sistema universitario ana g 416 dlp 2011.pdf · 1. entenderán las metas y usos de la gerencia e...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

OTEM 416

ELECTRONIC DOCUMENT MANAGEMENT

ADMINISTRACION DE DOCUMENTOS ELECTRONICOS

© Sistema Universitario Ana G. Méndez, Inc. 2010

Derechos Reservados

© Ana G. Méndez University System, Inc. 2010

All rights reserved

Non-Education Courses

October 19, 2011.

OTEM 416 Document Management System (DMS) 2

Updated 10/28/2011

Please include all applicable information below:

Prepared based on the course syllabus (2008) of the School of Business Administration,

with the collaboration of:

Fernando Wilches, Ms., Module Development Specialist

Minette Elias, Content Evaluator

Luis L. Díaz, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Joe Hernández, Curriculum and Instructional Design


Updated 10/28/2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ........................................................................................................................... 15

TALLER UNO ............................................................................................................................ 25

WORKSHOP TWO .................................................................................................................... 32

TALLER TRES ........................................................................................................................... 38

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

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

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION .......................................................................................................................... 56

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ...................... 61

APÉNDICE C/APPENDIX C REFLECTIVE JOURNAL .................................................... 69

APÉNDICE D/APPENDIX D MATRIZ DE VALORACIÓN PARA LA

PARTICIPACIÓN EN CLASE/CLASS PARTICIPATION RUBRIC ................................. 72

APÉNDICE E/APPENDIX E MATRIZ VALORATIVA EVALUACIÓN DE

PRESENTACIONES ORALES ................................................................................................ 75

APÉNDICE F/APPENDIX F GRÁFICA KWL/ KWL CHART ........................................... 78


Updated 10/28/2011

GUÍA DE ESTUDIO

Título del Curso: Administración de Documentos Electrónicos (EDMS)

Codificación: OTEM 416

Créditos: Tres

Duración: 5 Semanas

Prerrequisito: OTEM 405

Descripción: El curso de Administración de Documentos Electrónicos (EDMS) define y

simplifica los principios presentes en la ingeniería y administración de documentos.

Permite establecer los métodos y técnicas para la planificación, edificación y

mantenimiento del sistema automatizado (EDMS) para un rápido y eficiente

almacenamiento y recuperación de documentos y formas.

Objetivos de Contenido Generales

Al finalizar el curso OTEM 416, los estudiantes:

1. Entenderán las metas y usos de la gerencia e ingeniería de documentos.

2. Comprenderán la importancia del avalúo experto del riesgo, el costo y el

beneficio de la creación de un sistema comprensivo de administración de

documentos.

3. Identificarán el ciclo de vida de la ingeniería de documentos y el marco para

el lanzamiento de las aplicaciones para su administración.

4. Identificarán la disponibilidad de programas relacionados con la administración

de documentos.

5. Describirán métodos para evaluar su funcionalidad y detalles de operación.

Objetivos de Lenguaje Generales


Updated 10/28/2011

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

material discutido en el curso relacionado a la Administración de Documentos

Electrónicos (EDMS).

b. Hablar: Los estudiantes verbalmente discutirán el material relacionado con las

funciones avanzadas en la Administración de Documentos Electrónicos (EDMS).

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

con la Administración de Documentos Electrónicos (EDMS) interpretando su

significado con exactitud.

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

comentarios sobre la Administración de Documentos Electrónicos (EDMS) 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 10 horas de uso en el laboratorio de

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

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

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

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

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

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

Descripción del Proceso de Evaluación:

Trabajos Individuales, Grupales y Presentaciones Orales 100 puntos

Test 100 puntos


Updated 10/28/2011

Participación, Asistencia, y uso de Laboratorio Electrónico (5)

20 puntos (c/u)

100 puntos

Materiales Creados (20 puntos), participación en Blackboard

(20 puntos) y Portafolio (60 puntos)

100 puntos

Total Puntuación = 400 puntos

Escala:

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

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libro(s)

Adam, A. (2008). Implementing electronic document and record management

systems.Boca Raton: Auerbach Publications. $88.45

Cameron, S. A. (2011). Enterprise Content Management: A Business and Technical

Guide.Swindon: British Informatics Society. $80.95

Roebuck, K. (2011). Web Content Management Systems (Wcms): High-Impact

http://bibliotecavirtualut.suagm.edu/


Updated 10/28/2011

Strategies - What You Need to Know: Definitions, Adoptions, Impact,

Benefits, Maturity, Vendors. London ; Tebbo. $58.00

Saffady, W., & Association of Records Managers and Administrators. (2009).

Managing electronic records. Lenexa, Kan: ARMA International. $80.00

documentos: -Hill/Interamericana.

$60.00

AIIM International: The Enterprise Content Management Association. 2006. Revised

Framework for Integration of electronic Document Management Systems and

Management Systems. Thomson Publishing.

Correa, Carmen M. Días-Colón, Abigaíl. 2004. Administración de

Documentos: Sistemas, procedimientos y tecnología. México: McGraw-Hill

Interamericana.

Libro(s) Electrónico(s)


systems. Boca Raton: Auerbach Publications. [Electronic Book]


Guide.Swindon: British Informatics Society. [Electronic Book]


Updated 10/28/2011

Descripción de las Normas del Curso

1. Est u s s gu l m d l “ s pl n -B s d u l L ngu g Imm s n d l®”

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


Updated 10/28/2011

ser necesario. El facilitador puede elegir una de estas dos alternativas: (a) permitirle al

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

el estudiante tenga que reponer.

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

El facilitador ajustará la nota de las tareas repuestas.

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

opciones:

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

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

existente en dos grados.

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

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

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

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

componentes del lenguaje como la presentación oral o actividad que requiera

repuesta.

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

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

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,


Updated 10/28/2011

copiado o presente trazos del trabajo de otro estudiante o autor será calificado con

cero. El servicio de SafeAssign TM

de Blackboard será utilizado por los facilitadores

para verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad

del estudiante de leer la política de plagio de su universidad. Si usted es estudiante de

UT, deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de

UMET y UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos

manuales.

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

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

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

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

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

Disciplina de la institución. Los estudiantes deben observar aquellas prácticas

dirigidas para evitar incurrir en el plagio de documentos y trabajos pues va en contra

de la ética profesional.

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

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

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

correo electrónico de SUAGM, teléfonos, día y horario disponibles.


Updated 10/28/2011

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y parientes no registrados en el curso no está permitida en el salón

de clases.

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

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

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

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

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

Algunas de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

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

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 10/28/2011

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, éstos deberán referirse a las

normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.

Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este

enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

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


Updated 10/28/2011

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

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 p p s “ gl s “y “modelos mentales” qu ut l m s

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.


Updated 10/28/2011

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. P nst u “un significado” s qu mp nd t d s l s p t s gl b l s y

sp f s “f m h l t p ts” mb s p t s d b n ntenderse 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

sól l d m m l s spu st s “ t s” y p t l s gn f d d t p s n

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

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

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

su aprendizaje.

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

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

perspectivas que existen en el mundo.

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


Updated 10/28/2011

STUDY GUIDE

Course Title: ELECTRONIC DOCUMENT MANAGEMENT

Code: OTEM 416

Credits: Three

Time Length: Five Weeks

Pre-requisite: OTEM 405

Description: The course of Electronic Document Management defines and simplifies the

principles found in engineering and document management. Allow to set the methods and

techniques for planning, building and maintenance of automated system (EDMS) for a

fast and efficient storage and retrieval of documents and forms.

