borradores (en inglés y español); hojas sueltas de
presentaciones; otros (en inglés y español) Ver apéndices.
3. Discusión amplia liderada por el (la) Facilitador(a) sobre:
a. Autenticación para Administradores.
b. ¿Cuáles métodos se usan para la autenticación?
4. El(la) facilitador(a) dividirá la clase en grupos de hasta cuatro estudiantes, cada grupo
preparará una mini presentación (cinco minutos) sobre:(10 puntos)
a. Clave administrativa de interfaz
b. Tabla Administrativa
c. Web User Control
d. Admin.aspx
5. . Discusión liderada por el (la) facilitador(a) sobre: (10 Puntos).
a. ¿En qué difiere Data Grid de Data List?
b. Cuáles son los componentes básicos que se necesitan para la creación de tablas
administrativas
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. Prepare to deliver the next assignment:
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a. On the catalog administration page, the username and password combinations can be
physically stored in various ways, describe one.
b. What is Hashing?
2. In groups explain three categories of concern to be considered when developing a
Catalog administration page.
3. Discussion and practical exercise lead by the facilitator about Java. Suggestions make
changes to the Java program initiated in workshop 4.
4. Question to be answered by the entire class:
5. What is Admin User Controls and how does it work?
6. Each group will have the opportunity to present their projects. Other students will have
the opportunity to comment.
7. A questions and answer session will follow each presentation
8. The facilitator will answer questions and clarify doubts.
9. The students will complete the end of course evaluation (Spanish or English)
Assessment:
1. Individual: Students will complete their Reflective Journal.
2. Group: Students will perform peer evaluations
3. Written: The facilitator will use Appendix B, the written process
4. Oral: Students will verbally discuss the main topics learned during this class. The
facilitator will use Appendix K.
Lesson Wrap-Up:
1. Individual: Students will write a three paragraph summary of the most important aspects
of the course.
2. Group: Students will meet in groups of three to share their individual summaries. They
will prepare a group summary of what they learned in class (see Appendices A, B).
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APÉNDICES / APPENDIXES
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class
discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
“Can Do” Reading Rubric
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National Proficiency Levels Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels
Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________ Date:___________________
Facilitator:______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in
both Englishand Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6=
highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you
are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand
Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic
Writing Rubric. Retrieved from https://www.ade.state az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas
stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is
characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate,
credible support
• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares
insights.
• content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed
by supporting details suitable to audience and purpose. The writing is characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate,
credible support.
• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights.
• content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it
may be limited or rather general. The writing is characterized by
• an easily identifiable purpose.
• clear main idea(s)
• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources
are used to provide accurate support.
• a topic that is explored/explained, although developmental details may occasionally be out of balance with the
main idea(s); some connections and insights may be present.
• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not
be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The
writing is characterized by
• an easily identifiable purpose and main idea(s).
• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard
elsewhere.
• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic,
predictable, or overly general.
• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or
questionable sources of information.
• difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is
characterized by
• a purpose and main idea(s) that may require extensive inferences by the reader.
• minimal development; insufficient details.
• irrelevant details that clutter the text.
• extensive repetition of detail.
1
The writing lacks a central idea or purpose. The writing is characterized by
• ideas that are extremely limited or simply unclear.
• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development
of an idea.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the
reader through the text easily. The writing is characterized by
• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader
through the text. The writing is characterized by.
• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized
by
• clear sequencing.
• an organization that may be predictable.
• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety.
• a body that is easy to follow with details that fit where placed.
• transitions that may be stilted or formulaic.
• organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is
characterized by
• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.
• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These
are all the reasons that…”)
• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.)
may be overused.
• a structure that is skeletal or too rigid.
• placement of details that may not always be effective.
• organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing
is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate
organizational skills. The writing is characterized by
• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.
• a missing or extremely undeveloped beginning, body, and/or ending.
• a lack of transitions, or when present, ineffective or overused.
• a lack of an effective organizational structure.
• details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains
confused. The writing is characterized by
• a lack of effective sequencing.
• a failure to provide an identifiable beginning, body and/or ending.
• a lack of transitions.
• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.
• a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to
the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere.
The writing is characterized by
• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal
voice, while an expository piece may require extensive use of outside resources and a more academic voice;
nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.).
• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate
the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the
topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is
characterized by
• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal
voice while an expository piece may require extensive use of outside resources and a more academic voice;
nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.).
• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most
effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be
read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by
• a questionable or inconsistent level of closeness to or distance from the audience.
• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate
voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places.
• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual
or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the
voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by
• a limited sense of audience; the writer’s awareness of the reader is unclear.
• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and
the writing become somewhat mechanical.
