sistema universitario ana g. méndez school for ... 505 dlp... · • microsoft access texto...
TRANSCRIPT
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
MSPA 505
COMPUTER EDUCATION FOR PUBLIC ADMINISTRATORS EDUCACIÓN EN COMPUTADORAS PARA ADMINISTRADORES PÚBL ICOS
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved
MSPA 505 Computer Education for Public Administrators 2
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ........................................ .................................................................... 3
Study Guide ....................................... ................................................................ 11
Workshop One ...................................... ............................................................ 18
Taller Dos ........................................ .................................................................. 22
Workshop Three .................................... ............................................................ 26
Taller Cuatro ..................................... ................................................................. 29
Workshop Five/Taller Cinco ........................ ..................................................... 33
Anejo A/Appendix A ................................ ......................................................... 37
Anejo B/Appendix B ................................ ......................................................... 39
Anejo C/Appendix C ................................ ......................................................... 41
Anejo D/ Appendix D ............................... ......................................................... 43
Anejo E/Appendix E ................................ .......................................................... 45
Anejo F/Appendix F ................................ .......................................................... 47
Anejo G/ Appendix G ............................... ......................................................... 49
Anejo H/Appendix H ................................ ......................................................... 51
Anejo I/Appendix I ................................ ............................................................. 52
Anejo J/Appendix J ................................ ........................................................... 53
Anejo K/Appendix K ................................ ......................................................... 54
Anejo L/Appendix L ................................ .......................................................... 56
Anejo M/Appendix M ................................ ......................................................... 57
Anejo N/Appendix N ................................ ......................................................... 58
Anejo O/Appendix O ................................ ......................................................... 59
Anejo P/Appendix P ................................ .......................................................... 61
MSPA 505 Computer Education for Public Administrators 3
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
PRONTUARIO
Título del Curso: Educación en Computadoras para Administradores Públicos Codificación: MSPA 505 Duración: 5 semanas Pre-requisito: Ninguno Descripción:
Provee conceptos fundamentales, técnicas y destrezas necesarias para el uso
de la computadora y sus aplicaciones básicas. Se desarrollan las habilidades
para que el estudiante pueda utilizar los adelantos tecnológicos en las áreas que
dirige y para implantar estrategias y políticas encaminadas al mejoramiento del
equipo gerencial.
Objetivos Generales
Al finalizar el curso, el estudiante:
1. Indicarán la importancia de las computadoras y discutirán los términos y
palabras asociadas con el uso y manejo de las computadoras.
2. Analizarán la importancia de un sistema de información gerencial.
3. Mencionarán los tipos de computadoras e indicarán sus componentes
básicos.
4. Evaluarán el rol de los sistemas de información en el ambiente de trabajo
5. Indicarán qué es Internet. Indicarán los términos y palabras asociadas
con el uso de Internet.
6. Indicarán cómo está compuesta una dirección en Internet y la importancia
de la misma.
7. Usarán las herramientas básicas de Internet para buscar información y
preparar proyectos.
8. Usarán el sistema operativo disponible en el laboratorio
9. Aplicarán funciones básicas y algunas funciones avanzadas de los
programas de Microsoft Office: Word, Excel y PowerPoint.
10. Identificarán y describirán los diferentes componentes de la ventana de
los programas Internet Explorer.
MSPA 505 Computer Education for Public Administrators 4
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Contenido temático:
• Introducción a las Computadoras
• Componentes básicos: “Hardware” y “Software”
• Clases de “software”
• Categorías de Computadora
• Componentes de un Sistema de Información
• Internet, historia y aplicaciones
• Correo electrónico, calendario, documentos adjuntos (attachments)
• Microsoft Word
• Microsoft PowerPoint
• Microsoft Excel
• Microsoft Access
Texto Sugerido:
Shelly, Cashman, Vermaat. (2008). Discovering Computers 2008: Complete,
Boston: Thompson.
Manual Práctica: Introducción a las Computadoras y sus aplicaciones básicas:
Ed. UT, Rivera Isabel (2004)
Textos y Bibliografía
Parsons, J. J.m & Oja, D, (2004), Conceptos de Computación. Boston:
Thompson.