General Content Objectives:

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

1. Understand the goals and purposes of management and document engineering.

2. Understand the importance of expert assessment of risk, cost and benefit of creating a

comprehensive document management system.

3. Identify the life cycle of document engineering and framework to launch applications

for its administration.

4. Identify the availability of programs related to document management.

5. Describe methods to evaluate its functionality and operation details

General Language Objectives:

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

related to Electronic Document Management


Updated 10/28/2011

2. Speaking: Students will verbally discuss the material related to advanced functions of

Electronic Document Management.

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

Electronic Document Management, interpreting its correct meaning.

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

comments on Electronic Document Management in their personal portfolio (see Portfolio

Handbook)

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab or e-lab usage for each language (English and

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

hours weekly for each language per course. The facilitator may require a higher

number of hours for language lab practice based on the language needs for listening,

speaking, reading, and writing skills in either or both languages. The total amount of

language lab or e-lab hours is integrated in the activities for each workshop in

the module.

Description of the Evaluation Process:

Evaluation

Individual Assignments, Oral Presentations and Group

Activities

100 points

Exam 100 points

Participation, Attendance, and electronic lab use (5) 20 points

(e/a)

100 points

Created Materials (20 points), Blackboard participation (20 100 points


Updated 10/28/2011

points) y Portfolio (60 points)

Total = 400 points

Evaluation curve

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

Requirements for the Use of APA (Version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE

e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.

Book(s)


systems.Boca Raton: Auerbach Publications. $88.45


Guide.Swindon: British Informatics Society. $80.95

Roebuck, K. (2011). Web Content Management Systems (Wcms): High-Impact

Strategies - What You Need to Know: Definitions, Adoptions, Impact,

Benefits, Maturity, Vendors. London ; Tebbo. $58.00



Updated 10/28/2011

Saffady, W., & Association of Records Managers and Administrators. (2009).

Managing electronic records. Lenexa, Kan: ARMA International. $80.00

. -

Hill/Interamericana. $60.00

AIIM International: The Enterprise Content Management Association. 2006. Revised

Framework for Integration of electronic Document Management Systems and

Management Systems. Thomson Publishing.

E-Book (s)


systems. Boca Raton: Auerbach Publications. [Electronic Book]


Guide.Swindon: British Informatics Society. [Electronic Book]

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 d v l pm nt s

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

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

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

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


Updated 10/28/2011

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

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

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

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

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

only).

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

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

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

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

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

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

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

could require more.

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

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

the absence. If it is justified, the facilitator will decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the student

to make up the work, or allow the student to make up the work and assign extra work to

compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late assignments

and/or make-up work.


Updated 10/28/2011

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade level

based on the student’s existing grade.

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

levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute

evaluation activity if he/she understands that an equivalent activity is possible. This

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

or special activity that was missed.

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

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

Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher.

It should be noted that plagiarized writings are easily detectable and students should not

risk losing credit for material that is clearly not their own. SafeAssignTM

, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’

ownership of written assignments. It s th stud nt’s sp ns b l ty t d th

un v s ty’s pl g sm p l y If y u UT stud nt d Section 11.1 of the Student


Updated 10/28/2011

Manual, and if you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1

of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work, and that all references

used will be properly cited or mentioned in the bibliography. Plagiarism will not be

tolerated and, in case of detecting an incidence, the student will obtain a zero in the

assignment or activity and could be referred to the Discipline Committee.

8. In order for the Facilitator to make changes to activities and the study guide, the Faculty

and Curriculum Director must approve such changes before the first day of class. The

Facilitator must discuss the approved changes with students in the first class workshop. A

written copy of the changes must also be provided to students at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing the SUAGM e-

mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it

must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed 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 th URL’s p s nt d n th m dul n t fy th

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:


Updated 10/28/2011

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

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

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

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

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

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an 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.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 10/28/2011

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

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.

E h f us g n t s u n “ ul s” nd “m nt l m d ls ” h h us t m k s ns

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

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


Updated 10/28/2011

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. n ng qu s und st nd ng “ h l s” s ll s “p ts” Th “p ts” must b

und st d n th nt t f “ h l s” Th f th l n ng p ss f us s n

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

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

assessment part of the learning process, thus ensuring that it provides students with

information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of

the world.

7. Learning should be internally controlled and mediated by the learner.


Updated 10/28/2011

TALLER UNO

Objetivos específicos de contenido:

Los estudiantes serán capaces de:

1. Definir administración de documentos electrónicos y otros términos relacionados

2. Analizar la necesidad de replantear un nuevo modelo de administración de

documentos

3. Describir el papel que debe desempeñar la persona encargada de administrar

los documentos en el contexto de los archivos electrónicos

4. Preparar los requisitos que debe tener la persona que maneja los archivos

electrónicos

Objetivos específicos de lenguaje:

Los estudiantes serán capaces de:

1. Escuchar: escuchar atentamente lo que el facilitador y compañeros de clase

presenten, discutan o lean para lograr comprender y recordar lo más significativo.

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

diferentes funciones en la Administración de Documentos Electrónicos (EDMS).

3. Leer: Leer y analizar el material relacionado a la Administración de Documentos

Electrónicos (EDMS).

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

funcionalidad en la Administración de Documentos Electrónicos (EDMS) en

nuestra sociedad moderna, demostrando dominio de la ortográfica y gramática

española.

Enlaces electrónicos:

Biblioteca Virtual


Administración y Manejo de Archivos Electrónicos. [s.f.]. Excelente artículo que

introduce conceptos y provee información importantísima relacionada con la

administración de documentos electrónicos. Recuperada el 10 de febrero de 2008.

Disponible en http://eprints.rclis.org/archive/00010563/


http://eprints.rclis.org/archive/00010563/


Updated 10/28/2011

Wrapedms organization

http://wrapedms.org/

EDM software

http://discover.perceptivesoftware.com/forms/TenThings?utm_source=msn&utm_mediu

m=cpc&utm_term=electronic%20document%20management&utm_content=609779638

&utm_campaign=5897330241

Open Source & free document management software - Kordil EDMS

http://www.kordil.net/

Sample project

http://www.miamidade.gov/etsd/edms-home.asp

Asignaciones antes del taller:

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

2. Lea la información que aparece en los enlaces sugeridos arriba. En Internet ,

busque información sobre los siguientes conceptos: documento, documento

electrónico, componentes del documento electrónico (contenido, estructura,

contexto, presentación), administración de documentos electrónicos y cualquier

otro concepto relacionado que considere importante. Venga preparado/a

para compartir sus hallazgos con el resto de la clase.

3. Sobre la base de lo leído, realice o responda:

a. Prepare una lista de razones por las cuales se hace necesario replantear un

nuevo modelo de administración de documentos.

b. Enumere algunos de los “d um nt s” que justifican ese nuevo modo de

http://wrapedms.org/

http://discover.perceptivesoftware.com/forms/TenThings?utm_source=msn&utm_medium=cpc&utm_term=electronic%20document%20management&utm_content=609779638&utm_campaign=5897330241



http://www.kordil.net/

http://www.miamidade.gov/etsd/edms-home.asp


Updated 10/28/2011

administrar documentos

c. ¿Qué dificultades presenta el modelo de administración de documentos

tradicional?Escriba las semejanzas y diferencias entre administración de

documentos y administración de documentos electrónicos. Para esto utilizará

el Anejo B (Comparación entre administración de documentos y administración

de documentos electrónicos (EDMS).