• a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a
suitable voice. The writing is characterized by
• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.
• a voice that is likely to be overly informal and personal.
• a lack of audience awareness; there is little sense of "writing to be read."
• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by
• no engagement of the writer; the writing is flat and lifeless.
• a lack of audience awareness; there is no sense of “writing to be read.”
• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does
not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and
purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for
impact. The writing is characterized by
• accurate, strong, specific words; powerful words energize the writing.
• fresh, original expression; slang, if used, seems purposeful and is effective.
• vocabulary that is striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The
writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing
is characterized by
• accurate, specific words; word choices energize the writing.
• fresh, vivid expression; slang, if used, seems purposeful and is effective.
• vocabulary that may be striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate
to audience and purpose. The writing is characterized by
• words that work but do not particularly energize the writing.
• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective.
• attempts at colorful language that may occasionally seem overdone.
• occasional overuse of technical language or jargon.
• rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in
places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and
phrases. The writing is characterized by
• words that work, but that rarely capture the reader’s interest.
• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.
• attempts at colorful language that seem overdone or forced.
• words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon
may be overused or inappropriately used.
• reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by
• words that are colorless, flat or imprecise.
• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message.
• images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured.
Only the most general kind of message is communicated because of vague or imprecise language. The writing is
characterized by
• general, vague words that fail to communicate.
• an extremely limited range of words.
• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently
strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
• extensive variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among
ideas.
• varied sentence patterns that create an effective combination of power and grace.
• strong control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that
makes expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing into the next.
• variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning.
• control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns
are somewhat varied, contributing to ease in oral reading. The writing is characterized by
• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace.
• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall
impact.
• strong control over simple sentence structures, but variable control over more complex sentences; fragments, if
present, are usually effective.
• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound
stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to
slow down or reread. The writing is characterized by
• some passages that invite fluid oral reading; however, others do not.
• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence
patterns.
• good control over simple sentence structures, but little control over more complex sentences; fragments, if
present, may not be effective.
• sentences which, although functional, lack energy.
• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or
reread. The writing is characterized by
• significant portions of the text that are difficult to follow or read aloud.
• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
• a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward.
The writing is characterized by
• text that does not invite—and may not even permit—smooth oral reading.
• confusing word order that is often jarring and irregular.
• sentence structure that frequently obscures meaning.
• sentences that are disjointed, confusing, or rambling.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved
from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few
and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is
characterized by
• strong control of conventions; manipulation of conventions may occur for stylistic effect.
• strong, effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph
breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do
not impede readability. The writing is characterized by
• strong control of conventions.
• effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,
grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by
• control over conventions used, although a wide range is not demonstrated.
• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.
• spelling that is usually correct, especially on common words.
• basically sound paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.
• moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph
breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by
• some control over basic conventions; the text may be too simple to reveal mastery.
• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• spelling errors that distract the reader; misspelling of common words occurs.
• paragraphs that sometimes run together or begin at ineffective places.
• capitalization errors.
• errors in grammar and usage that do not block meaning but do distract the reader.
• significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The
writing is characterized by
• little control over basic conventions.
• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.
• spelling errors that frequently distract the reader; misspelling of common words often occurs.
• paragraphs that often run together or begin in ineffective places.
• capitalization that is inconsistent or often incorrect.
• errors in grammar and usage that interfere with readability and meaning.
• substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to
read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message
and must reread for meaning. The writing is characterized by
• very limited skill in using conventions.
• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.
• frequent spelling errors that significantly impair readability.
• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of
the text.
• capitalization that appears to be random.
• a need for extensive editing.
COIS 441 E- Commerce Applications Development 75
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Apéndice C/Appendix C
Reflective Journal
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Apéndice C/Appendix C
Reflective Journal
Name: _____________________________ Date: ______________________
Complete the sentences and place it in the portfolio.
My strategy to complete the assignments was:
During Workshop Two I felt...
My experience with creating media (projected or non projected, audio) has been...
COIS 441 E- Commerce Applications Development 77
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Diario Reflexivo
Nombre: _____________________________ Fecha: ____________________
Completa las oraciones y coloque en su portafolio.
Hasta hoy he logrado...
Durante el Taller Tres me sentí...
Mi experiencia con procesadores de palabras, hojas de trabajo y PowerPoint ha sido...