Pérez, J. J. (1998). Introducción a las computadoras y la educación cibernética.
Puerto Rico: Imprenta Rivera Hermanos.
Shelly, G. B. Chasman, T. J., & Vermaat, M. E. (2004). Discovering Computers
2004, Boston: Thompson.
Weixel, S., Fulton, J., Wempen, F., & Stevenson, N. (2004). Learning Microsoft
Office 2003. Upper Saddle River, New Jersey:
MSPA 505 Computer Education for Public Administrators 5
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Evaluación:
El profesor/facilitador(a) evaluará el desempeño de cada estudiante, según los
requisitos institucionales que requieren un mínimo de cuatro (4) notas. El
profesor/facilitador(a) tiene la prerrogativa de escoger los métodos de evaluación
que usará en el curso, pero los criterios y el peso que se le asigne a cada criterio
deben incluir como mínimo una prueba o examen parcial y un examen final, y
quedar establecidos en el primer taller. Se sugieren los siguientes métodos de
evaluación.
Criterio de Evaluación Puntos por
Evaluación Total de Puntos
Porciento
Entrega de
Asignaciones
= (5) 20 puntos
(c/u)
=100 puntos 20%
Examen (1) =100 puntos =100 puntos 20%
Investigación Escrita y
Presentación Oral
=100 puntos =100 puntos 20%
Portafolio Digital =100 puntos (c/u) =100 puntos 20%
Participación &
Asistencia
=(5) 20 puntos
(c/u)
=100 puntos 20%
=500 puntos 100% CURVA DE EVALUACION A (100 – 90) (400 – 360 puntos) D (69 – 60) (279 – 240 puntos) B (89 – 80) (359 – 320 puntos) F (59 –) (239 – 0 puntos) C (79 – 70) (319 – 280 puntos)
Diario Reflexivo (Talleres Uno, Tres y Cinco) • El estudiante redactará un diario reflexivo al finalizar los Talleres 1, 3 y 5, con
el fin de reflexionar críticamente y escribir sobre los conceptos, sentimientos y
actitudes relacionados con los la Historia de la Educación.
• Debe incluir un autoanálisis y autoevaluación de su ejecución. El Anejo A
contiene la rúbrica para evaluar esta tarea.
MSPA 505 Computer Education for Public Administrators 6
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Metodología
El profesor (a) hará demostraciones del material a presentar.
El estudiante practicará los ejercicios asignados.
El estudiante analizará los casos para decidir qué aplicación utilizar.
El estudiante preparará un portafolio digital con el material de la clase.
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta
diseñado para promover el desarrollo de cada estudiante como un
profesional bilingüe. Cada taller será facilitado en inglés y español,
utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán
alternados en cada taller para asegurar que el curso se ofrece 50% en
inglés y 50% en español. Para mantener un balance, el módulo debe
especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo
el tiempo y las actividades equitativamente entre ambos idiomas. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma
especificado, bien puede escoger el idioma de preferencia para hacer la
pregunta. Sin embargo, el facilitador deberá contestar la misma en el
idioma designado para ese taller. Esto deberá ser una excepción a las
reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en
ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se
ausente al taller deberá presentar una excusa razonable al facilitador. El
MSPA 505 Computer Education for Public Administrators 7
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
facilitador evaluará si la ausencia es justificada y decidirá como el
estudiante repondrá el trabajo perdido, de ser necesario. El facilitador
decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o
asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes 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 una nota por debajo
basado en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones
orales es extremadamente importante pues no se pueden reponer. Si el
estudiante provee una excusa válida y verificable, el facilitador
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 a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr
un trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y
no plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea
la política de honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá
discutirlos y entregar copia a los estudiantes por escrito al principio del
primer taller.
MSPA 505 Computer Education for Public Administrators 8
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de
haber una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida
en el salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la
información deseada. Entre ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
MSPA 505 Computer Education for Public Administrators 9
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos
mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,
por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales
para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque
es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras
estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a
los mismos a analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
MSPA 505 Computer Education for Public Administrators 10
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
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.