5. Haga una relación de los conocimientos que debe tener la persona encargada

de la administración de documentos electrónicos. Reflexione y escriba una

auto evaluación con el propósito de descubrir sus destrezas, las que le ayudarán

en la tarea de administración de documentos electrónicos (EDMS); y de

aquellas destrezas que necesita adquirir o mejorar.

6. Escriba un ensayo de una página (300 palabras aproximadamente) describiendo

el impacto y la funcionalidad en la Administración de Documentos Electrónicos

(EDMS) en nuestra sociedad moderna. Utilice la función del corrector ortográfico

“Sp ll h k ” p v f s t g áf s p nd B

7. Prepare un glosario con cinco a siete definiciones relacionadas con los temas

discutidos en el taller (Apéndice A – “ n W t ng”

8. Entre al laboratorio electrónico (e-lab) de la plataforma "BlackBoard" 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.

9. Comience a trabajar con el Portafolio (ver Manual de Portafolio.


Updated 10/28/2011

Vocabulario clave de la lección:)

1. Documentos

2. Documentos Electrónicos

3. Administración de Documentos

4. EDMS

Lista de materiales suplementarios para el taller:

1. La Internet - Blackboard

2. Biblioteca Virtual


Updated 10/28/2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

m d t j √ n l __ n t d s l s st t g s p omponente que se usarán en el

taller.

B. Andamiaje

_x_ Modelaje

_x_ Práctica Dirigida

_x__ Práctica Independiente

_x_ Instrucción Comprensible

C. Opciones para Agrupamiento

_x__ Grupo Completo

_x__ Grupos Pequeños

_x__ Pares

_x__ Trabajo Independiente

D. Integración del Proceso

_x__ Escuchar

_x__ Hablar

_x__ Leer

_x__ Escribir

E. Aplicación

_x__ Actividades Dinámicas de Aplicación

_x__ Significativas y Relevantes

_x__ Rigurosas

_x__ Alineadas a los Objetivos

_x__ Promueven Participación

A. Preparación

___ Adaptación de Contenido

_x__ Enlaces al Conocimiento Previo

_x__ Enlaces al Aprendizaje Previo

_x__ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_x__ Cognoscitivo

_x__ Meta-cognoscitivo

_x__ Socio/Afectivo


Updated 10/28/2011

Actividades integradas:

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

(Contenido y Lenguaje):

1. El facilitador comenzará la clase con una actividad rompe hielo. Luego verificará

que todos los estudiantes estén registrados en el curso.

2. El facilitador discutirá los criterios de evaluación, se atenderán otros

asuntos administrativos y se seleccionará a la persona que será Representante

Estudiantil para la clase.

3. El facilitador discutirá los objetivos del curso.

4. Los estudiantes se reunirán en grupos de 3 y discutirán el ensayo preparado como

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

Administración de Documentos Electrónicos (EDMS) en nuestra sociedad

moderna. Un miembro del grupo la compartirá verbalmente con la clase

(Apéndice A).

5. Sobre la base d e lo leído para este taller, entre todos/as se definirán los

conceptos asignados en las tarea a realizar antes del taller.

6. Divididos en tres grupos, cada grupo compartirá los hallazgos encontrados para

las preguntas 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.

7. Cada estudiante presentará una semejanza o diferencia entre la administración

de documentos y la administración de documento electrónicos. Una persona

anotará en la pizarra los hallazgos.

8. Entre todos/as se compartirá la lista de conocimientos que debe tener la persona


Updated 10/28/2011

encargada de la administración de documentos electrónicos. Aquellos/as que

así lo deseen, podrán compartir voluntariamente su propia auto evaluación

preparada como parte de las tareas a realizar antes del taller.

Evaluación:

1. Individual: Ensayo escrito de 300 palabras. Utilizar Apéndice B – “S W t ng

T ts” p v lu ón

2. Grupal: Lista grupal de la importancia de la Administración de Documentos

Electronicos . Apéndice A – “ n d W t ng”

3. Escrito: Diligenciar el portafolio personal

4. Oral/Auditivo: Discusión verbal sobre material aprendido en taller (Apéndice A

– “L st n ng Sp k ng”

Cierre del taller:

1. Individual: Cada estudiante entrará a Blackboard antes de la próxima clase y

escribirá dos cosas que aprendió durante el taller.

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

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

mismos.


Updated 10/28/2011

WORKSHOP TWO

Specific Content Objectives: (

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

1. List the organizations that are related to electronic document management

2. Establish principles to create and manage electronic documents to accommodate

technological advances and user needs

3. Learn about the legal value of electronic documents and the rights of individuals

and the obligations of those who administer the files.

4. List organizations related to document management

Specific Language Objectives

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

about (EDMS)

2. Speaking: Students will speak fluently in English to share main ideas about

(EDMS).

3. Reading: Students will read aloud their assignments with fluency and accuracy.

4. Writing: Students will write in their reflective Journal..

Electronic Links (URLs):)

UT Virtual Library


Association of Records Managers and Administrators.

http://www.arma.org

Association for Information and Image Management (AIIM).

http://www.aiim.org

National Archives and Records Administration (NARA).

http://www.archives.gov

Institute of Certified Records Managers.


http://www.arma.org/

http://www.aiim.org/

http://www.archives.gov/


Updated 10/28/2011

http://www.icrm.org

International Congress on Archivists (ICA).

http://www.ica.org

Society of American Archivists.

http://archivists.org/index.asp

Assignments before the Workshop:

1. Research on the Internet about organizations that deal with document

management and visit their web sites in order to know if they also work with

electronic document management. Print and take the information to the

classroom. Take the opportunity to evaluate an article that interests you and that

may help you to complete the task of analysis of articles to be handed in at

Workshop III.

2. Find and read information about laws that deal with the privacy of individuals and

document management: Information Privacy Act 1974, Freedom of Access to

Personal Information act 1979, Privacy Act for Electronic Communications

1986; HIPAA Act of 1996, effective in 2003 (Health Insurance Portability and

Accountability Act). Reporting Act Fair Credit Matters 1971; Computer Programs

Act of 1980, and other laws related to document management and personal

privacy. We suggest revision of document management books in both Spanish

and English, where you could find a summary of these acts. For example, it

suggests Document Management: Systems, procedures and technology, by the

authors Carmen M. Abigail Correa and Diaz-Colon, Published

by McGraw Hill in 2004.

3. Start making contact with somebody responsible for the (EDMS) in an agency or

organization who may be interviewed later.

4. 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).

http://www.icrm.org/

http://www.ica.org/

http://archivists.org/index.asp


Updated 10/28/2011

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

needs.

6. Continue working with your portfolio (see appendix F).

Key Core Vocabulary:

1. (EDMS) Acts

2. Procedures

3. Information Privacy

List of Supplementary Materials for the Workshop:

1. Tell Me More

2. E-lab Language Links

3. Blackboard

4. Discussion Board


Updated 10/28/2011

SIOP Components - Pl h km k √ n th ___ f 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. Every student will mention

something discussed or practiced during the previous workshop.