COIS 441 E- Commerce Applications Development 78
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Apéndice D/Appendix D
Matriz de Valoración para la Participación en Clase/Class Participation Rubric
COIS 441 E- Commerce Applications Development 79
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Matriz de Valoración para la Participación en Clase
NOMBRE: __________________________ NOTA FINAL _____________
FECHA: ____________________________
Asistencia y puntualidad: ______
_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= No faltó ni llegó tarde a los talleres
0-No
Cumplió
1-
Deficiente
2-
Regular
3-
Bueno
4-Muy
Bueno
5-Excelente N/A-No
Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Contribuye frecuentemente a las
discusiones en clase.
2. Demuestra interés en las discusiones en
clase.
3. Contesta preguntas del facilitador y sus
compañeros.
4. Formula preguntas pertinentes al tema de
la clase.
5. Viene preparado(a) a clase.
6. Contribuye a la clase con material e
información adicional.
7. Presenta argumentos fundamentados en
las lecturas y trabajos de la clase
8. Demuestra atención y apertura a los
puntos y argumentos de sus compañeros.
9. Contesta preguntas y planteamientos de
sus compañeros.
10. Demuestra iniciativa y creatividad en las
actividades de clase.
Comentarios: ____________________________________________________
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RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: __________________________ FINAL GRADE ____________
DATE: __________________________
Attendance and Punctuality: ______
_____ 0=Absent in 4 or more workshops or absent in 3 workshops and was
late in 2 workshops
_____ 1=Absent in 3 workshops or absent in 2 workshops and was late in 3
or more workshops
_____ 2=Absent in 2 workshops or absent in 1 workshops and was late in 3
or more workshops
_____ 3=Absent in 1 workshop or attended all workshops but was late in 3
workshops
_____ 4=Attended all workshops but was late in 1 or 2 workshops
_____ 5=Perfect attendance
0-Not Observed1-Deficient2-Average3-Good4-Very Good
5-ExcellentN/A- Not Apply
CRITERIA 0 1 2 3 4 5 N/A
1. Contributes frequently to class
discussion.
2. Demonstrates interest in class
discussion.
3. Answers questions made by the
facilitators and classmates.
4. Asks questions pertinent to the class
subject.
5. Arrives prepared to class.
6. Contributes to class with additional
material and information.
7. Presents arguments based on class
lecture and work.
8. Demonstrates attention and opening
towards arguments from classmates.
9. Answers questions and expositions
from classmates.
10. Demonstrates initiative and creativity
in class activities.
Comments: _____________________________________________________
COIS 441 E- Commerce Applications Development 81
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Apéndice E/Appendix E
MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES
ORALES/ RUBRIC TO EVALUATE ORAL PRESENTATIONS
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Anejo E/Appendix E
MATRIZ VALORATIVAEVALUACIÓN DE PRESENTACIONES ORALES
NOMBRE:___________________________ NOTA FINAL:____________
FECHA:______________________ TITULO:__________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Realiza una introducción efectiva del tema.
2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada,
y manejo de la audiencia.
4. Las ideas y argumentos de la presentación están
bien fundamentados en los recursos presentados,
consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o
promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la
presentación de las conclusiones es claro y
apropiado.
7. Uso efectivo de la tecnología, ayudas visuales,
drama o ejercicios de acuerdo al ejercicio y el
tema presentado, según aplique
LENGUAJE
8. Se utiliza un lenguaje apropiado con corrección
sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y
tono adecuado.
10. La presentación es organizada y coherente y
puede seguirse con facilidad.
Comentarios:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
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RUBRIC TO EVALUATE ORAL PRESENTATIONS
NAME:__________________________ FINAL GRADE: ___________________
DATE:____________________________ TITLE: ________________________
0-NOT OBSERVED1-DEFICIENT2-AVERAGE3-GOOD4-VERY GOOD 5-
EXCELLENTN/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Performs an effective introduction of the
theme to be discussed.
2. Identifies purpose, objectives and principal
ideas included in the presentation.
3. Effective projection, adequate body posture
and audience management.
4. The presentation ideas and arguments are
based in sources presented, consulted or
discussed in class.
5. Captures audience attention and interest
and/or promotes participation, depending on
which applies.
6. The summary of principal points and/or the
presentation of conclusions are clear and
appropriate.
7. Effective use of technology, visual aids,
drama or exercises depending on the theme
or exercise presented.
LANGUAGE
8 Utilized appropriate language with
syntactical and grammatical correction.
9 Clear diction, without pet phrases,
barbarisms and with adequate tone.
10 Presentation is organized, coherent and can
be easily followed.
Comments:
______________________________________________________________________________
______________________________________________________________________
COIS 441 E- Commerce Applications Development 84
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Apéndice F/Appendix F
Gráfica KWL/ KWL Chart
COIS 441 E- Commerce Applications Development 85
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KWL Chart
K
What you know/lo que
sabes
W
What you want to learn/lo
que quieres saber
L
What you learned/lo que
aprendiste