MSPA 505 Computer Education for Public Administrators 11
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
STUDY GUIDE
Course Title: Computer Education for Public Administrators Code: MSPA 505 Length: 5 Weeks Prerequisite: None Description:
To provide fundamental concepts, techniques and skills needed for the use of
computers and its applications. Basic skills will be developed for students to use
technological advances in areas they manage and to implement strategies and
policies heading towards the improvement of managerial equipment.
General Objectives
At the end of the course, the students will:
1. Indicate the importance of computers and will discuss the terms related to
the use and handling of computers.
2. Analyze the importance of a managerial information system.
3. Mention the different types of computers and basic components.
4. Evaluate the role of information systems in the work environment.
5. Indicate what internet is and the keywords associated with it.
6. Indicate how an Internet address is composed and its importance.
7. Use the basic Internet tools to find information and prepare projects.
8. Use the operating system available in the laboratory.
9. Apply basic and advanced functions of Microsoft Office: Word, Excel y
PowerPoint.
10. Identify and describe the different components of the Internet Explorer
window.
Thematic Content:
• Introduction to Computers
• Hardware and Software basic components
• Types of software
• Computer categories
MSPA 505 Computer Education for Public Administrators 12
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
• Information systems components
• History and applications of the Internet
• E-mail, attachments and calendar
• Microsoft Word
• Microsoft PowerPoint
• Microsoft Excel
• Microsoft Access
Recommended Text:
Shelly, Cashman, Vermaat. (2008). Discovering Computers 2008: Complete,
Boston: Thompson.
Manual Práctica: Introducción a las Computadoras y sus aplicaciones básicas:
Ed. UT, Rivera Isabel (2004)
References
Parsons, J. J.m & Oja, D, (2004), Conceptos de Computación. Boston:
Thompson.
Pérez, J. J. (1998). Introducción a las computadoras y la educación cibernética.
Puerto Rico: Imprenta Rivera Hermanos.
Shelly, G. B. Chasman, T. J., & Vermaat, M. E. (2004). Discovering Computers
2004, Boston: Thompson.
Weixel, S., Fulton, J., Wempen, F., & Stevenson, N. (2004). Learning Microsoft
Office 2003. Upper Saddle River, New Jersey:
Evaluation:
Criteri a Points Total Percentage
Assignments = (5) 20 points
(e/a)
=100 points 20%
Short Test (1) =100 points =100 points 20%
Written Report and Oral
Presentation
=100 points (50
each)
=100 points 20%
Digital Portaflio =100 points =100 points 20%
Attendance and =(5) 20 points per =100 points 20%
MSPA 505 Computer Education for Public Administrators 13
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Participation workshop
=500 points 100%
Scale A (100 – 90) (400 – 360 points) D (69 – 60) (279 – 240 points) B (89 – 80) (359 – 320 points) F (59 –) (239 – 0 points) C (79 – 70) (319 – 280 points)
Muddiest Points Form
• Students will fill out a Muddiest Points Form at the end of each workshop.
• The student will include a self assessment in the diary..
Methodology
The facilitator will offer demonstrations of the software applications.
Students will practice assigned exercises.
Students will analyze cases to decide which application will be used.
Students will prepare a digital portfolio with class material.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-
Based Dual Language Immersion Model® designed to promote each
student’s development as a Dual Language Professional. Workshops will be
facilitated in English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
MSPA 505 Computer Education for Public Administrators 14
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
MSPA 505 Computer Education for Public Administrators 15
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines
and other links you can use to search for informati on. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
MSPA 505 Computer Education for Public Administrators 16
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if
deemed necessary.
MSPA 505 Computer Education for Public Administrators 17
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism.
Constructivism is a philosophy of learning founded on the premise that, by
reflecting on our experiences, we construct our own understanding of the world in
which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students
use to perceive the world and the assumptions they make to support those
models.
4. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the "right" answers and regurgitate someone
else's meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the quality
of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
MSPA 505 Computer Education for Public Administrators 18
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Workshop One
Specific Objectives:
At the end of the workshop, the student:
1. Identify and explain the different computer generations and the concepts
related to information systems.
2. Correctly describe an information system.
3. Discuss and understand the terminology and keywords related to the use
and management of computers and its applications.
4. Recognize the importance of computer history and its contribution to
different areas.
5. Define what a Public Administrator is and explain some of their
responsibilities and the role of computers in their field.
Language Objectives:
Students will be able to:
1. Use cooperative learning strategies to analyze and discuss a topic.
2. Use the reading process effectively.
3. Write an essay and using appropriate vocabulary, grammar, and style
after analyzing a newspaper or magazine article.
Electronic Links (URLs):
Shelly Cashman Electronic Portal
www.scsite.com
Terminology
www.scsite.com/dc2003/ch1/terms.htm
Multimedia
http://www.scsite.com/dc2007/index.cfm?action=terms&chapter=1
Computer History Timeline
http://www.scsite.com/dc2007/ch1/timeline1.htm
English-Spanish Dictionary
http://mx.education.yahoo.com/reference/dict_en_es/spanish/17/
PC Magazine
http://www.pcmag.com/
MSPA 505 Computer Education for Public Administrators 19
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Diario El Navegante – Computer Related News
http://www.el-mundo.es/navegante/esociedad/
Starmedia
http://www.entrebits.com/
CNN Technology
http://www.cnnespanol.com/tec/
Terminology
www.monografias.com/trabajos/gloscompu/gloscompu.shtml
General Information Systems
http://www.monografias.com/trabajos24/informacion-gerencial/informacion-
gerencial.shtml
http://es.wikipedia.org/wiki/Sistemas_de_informaci%C3%B3n_de_direcci%C3%B
3n
Assignments before Workshop One:
1. Carefully read the module and its objectives. Pay close attention to the
rubrics in the Appendix section, since they will be used to assess your
knowledge.
2. Do a research about the history of computers.
a. Find information regarding the history of computers, basic computer
concepts or terminology and the different types of computers.
b. Prepare a written outline about the computer’s history. Remember,
plagiarism (copying exact information from a Website or any other
source) will not be tolerated. Use APA style in references.
c. Select and describe 5 events in the history of computers that you
believe were vital to obtain the computer systems and technology we
have today.
d. Describe the different types of computers.
3. Find a computer image or picture from a magazine or the Internet.
Carefully identify its components. Bring it to the classroom.
4. Optional: If you have a computer part or peripheral, bring it to Workshop
One.
MSPA 505 Computer Education for Public Administrators 20
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
5. Students will need an e-mail address to successfully complete the
objectives of this course. If you don’t have one, the facilitator will help you
create one at the end of the first workshop. For additional information
regarding e-mail accounts, please read the article “How e-mail works”
http://communication.howstuffworks.com/email.htm.
6. Students will define the term Public Administrator and will prepare a
comparative table with specific functions in at least three agencies.
Activities :
1. The facilitator will start the class with an ice-breaker activity.
2. The facilitator will clarify any doubts regarding the class objectives, the
rubrics and the evaluation criteria or assignments.
3. Students will be introduced to the computer, its parts and functions. Using
a PowerPoint presentation, the facilitator will show students different
computer components and will explain each one of them. If possible, the
facilitator will open one computer to show its parts and explain their use.
Students are welcome to bring computer parts, peripherals or any other
devices from home to be displayed during the class (i.e. external hard
disks, tape drives, jump drives, etc.).
4. Students will verbally discuss basic computer concepts including
hardware, software, screen, system unit, CPU, printer, keyboard, mouse,
etc.
5. Students will meet in groups. They will discuss the history of computers,
its generations, binary number representation and other commonly used
terminology such as Bit, Byte, Kilo, Mega, Giga, Terabyte, Exabyte, etc.).
Several members of the group will verbally summarize their discussion.