2. The Students will prepare a table with the name of the organization, membership

requirements, membership benefits, subscriptions to electronic journals (if they

B. Scaffolding

___ Modeling

_x__ Guided Practice

_x__ Independent Practice

_x__ Comprehensible Input

C. Grouping Options

_x_ Whole Class

_x_ Small Groups

_x_ Partners

_x_ Independent Work

D. Integration of Processes

_x_ Listening

_x_ Speaking

_x_ Reading

_x_ Writing

E. Application

_x__ Hands-on

_x__ Meaningful/Relevant

_x__ Rigorous

_x__ Link to Objectives

_x__ Promote Engagement

A. Preparation

_x__ Adaptation of Content

_x__ Links to Background Knowledge

_x__ Links to Past Learning

_x__ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_x__ Cognitive

_x__ Meta-cognitive

_x__ Social/Affective


Updated 10/28/2011

are available), if they offer tests to become certified in your area, offering

information, if they meet in seminars or conferences and any other details. Also

present the advantages of belonging to professional organizations. If there are

connections to the Internet, visit the pages of these organizations. Students will

identify those aspects of these pages that they found meaningful and become

familiar with the organizations and the services they offer. Students will finish the

activity with a final written description and the services they offer. This activity

will be evaluated using Appendix B.

3. In pairs, share the information found on the acts (laws). If someone could not find

information about any of the acts (laws), the students can go to any other group

who has it. The idea is that everyone knows the purpose for every act (law) and its

most significant provisions.

4. The entire class will prepare a list of these acts (laws), implications for

professionals in the office, records managers and institutions in general. For

example, it is now necessary to establish which persons are authorized to access

the information. A list of ideas will be written on the whiteboard

5. The Students will verbally share their assignments (Appendix A – Can Do

Speaking).

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 and Appendix B for the table Description.

4. Oral: Appendix A – Can Do Speaking for interview, part of the activity 4.


Updated 10/28/2011

Lesson Wrap-Up:

1. Individual: Students will have a minute to draw what they believe was the most

important thing they learned during the workshop.

2. Group: The facilitator will divide the class 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.


Updated 10/28/2011

TALLER TRES


Al finalizar el taller, el estudiante será capaz de:

1. Describir los elementos básicos que debe considerar al seleccionar un programa

(software) capaz de administrar los archivos electrónicos

2. Identificar los requisitos típicos de la administración de documentos electrónicos,

tales como: guardar los documentos, almacenar, indexar, buscar, recuperar,

acceder, controles de seguridad y otros.

3. Enumerar buenas prácticas para la administración de documentos electrónicos.


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

facilitador y sus compañeros sobre (EDMS) y reaccionará al mismo de forma

verbal o escrita de acuerdo a las instrucciones del taller.

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

durante el taller en las correspondientes actividades del mismo.

3. Leer: Los estudiantes realizarán una investigación utilizando la biblioteca virtual

para luego analizar y resumir el material encontrado.

4. Escribir: Los estudiantes resumirán las ideas principales relacionadas al (EDMS)

por escrito y sin errores gramaticales.


Biblioteca Virtual




Updated 10/28/2011

Beyond Features & Functions: Evaluating RM Software Alternatives in a Real-World

Environment.

http://www.arma.org/pdf/journal/emery.pdf

E-Government Policy Framework for Electronic Records Management.

http://www.nationalarchives.gov.uk/documents/egov_framework.pdf

Good practice in managing electronic documents using Office 97 on a local area

network.

http://www.nationalarchives.gov.uk/documents/

Asignaciones antes del taller: ()

1. Lea la información que aparece en los enlaces sugeridos en las direcciones

electrónicas.

2. Basado en la lectura de Beyond Features & Functions: Evaluating RM Software

Alternatives in a Real-World Environment, prepare una lista de aspectos a

considerar a la hora de adquirir un programa para (EDMS).

3. Realice una búsqueda en la Internet con el propósito de conseguir programas

comerciales disponibles para (EDMS) .Por ejemplo, ¿qué producto tiene la

Microsoft para ese propósito? Traiga al salón de clase por lo menos dos

programas disponibles. Imprima la hoja para discutir sus resultados.

4. Basado en la lectura de los otros enlaces, venga preparado/a para compartir lo

siguiente:

¿Cuáles son los problemas más comunes a la hora de trabajar con

documentos electrónicos?

¿Se siguen políticas a la hora de administrar documentos electrónicos?

http://www.arma.org/pdf/journal/emery.pdf

http://www.nationalarchives.gov.uk/documents/egov_framework.pdf



Updated 10/28/2011

¿Cuáles son los requisitos típicos de la administración de documentos y qué

relación tienen con la administración de documentos electrónicos?

¿Por ser documentos electrónicos les aplica o no los mismos principios?

5. Prepare una lista d “bu n s p á t s” p (EDMS).

6. Prepare una lista de posibles preguntas para la entrevista a un encargado de la

administración de documentos.

7. Recuerde que debe entregar su análisis de artículo.

8. Continúe con sus dos horas de práctica con Tell Me More o con los enlaces del e-

lab.

9. Entre a Blackboard y conteste la pregunta del facilitador relacionada al tema.

Comente sobre lo que opinan algunos de sus compañeros.

10. Continúe trabajando con su portafolio.

Vocabulario clave de la lección:

1. Index

2. Entrada / Salida y bloqueo

3. Control de versiones

4. Registro de auditoría

5. Seguridad y control de accesos

6. Registro y salida de documentos y bloquear

Lista de materiales suplementarios para el taller:

1. Biblioteca Virtual

2. Blackboard


Updated 10/28/2011

Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

m d t j √ n l __ n t d s l s st t g s p mp n nt qu s us án n l

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


Updated 10/28/2011

Actividades integradas:

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

(Contenido y Lenguaje):

1. Entre todos/as, se presentará la lista de aspectos a considerar a la hora de

adquirir un programa para la administración de documentos.

2. Los estudiantes analizarán los diferentes programas disponibles que encontraron

de acuerdo a la lista preparada anteriormente. El propósito es determinar la

efectividad de estos programas para administrar documentos. basado en la

búsqueda que hizo, ¿podría recomendar algún programa de los que existen en el

mercado para administrar los documentos electrónicos en su oficina? ¿Qué costo

tiene?

3. En grupos de tres a cuatro estudiantes, se discutirán las preguntas asignadas en

las tareas a realizar antes del taller. Un representante del grupo informará los

hallazgos.

4. En la pizarra se preparará una list d “bu n s prá t s” para administrar

documentos. Además, los estudiantes analizarán si estas buenas prácticas son

posibles de implementar en sus respectivas áreas de trabajo. Si no lo son, se

ofrecerán sugerencias para la implantación.

5. Cada estudiante compartirá con el resto del grupo los hallazgos más significativos

del artículo leído para análisis.

6. Entre todos/as se presentarán y seleccionarán las preguntas que se utilizarán

para realizar la entrevista a un encargado/a de la administración de documentos


Updated 10/28/2011

en una organización. Esta entrevista se realizará esta semana y se presentarán

los hallazgos en el taller IV.

7. Llena el Anejo A (Diario Reflexivo) y entrégala a tu facilitador o facilitadora

al terminar la clase junto con las tareas asignadas para antes de cada taller que

apliquen.

Evaluación:

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

2. Grupal: Práctica dirigida (usar Apéndice D).

3. Escrito: Los estudiantes realizaran una evaluación escrita.

4. Oral/Auditivo: El facilitador pedirá a los estudiantes una descripción oral breve

destacando los aspectos más relevantes del taller.

Cierre del taller:

1. Individual: El facilitador realizará preguntas al azar a los estudiantes relacionado

al material visto durante el taller

2. Grupal: Por grupos presentarán una actividad breve destacando algunos puntos

relevantes del taller


Updated 10/28/2011

WORKSHOP FOUR

Specific Content Objectives:

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

1. List desirable characteristics in a file management system that provides electronic

controls, monitoring, file plans, retention, disposition and optimized processes

that help the user to retrieve the electronic files when needed.

2. Review rules for the implementation of (EDMS).

3. Present and discuss the findings of the interview to administrators of Electronic

Documents management systems in agencies and organizations.

Specific Language Objectives:

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

instructions.

2. Speaking: Th stud nt ll ff t v ly d s uss th ksh p’s m t l d ng

to the facilitator activities.

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

summarize it using technical vocabulary.

4. Writing: Students will perform a written evaluation.

Electronic Links (URLs):

Virtual Library


Management, appraisal and preservation of electronic records.

http://www.nationalarchives.gov.uk/documents


http://www.nationalarchives.gov.uk/documents


Updated 10/28/2011

Cataloguing electronic documents: Data Files and Programs : Archivos de Datos y

Programas.

http://www.bibliodgsca.unam.mx/libros/lib1fima/lib1fima.htm

Managing Web Resources.


Assignments before the Workshop:

1. Read the links suggested.

2. Prepare a checklist of desirable characteristics to establish an (EDMS).

3. Suggest some desirable policies for the implementation of an (EDMS).

4. Cataloging of electronic documents: data files and programs suggested guidelines

for cataloging electronic resources as a support for librarians. Study the guide and

suggest a guideline for handling, for example, "e-mails" in your office. What

elements you think should be included? Bring them to class in writing

5. Complete your two hours of English language practice in the language lab.

Additional hours may be required by the facilitator according to your needs. Use

additional language lab resources, if needed.

6. Continue working with your portfolio.

Key Core Vocabulary:

1. Storage Location

2. Audit trails

3. Roll back

4. Summary

5. Annotation and Stamps

http://www.bibliodgsca.unam.mx/libros/lib1fima/lib1fima.htm



Updated 10/28/2011


1. Virtual Library

2. Blackboard

SIOP Components - Pl h km k √ n th ___ f ALL strategies that will be

used in the workshop.

B. Scaffolding

_x__ Modeling




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__ Rigorous



A. Preparation

_x__ Adaptation of Content

_x__ Links to Background Knowledge

_x__ Links to Past Learning

_x__ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_x__ Cognitive

_x__ Meta-cognitive

_x__ Social/Affective


Updated 10/28/2011

Integrated Activities

Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. The facilitator will engage students in a whole class review activity. Each student

will be given a piece of paper to write one question based on the previous

ksh p’s m t l On f n sh d t ng stud nts ll h nd th qu st ns t

another classmate. The classmate will read and answer the question. If needed,

the classmate can ask for one tip before answering.

2. The class will prepare a list of those desirable controls to establish an (EDMS).

As much as possible, try to adapt to the needs of their own project.

3. The students will work on desirable policies that should be presented for the

implementation of an electronic file and its importance. The entire class will then

prepare a final document with these policies.

4. Each student will present their guide to catalog electronic resources from their

own office. Take into consideration the technology available and the types of

electronic documents that occur in your work area.

5. Each student will present the findings of the interview with a person responsible

for document management in an agency or organization. These findings will be

analyzed to express concerns and make recommendations. These may incorporate

the desirable policies and guidelines for the implementation of an(EDMS)

6. Complete (Reflective Journal Appendix A) and submit it to your facilitator at the

end of class with the assignments for each workshop that applies.


Updated 10/28/2011

Assessment:

1. Individual: Interview presentation – Use Appendix A – Can do Writing.

2. Group: Class discussion about desirable policies for the implementation of an

(EDMS) – Use Appendix A - Can Do - Speaking.

3. Written: Essay and Reflexive Journal – Use Appendix B – Six Traits of Writing.

4. Oral: Sharing findings of the interview – Appendix E – Rubric to evaluate the

findings of the Interview. .

Lesson Wrap-Up:

1. Individual: Each student will write 3 things they think they will remember most

about the workshop..

2. Group: Broken Telephone activity – The facilitator will think of a sentence or

phrase and whisper it to the student besides him. The student will whisper what

he heard to the next person. No repeating allowed. The last student will state the

message out loud. .


Updated 10/28/2011

Taller Cinco/Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas serán en español. Las últimas

dos horas serán en inglés.

NOTE: This is a bilingual workshop.

Both the facilitator and the student must

use the language assigned for each

homework and activity. Do not mix both

languages! USE ONE LANGUAGE AT

A TIME- KEEP BOTH LANGUAGES

SEPARATE! The first two hours must

be in Spanish. The last two hours must

be in English.


Al final del taller, los estudiantes serán capaces de:

1. Familiarizarse con archivos electrónicos de otros países a través de visitas

virtuales y presentaciones.

2. Analizar los esfuerzos de los diferentes gobiernos en torno a la organización de

archivos electrónicos.

3. Evaluar nuestro propio sistema de administración de documentos a nivel de

gobierno


1. Escuchar: Los estudiantes escucharán con atención a otros estudiantes para

obtener mayor conocimiento acerca del (EDMS).

2. Hablar: Los estudiantes intercambiarán ideas sobre las diferencias que existen en

algunos países en el (EDMS).

3. Leer: Los estudiantes cuidadosamente leerán el material relacionado al (EDMS) .

4. Escribir: Los estudiantes escribirán un ensayo de 300 palabras sobre el uso de lo

aprendido en clase.


Updated 10/28/2011


Biblioteca Virtual


Asignaciones antes del taller:

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

1. Prepare su presentación sobre la visita virtual a los diferentes archivos.

2. Prepare el material a repartir y la hoja de observaciones

3. Realice sus dos horas de práctica usando Tell Me More y los recursos del

laboratorio de lenguaje (una hora inglés y una español).

4. Complete su diario reflexivo, su portafolio y llévelo a clase.

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

1. Visit the virtual library and find information on how to prepare a descriptive

essay. Explore examples available online.

2. Write a descriptive essay of 300 words of what you have learned during the whole

class and how you are going to apply in your future classes. Use APA style for

references and Appendix B for assessment. Print it and bring it to class.

3. Review all material related to (EDMS) and prepares for a test.

Vocabulario académico clave

1. Almacenar

2. Manejo

3. Seguimiento

4. Seguridad



Updated 10/28/2011

Academic Core Vocabulary

1. Store

2. Manage

3. Track

4. Security


1. Virtual Library

2. Blackboard


Updated 10/28/2011

SIOP Components - Pl h km k √ n th ___ f LL st t g s th t ll b us d n

the workshop.