6. The facilitator will discuss the components and uses of Internet Explorer.
7. In groups of two, students will do a research on the Internet. They will look
for different types of computers (desktop, laptops, hand held, tablet PC,
notebooks, etc.) and for different types of memory (RAM, ROM, Main
Memory, Secondary Memory, External Memory, Hard Disks, etc). They
will share their findings with the rest of the class.
MSPA 505 Computer Education for Public Administrators 21
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
8. The facilitator will show one of these videos to students
http://youtube.com/watch?v=z6zeq-dD5dI or
http://youtube.com/watch?v=gas2Xi0rW6A . If the link does not work, the
facilitator will look for one related to computer history. Students will
comment about the videos.
9. Students will meet in groups of 4 to discuss the functions of public
administrators specifically related to computer applications (MS Word, MS
Excel, MS PowerPoint). Students will share their findings and their
experiences in the government or private area.
10. The facilitator will clarify any doubts with the assignments and will offer
instructions on how to create the class portfolio.
Assessment
1. The student will fill out a copy of the Muddiest Points Form (Appendix C ).
2. Class participation rubric (Appendix B ).
3. Written report rubric (Appendix O ).
MSPA 505 Computer Education for Public Administrators 22
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Taller Dos
Objetivos Específicos:
Al finalizar el taller, el/la estudiante:
1. Distingue y señala los componentes que integran un sistema de
computadora y el uso de cada uno.
2. Define qué es un Sistema de Información Gerencial.
3. Evalúa el rol de los sistemas de información en el ambiente de trabajo.
4. Analiza y diseña los documentos pertinentes a una oficina gubernamental,
como por ejemplo: comunicaciones internas y externas, manejos de
recursos, manejo de información pública, planes operacionales de
emergencia, formas de solicitud de servicios, manuales, anuncios,
reglamentos de la oficina de recursos humanos para el empleado,
medidas preventivas extraordinarias para la protección de los documentos
públicos durante la temporada de huracanes, leyes, órdenes ejecutivas,
entre otros.
5. Utiliza la aplicación MS Word para la digitalización de los documentos
públicos.
Objetivos del Lenguaje:
1. Dada una actividad en grupo, los estudiantes discutirán los componentes
de la computadora y explicarán sus usos utilizando vocabulario y
pronunciación correctos.
2. Dado un artículo, el estudiante leerá y resumirá el mismo identificando
efectivamente la idea principal haciendo uso correcto de gramática y
conjugación de verbos.
3. El participante verbalmente compartirá la mejor oferta de computadoras
encontrada en un sitio Web utilizando conceptos y vocabulario correctos.
Enlaces Electrónicos:
Placa Madre
http://computer.howstuffworks.com/motherboard.htm
Procesadores (CPU)
www.howstuffworks.com/microprocessor.htm
MSPA 505 Computer Education for Public Administrators 23
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Tipos de Memoria
www.webopedia.com/TERM/m/memory.html
Tarjetas de expansión
webopedia.internet.com/TERM/P/PC_card.html
Periféricos de Computadoras
http://computer.howstuffworks.com/computer-peripherals-channel.htm
www.webopedia.com/TERM/t/trackball.html
webopedia.internet.com/TERM/p/pointing_stick.html
www.scsite.com/dc2003/ch5/weblink.htm
Dispositivos de Salida
http://agu.inter.edu/halices/ARTICULOCOMP.htm
www.pctechguide.com/12lasers.htm
www.pctechguide.com/13inkjets.htm
www.pucpr.edu/facultad/pperez/comp%20y%20componentes.ppt
webopedia.internet.com/TERM/f/fax_modem.html
www.scsite.com/dc2003/apply.htm (capítulo 6).
Información sobre Venta de Sistemas Computarizados
www.dell.com
www.hp.com
www.ibm.com
www.gateway.com
MS Word
http://www.fgcu.edu/support/office2007/Word/index.asp
http://www.baycongroup.com/wlesson0.htm
Tareas a realizar antes del Taller Dos
1. El estudiante buscará información sobre las distintas categorías de
computadoras utilizando un libro de texto o la Internet y resumirá la misma.