1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_x__ Modeling




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__ Rigorous



A. Preparation

_x_ Adaptation of Content

_x_ Links to Background Knowledge

_x_ Links to Past Learning

_x_ Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning

Approach)

_x_ Cognitive

_x_ Meta-cognitive

_x_ Social/Affective


Updated 10/28/2011

Integrated Activities:

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

Actividades en español para las primeras dos horas del taller:

1. El facilitador comenzará la clase con una actividad para repasar el material aprendido.

Todos los estudiantes deberán utilizar vocabulario técnico durante la actividad.

2. Los estudiantes se reunirán en grupos de tres para discutir lo aprendido sobre la

administración de documentos electrónicos. Un miembro del grupo tomará notas y lo

discutirá con la clase.

3. Cada estudiante tendrá la oportunidad de presentar su informe y mostrar los hallazgos

de su visita virtual.

4. Entre todos se analizarán los esfuerzos de los diferentes gobiernos en torno a la

administración de documentos electrónicos.

5. Basado en el contenido de la página de la Administración de Servicios

Generales, se analizará nuestro propio sistema de administración de documentos a nivel

de gobierno.

Integrated content and language activities aligned to achieve workshop objectives:

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

1. Students will exchange their essays. Each one will use Appendix B to assess the

exchanged essay. Recommendations will be given on how to improve all essays.

2. Students will verbally discuss what they have learned during the class. Each student

must participate in this activity.

3. Students will complete the KWL chart located in Appendix F.

4. Students will hand in their portfolios.

5. The facilitator will provide students with an exam. Students must individually apply what

they have learned during class.

Assessment:)

1. Individual: Essay – See appendix B.

2. Group: Students will perform peer evaluations – See Appendix E.

3. Written: Essay – See Appendix B.


Updated 10/28/2011

4. Oral: Th f l t t ll us th Sp k ng ub t ss ss stud nt’s p s nt t ns– see

Appendix A – can do speaking.

Lesson Wrap-Up:

1. Individual: One Minute Sentence – each student will have one minute to write a sentence

with the most important topics they have learned during the workshop..

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

during the workshop .


Updated 10/28/2011

APÉNDICES / APPENDIXES


Updated 10/28/2011

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

http://www.wida.us/


Updated 10/28/2011

“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-l k Engl sh sp k ’s und st nd ng f h t s s d


Updated 10/28/2011

“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


Updated 10/28/2011

“Can Do” Reading Rubric

National Proficiency Levels Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


Updated 10/28/2011

“Can Do” Writing Rubric

National Proficiency

Levels

Criteria

Starting L ks l t ng nd f us t ls l m t d un l Th ’s n l d st n t n t h t s mp t nt nd h t 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.

S m d s’ 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.

W t s th d f n t styl nd s nt n st u tu s “ t hy” th f m st k s

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 ma n d s R d ’s qu st ns ns d

W t ng h s l nt du t n th t’s h ks th d nd n lus n th t l v s l st ng mp ss n Us f t ns t ns helps the reader to connect

ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


Updated 10/28/2011

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 10/28/2011

Appendix B

Six-Traits of Writing Rubric

Stud nt’s N m ______________________________________ Date:___________________

Facilitator:______________________Course: ____________Assignment:_________________

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

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

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

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

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

are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand

Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 10/28/2011

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

Th t ng s pt n lly l f us d nd nt st ng It h lds th d ’s tt nt n th ugh ut n d s st nd

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by

• l ty f us nd nt l

• m n d s th t st nd ut

• supp t ng l v nt fully s l t d d t ls; h n pp p te, use of resources provides strong, accurate, credible

support

• th ugh b l n d n-depth explanation/ exploration of the topic; the writing makes connections and shares insights.

• nt nt nd s l t d d t ls th t ll su t d t ud n nd purpose.

5

Th t ng s l f us d nd nt st ng It h lds th d ’s tt nt n n d s st nd ut nd d v l p d by

supporting details suitable to audience and purpose. The writing is characterized by

• l ty f us nd nt l

• main idea(s) that stand out.

• supp t ng l v nt fully s l t d d t ls; h n pp p t us f s u s p v d s st ng u t d bl

support.

• th ugh b l n d pl n t n/ pl t n f th t p ; th t ng m k s nn t ns nd shares insights.

• nt nt nd s l t d d t ls th t ll-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

• n s ly d nt f bl pu p s

• l m n d s

• supp t ng d t ls th t l v nt but m y b v ly g n l l m t d n pl s; h n pp p t s u s us d

to provide accurate support.

• t p th t s explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present.

• nt nt nd s l t d d t ls th t l v nt but p h ps n t ns st ntly ll h s n f ud ence 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

• n s ly d nt f bl pu p s nd m n d s

• p d t bl v ly-obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere.

• supp t th t s tt mpt d; but d v l pm nt l d tails that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general.

• d t ls th t m y n t b ll-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information.

• d ff ulties 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

• pu p s nd m n d s th t m y qu t ns v nf n s by th der.

• m n m l d v l pm nt; nsuff nt d t ls

• l v nt d t ls th t lutt th t t

• t ns v p t t n f d t l

1

The writing lacks a central idea or purpose. The writing is characterized by

• d s th t t m ly l m t d s mply unclear.

• tt mpts t d v l pm nt th t m n m l n n-existent; the paper is too short to demonstrate the development of an

idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved

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


Updated 10/28/2011

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

• ff t v p h ps t v s qu n ng; th g n t n l st u tu f ts th t p nd th t ng s sy t f ll

• st ng nv t ng b g nn ng th t d s th d n nd st ng s t sfy ng s ns f s lut n l su

• sm th ff t v transitions among all elements (sentences, paragraphs, and ideas).

• d t ls th t f t h pl d

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.

• ff t v s qu n ng; th g n t n l st u tu f ts th t p nd th t ng s sy t f ll

• n nv t ng b g nn ng th t d s th d n nd s t sfy ng s ns f s lut n l su

• sm th ff t v t ns t ns among all elements (sentences, paragraphs, and ideas).

• d t ls th t f t h pl d

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized

by

• l s qu n ng

• n g n ation that may be predictable.

• gn bl d v l p d b g nn ng th t m y n t b p t ul ly nv t ng; d v l p d n lus n th t m y l k subtl ty

• b dy th t s sy t f ll th d t ls th t f t h pl d

• t ns t ns th t m y b st lted or formulaic.

• g n t n h h h lps th d d sp t s m kn ss s

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is

characterized by

• tt mpts t s qu n ng but the order or the relationship among ideas may occasionally be unclear.

• b g nn ng nd n nd ng h h lth ugh p s nt th und v l p d t bv us g “ y t p s ” “Th s

ll th s ns th t…”

• t ns t ns th t s m t m s ork. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.)

may be overused.

• st u tu th t s sk l t l t g d

• pl m nt f d t ls th t m y n t l ys b ff t v

• g n t n h h l ps s n s m pl s 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

• s m tt mpts t s qu n ng but th d th l t nsh p m ng d s s f qu ntly un l

• m ss ng t m ly und v l p d b g nn ng b dy nd/ nd ng.

• l k f t ns t ns h n p s nt n ff t v v us d

• l k f n ff t v g n t n l st u tu

• d t ls th t s m t b nd mly pl d l v ng th d f qu ntly nfus d

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains

confused. The writing is characterized by

• l k f ff t v s qu n ng

• f lu t p v d n d nt f bl b g nn ng b dy nd/ nd ng

• l k f t ns t ns

• p ng that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• l k f g n t n h h ult m t ly bs u s d st ts th m n p nt

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

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


Updated 10/28/2011

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 exc pt n l s ns f “ t ng t b d ” Th t ng s p ss v ng g ng s n Th t ng

is characterized by

• n ff t v l v l f l s n ss t d st n f m th ud n g n t v sh uld h v st ng p s n l v

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.).

• n pt n lly st ng s ns f ud n ; th ter 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.

• s ns th t th t p h s m t l f ; h n pp p t th t ng m y sh w 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,

nd th s s ns f “ t ng t b d ” Th iting is expressive, engaging or sincere. The writing is characterized by

• n pp p t l v l f l s n ss t d st n f m th ud n g n t v sh uld h v st ng p s n l v

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.).

• st ng s ns f ud n ; th t s ms t b f th d nd f h t mmun t the message most

effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• s ns th t th t p h s m t l f ; h n pp p t th t ng m y sh g n l ty l v l n ss h n sty

conviction, excitement, humor, or suspense.

4

v s p s nt Th t d m nst t s mm tm nt t th t p nd th m y b s ns f “ t ng t b d ” In

places, the writing is expressive, engaging, or sincere. The writing is characterized by

• qu st n bl n onsistent level of closeness to or distance from the audience.

• s ns f ud n ; th t s ms t b f th d but h s n t ns st ntly mpl y d n pp p t v

The reader may glimpse the writer behind the words and feel a sense of interaction in places.

• l v l n ss s n ty hum h n pp p t ; h v t t m s th t ng m y b th n pp p t ly su l

personal, or inappropriately formal and stiff.

3

Th t ’s mm tm nt t th t p s ms n ns st nt sense of the writer may emerge at times; however, the voice is

either inappropriately personal or inappropriately impersonal. The writing is characterized by

• l m t d s ns f ud n ; th t ’s n ss f th d s un l

• n s n l 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.

• l m t d b l ty t sh ft t m bj t v v h n n ss y

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

• l ttl ng g m nt f th t ; th t ng t nds t b l g ly fl t l f l ss st ff m h n l

• v th t s l k ly to be overly informal and personal.

• l k f ud n n ss; th s l ttl s ns f " t ng t b d "

• l ttl n h nt f th t b h nd th ds Th s ly s ns f nt t n b t n d nd t

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• n ng g m nt f th t ; th t ng s fl t nd l f l ss

• l k f ud n n ss; th s n s ns f “ t ng t b d ”

• n h nt f th t b h nd the words. There is no sense of interaction between writer and reader; the writing does not

involve or engage the reader.




Updated 10/28/2011

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

• u t st ng sp f ds; p ful ds n g th t ng

• f sh g n l p ss n; sl ng f us d s ms pu p s ful nd s ff t v

• v bul y th t s striking and varied, but that is natural and not overdone.

• d n y ds us d n n unusu l y

• ds th t v k st ng m g s; f gu t v l ngu g m y b us d

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

• u t sp f ds; d h s n g th t ng

• f sh v v d expression; slang, if used, seems purposeful and is effective.

• v bul y th t m y b st k ng nd v d but th t s n tu l nd n t v d n

• d n y ds us d n n unusu l y

• ds th t v k l m g s; f gu t v l ngu g m y b us d

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

• ds th t k but d n t p t ul ly n g th t ng

• p ssion that is functional; however, slang, if used, does not seem purposeful and is not particularly effective.

• tt mpts t l ful l ngu g th t m y s n lly s m v d n

• s n l v us f t hn l l ngu g j g n

• p m nts th 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 f ds p du ng s t f “g n ” p p f ll d th f m l ds nd

phrases. The writing is characterized by

• ds th t k but th t ly ptu th d ’s nt st

• p ss n th t s ms mund n nd g n l; sl ng f us d d s not seem purposeful and is not effective.

• tt mpts t l ful l ngu g th t s m v d n f d

• ds th t u t f th m st p t lth ugh m sus d ds m y s n lly pp t hn l l ngu g

jargon may be overused or inappropriately used.

• l n n l h s nd v us d p ss ns

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by

• ds th t l l ss fl t mp s

• m n t n us p t t n v whelming reliance on worn expressions that repeatedly distract from the message.

• m g s th t fu y bs nt lt g th

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

• g n l v gu ds th t f l t mmun t

• n t m ly l m t d ng f ds

• ds th t s mply d n t f t th t t; th y seem imprecise, inadequate, or just plain wrong.




Updated 10/28/2011

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

• n tu l flu nt s und; t gl d s l ng with one sentence flowing effortlessly into the next.

• t ns v v t n n s nt n st u tu l ngth nd b g nn ngs th t dd nt st t th t t

• s nt n st u tu th t nh n s m n ng by d ng tt nt n t k y d s nf ng l t onships among ideas.

• v d s nt n p tt ns th t t n ff t v mb n t n f p nd g

• st ng nt l v s nt n st u tu ; f gm nts f us d t ll k ll

• styl st nt l; d l gu f us d s unds n tu l

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

• n tu l flu nt s und; t gl d s l ng th n s nt n fl ng into the next.

• v t n n s nt n st u tu l ngth nd b g nn ngs th t dd nt st t th t t

• s nt n st u tu th t nh n s m n ng

• nt l v s nt n st u tu ; f gm nts f us d t ll k ll

• styl st nt l; d l gu 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

• n tu l s und; th ader can move easily through the piece, although it may lack a certain rhythm and grace.

• s m p t d p tt ns f s nt n st u tu l ngth nd b g nn ngs th t m y d t t s m h t f m v ll mp t

• st ng nt l v s mpl s nt n st u tu s, but variable control over more complex sentences; fragments, if present,

are usually effective.

• s n l l ps s n styl st nt l; d l gu f us d s unds n tu l f th m st p t but m y t t m s s und st lt d

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

• s m p ss g s th t nv t flu d l d ng; h v th s d n t

• s m v ty n s nt n s structure, length, and beginnings, although the writer falls into repetitive sentence patterns.

• g d nt l v s mpl s nt n st u tu s but l ttl nt l v m mpl s nt n s; f gm nts f p s nt m y

not be effective.

• s nt n s h h although functional, lack energy.

• l ps s n styl st nt l; d l gu f us d m y s und st lt d unn tu l

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

• s gn f nt p t ns f th t t th t d ff ult t f ll d l ud

• s nt n p tt ns th t m n t n us g subj t-verb or subject-verb-object).

• s gn f nt numb f k d h ppy mbl ng nst u t ns

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

• t t th t d s n t nv t —and may not even permit—smooth oral reading.

• nfus ng d d th t s ften jarring and irregular.

• s nt n st u tu th t f qu ntly bs u s m n ng

• s nt n s th t d sj nt d nfus ng mbl ng




Updated 10/28/2011

Criteria per Level Trait #6: Conventions

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,

capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so

few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is

characterized by

• st ng ntrol of conventions; manipulation of conventions may occur for stylistic effect.

• st ng ff t v us f pun tu t n th t gu d s th d th ugh th t t

• t sp ll ng v n f m d ff ult ds

• p g ph b ks th t nf th g nizational structure.

• t g mm nd us g th t nt but t l ty nd styl

• sk ll n us ng d ng f nv nt ns n suff ntly l ng nd mpl p

• l ttl n n d f d t ng

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

• st ng nt l f nv nt ns

• ff t v us f pun tu t n th t gu d s th d th ugh th t t

• t sp ll ng v n f m d ff ult ds

• p g ph b ks th t nf th g n t n l st u tu

• t p t l t n; errors, if any, are minor.