Envíela por correo electrónico. Recuerde que el plagio no será tolerado.
2. El estudiante accederá los enlaces electrónicos provistos, para obtener
información sobre los componentes de la computadora y los dispositivos de
entrada y salida de tal forma que llegue preparado(a) para el Taller Dos.
MSPA 505 Computer Education for Public Administrators 24
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
3. El estudiante buscará un reportaje o noticia relacionada a las computadoras
o la Internet y la resumirá. Este resumen puede ser entregado en clase o
enviado por correo electrónico a la dirección provista por el(a) facilitador(a).
Esta asignación debe incluir: Título, autor, sitio Web, lugar de publicación,
enlace y fecha.
4. El estudiante buscará en la Internet o en algún periódico o revista los precios
de varios componentes de computadoras o periféricos. Realizará una
comparación de precios y opciones y entregará un documento con una
explicación breve sobre los mismos (Anejo O) .
5. El estudiante observará este video sobre los componentes de una
computadora: http://videos.howstuffworks.com/howstuffworks/23-computer-
tour-video.htm. Luego preparará una lista sobre los mismos y sus usos.
6. Microsoft Word – Los estudiantes observarán estos videos acerca de la
aplicación http://www.youtube.com/watch?v=L5IL0Zra0XU y
http://www.youtube.com/watch?v=fClYLefe-cA.
7. Continúe trabajando con su portafolio.
Actividades
1. El(la) facilitador(a) comenzará la clase con un breve repaso.
2. El(la) facilitador(a) dividirá la clase en grupos de hasta 4 estudiantes. Cada
grupo preparará una presentación sobre un tema asignado por el facilitador
relacionado a los componentes de una computadora, alguna de sus partes
internas y/o periféricos. El facilitador y los estudiantes podrán aportar
conocimiento e intercambiar experiencias durante la presentación (Anejo A).
3. El (La) facilitador(a) discutirá en clase los principales componentes de la
computadora. Además, dirigirá la discusión para categorizar los diferentes
dispositivos o periféricos en entrada, procesamiento, almacenamiento y
salida.
4. Los estudiantes se dividirán en grupos de dos. Uno de los estudiantes hará
el papel de comprador de una computadora. El otro miembro hará el papel
del vendedor. El vendedor deberá entrevistar al comprador y buscar e
imprimir (si es posible) varias ofertas al comprador. El comprador
MSPA 505 Computer Education for Public Administrators 25
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
seleccionará la mejor oferta y explicará a la clase porqué seleccionó esa
oferta en particular al finalizar la actividad.
5. Los estudiantes seleccionarán uno de los siguientes temas para preparar una
segunda presentación (Anejo A) .
a. Computadoras Portátiles
b. Supercomputadoras
c. Mainframes
d. Computadoras Vestibles (Wearable PC)
e. Los procesadores
f. Los tipos de memorias
g. Unidades de almacenamiento
h. Nuevas tecnologías en computadoras.
i. Otros temas pueden ser presentados pero deben ser aprobados por el
facilitador.
6. El(la) facilitador(a), usando una presentación electrónica, hablará sobre
Microsoft Word y sus ventajas.
7. Los estudiantes discutirán el uso que un administrador le puede dar a MS
Word.
8. El facilitador demostrará el uso de Word, las plantillas de documentos
incluyendo los memorandos, resumes y otros documentos que un
administrador público puede utilizar.
9. El facilitador aclarará dudas sobre las asignaciones antes del taller.
Avalúo
1. El estudiante llenará el Diario Reflexivo localizado en el Anejo F y entregará
el mismo al final de la clase.
2. Matriz valorativa de trabajos escritos.
3. Matriz valorativa de participación en clase.
MSPA 505 Computer Education for Public Administrators 26
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Workshop Three
Specific Objectives:
At the end of the workshop, students will be able to:
1. Explore several computer applications and discover the impact they have
in organizations and society.
2. Define and describe the Internet, its history and evolution.
3. Analyze the importance of using the Internet to search for information.
4. Describe the components of an Internet address and use Boolean
operators to perform a search.