• t g mm nd us g th t nt but t l ty nd styl

• sk ll n us ng d ng f nv nt ns n suff ntly l ng nd mpl p • l ttl n d f d t ng

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

• nt l v nv nt ns us d lth ugh de range is not demonstrated.

• t nd-of-sentence punctuation, internal punctuation may sometimes be incorrect.

• sp ll ng th t s usu lly t sp lly n mm n ds

• b s lly s und p g ph b ks th t nf th g n t n l st ucture.

• t p t l t n; s f ny m n

• s n l l ps s n t g mm nd us g ; p bl ms n t s v n ugh t d st t m n ng nfus th d

• m d t n d f d t ng

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

• s m nt l v b s nv nt ns; th t t m y b t s mpl to reveal mastery.

• nd-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• sp ll ng s th t d st t th d ; m ssp ll ng f mm n ds u s

• p g phs th t s m t m s un t g th begin at ineffective places.

• p t l t n s

• s n g mm nd us g th t d n t bl k m n ng but d d st t th d

• s gn f nt n d f d t ng

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability.

The writing is characterized by

• l ttl nt l v b s nv nt ns

• m ny nd-of-sentence punctuation errors; internal punctuation contains frequent errors.

• sp ll ng s th t f qu ntly d st t th reader; misspelling of common words often occurs.

• p g phs th t ft n un t g th b g n n n ff t v pl s

• p t l t n th t s n ns st nt ft n n t

• s n g mm nd us g th t nt f th d b l ty nd m n ng

• subst nt l n d f d t ng

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

• v y l m t d sk ll n us ng nv nt ns

• b s pun tu t n n lud ng nd-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.

• f qu nt sp ll ng s th t s gn f ntly mp d b l ty

• p g ph b ks th t m y b h ghly gul s f qu nt v y s nt n th t th y b n l t n t th

organization of the text.

• p t l t n th t pp s t b nd m

• n d f t ns v d t ng


Updated 10/28/2011

Apéndice C/Appendix C

Reflective Journal


Updated 10/28/2011

Apéndice C/Appendix C

Reflective Journal

Name: _____________________________ Date: ______________________

Complete the sentences and place it in the portfolio.

My strategy to complete the assignments was:

During Workshop Two I felt...

My experience with creating media (projected or non projected, audio) has been...


Updated 10/28/2011

Diario Reflexivo

Nombre: _____________________________ Fecha: ____________________

Completa las oraciones y coloque en su portafolio.

Hasta hoy he logrado...

Durante el Taller Tres me sentí...

Mi experiencia con procesadores de palabras, hojas de trabajo y PowerPoint ha sido...


Updated 10/28/2011

Apéndice D/Appendix D

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


Updated 10/28/2011

Matriz de Valoración para la Participación en Clase

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

Asistencia y puntualidad: ______

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= No faltó ni llegó tarde a los talleres

0-No

Cumplió

1-

Deficiente

2-

Regular

3-

Bueno

4-Muy

Bueno

5-Excelente N/A-No

Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Contribuye frecuentemente a las

discusiones en clase.

2. Demuestra interés en las discusiones en

clase.

3. Contesta preguntas del facilitador y sus

compañeros.

4. Formula preguntas pertinentes al tema de

la clase.

5. Viene preparado(a) a clase.

6. Contribuye a la clase con material e

información adicional.

7. Presenta argumentos fundamentados en

las lecturas y trabajos de la clase

8. Demuestra atención y apertura a los

puntos y argumentos de sus compañeros.

9. Contesta preguntas y planteamientos de

sus compañeros.

10. Demuestra iniciativa y creatividad en las

actividades de clase.

Comentarios: ____________________________________________________


Updated 10/28/2011

RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: __________________________ FINAL GRADE ____________

DATE: __________________________

Attendance and Punctuality: ______

_____ 0=Absent in 4 or more workshops or absent in 3 workshops and was

late in 2 workshops

_____ 1=Absent in 3 workshops or absent in 2 workshops and was late in 3

or more workshops

_____ 2=Absent in 2 workshops or absent in 1 workshops and was late in 3

or more workshops

_____ 3=Absent in 1 workshop or attended all workshops but was late in 3

workshops

_____ 4=Attended all workshops but was late in 1 or 2 workshops

_____ 5=Perfect attendance

0-Not Observed 1-Deficient 2-Average 3-Good 4-Very Good

5-Excellent N/A- Not Apply

CRITERIA 0 1 2 3 4 5 N/A

1. Contributes frequently to class

discussion.

2. Demonstrates interest in class

discussion.

3. Answers questions made by the

facilitators and classmates.

4. Asks questions pertinent to the class

subject.

5. Arrives prepared to class.

6. Contributes to class with additional

material and information.

7. Presents arguments based on class

lecture and work.

8. Demonstrates attention and opening

towards arguments from classmates.

9. Answers questions and expositions

from classmates.

10. Demonstrates initiative and creativity

in class activities.

Comments: _____________________________________________________


Updated 10/28/2011

Apéndice E/Appendix E

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES/ RUBRIC TO

EVALUATE ORAL PRESENTATIONS


Updated 10/28/2011

Anejo E/Appendix E

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES

NOMBRE:___________________________ NOTA FINAL:____________

FECHA:______________________ TITULO:__________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A

1. Realiza una introducción efectiva del tema.

2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en la presentación.

3. Proyección efectiva, postura corporal adecuada,

y manejo de la audiencia.

4. Las ideas y argumentos de la presentación están

bien fundamentados en los recursos presentados,

consultados o discutidos en clase.

5. Capta la atención e interés de la audiencia y/o

promueve su participación, según aplique.

6. El resumen de los puntos principales y/o la

presentación de las conclusiones es claro y

apropiado.

7. Uso efectivo de la tecnología, ayudas visuales,

drama o ejercicios de acuerdo al ejercicio y el

tema presentado, según aplique

LENGUAJE

8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

9. Dicción clara, sin muletillas o barbarismos y

tono adecuado.

10. La presentación es organizada y coherente y

puede seguirse con facilidad.

Comentarios:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________


Updated 10/28/2011

RUBRIC TO EVALUATE ORAL PRESENTATIONS

NAME:__________________________ FINAL GRADE: ___________________

DATE:____________________________ TITLE: ________________________

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-

EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal

ideas included in the presentation.

3. Effective projection, adequate body posture

and audience management.

4. The presentation ideas and arguments are

based in sources presented, consulted or

discussed in class.

5. Captures audience attention and interest

and/or promotes participation, depending on

which applies.

6. The summary of principal points and/or the

presentation of conclusions are clear and

appropriate.

7. Effective use of technology, visual aids,

drama or exercises depending on the theme

or exercise presented.

LANGUAGE

8 Utilized appropriate language with

syntactical and grammatical correction.

9 Clear diction, without pet phrases,

barbarisms and with adequate tone.

10 Presentation is organized, coherent and can

be easily followed.

Comments:

______________________________________________________________________________

______________________________________________________________________


Updated 10/28/2011

Apéndice F/Appendix F

Gráfica KWL/ KWL Chart


Updated 10/28/2011

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