5. Download information, pictures and images from the Internet.
6. Explore Microsoft Outlook.
7. Identify, describe and name the different parts of a calendar.
8. Manage and print a calendar, an appointment and contacts in Outlook.
Language Objectives:
1. Given a group activity, students will be able to verbally discuss the
advantages and disadvantages of the MS Outlook using correct
pronunciation, vocabulary and grammar.
2. Students will be able to read and summarize an article using correct
vocabulary, grammar and syntax.
3. Given Internet related terms, students will be able to find their definitions.
Electronic Links (URLs):
Internet and World Wide Web
http://ei.cs.vt.edu/~wwwbtb/book/chap1/index.html
http://www.dejavu.org/forsta.htm
Internet Connections
http://www.inboost.com/connection-speed.html
Internet Address
http://www.oit.edu/adx/aspx/adxGetMedia.aspx?DocID=7092,6832,3734,3723,1,
Documents&MediaID=4545&Filename=internetaddress.pdf
http://en.wikipedia.org/wiki/IP_address
Boolean Operators
MSPA 505 Computer Education for Public Administrators 27
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
http://www.knowledgecenter.unr.edu/instruction/help/booltips.html
http://library.duke.edu/services/instruction/libraryguide/advsearch.html
Microsoft Outlook
http://office.microsoft.com/en-us/outlook/FX100647191033.aspx
http://www.youtube.com/watch?v=vhBZC9KkhyQ
Outlook Free Trial
http://us20.trymicrosoftoffice.com/default.aspx
APA Style
http://healthlinks.washington.edu/hsl/styleguides/apa.html
http://owl.english.purdue.edu/owl/resource/560/01/
Assignments before Workshop Three:
1. Watch the following video – Boolean Operators
http://www.youtube.com/watch?v=vube-ZcJFk4
2. Find information about the Internet’s history and evolution. Prepare a
timeline using Appendix P and bring it to class.
3. Students will find two definitions of each one of the following terms:
Internet, Web, HTML, JavaScript, Web page, electronic commerce, and
Internet service provider (ISP). Then, they will create their own definitions.
These terms will be discussed in class.
4. Find information about the new features of Microsoft Outlook 2007.
Prepare a list and bring it to class. Explain how a public administrator can
benefit from this software application.
5. Select one of the following topics and prepare a brief essay of about two
pages – the cover is a separate page. The document should use APA
style (see the URL section):
a. Electronic commerce, advantages and disadvantages
b. Information privacy
c. Virtual reality
d. Wireless Internet
e. Computer Virus and cyber-terrorism
f. Web Browsers
MSPA 505 Computer Education for Public Administrators 28
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
g. Web 2.0 tools
6. Continue working with your portfolio.
Activities :
1. The facilitator will start the class with a short review.
2. Students will discuss the definitions created.
3. The facilitator will discuss the history of the Internet and the web. A
PowerPoint, a website or a video may be used during the activity.
Additionally, the following questions and topics will be answered and
discussed:
a. How the Internet works?
b. The development of the Internet.
c. What is the difference between the Internet and the World Wide Web?
d. Techniques to search for information on the Internet.
4. Using the Internet, students will look for information and will create a concept
map about the following topics: Chat, e-mail, electronic commerce,
messages, Internet security issues, newsgroups, and browsers. They will
share their map with the class.
5. Students will discuss the benefits for public administrators of using MS
Outlook.
6. Students will meet in groups to discuss the timeline they created as
assignment. Once discussed, they will modify it if necessary and hand it to
the facilitator.
7. Students will meet in pairs to exchange their essays. Each student will read
the classmate’s essay and will offer feedback or comments.
8. The facilitator will discuss and show the uses of Microsoft Outlook to the
students.
9. The facilitator will discuss the assignments for the next workshop.
Assessment:
1. Written report rubric.
2. Class participation rubric.
3. Timeline rubric (Appendix P).
MSPA 505 Computer Education for Public Administrators 29
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Taller Cuatro
Objetivos Específicos:
Al finalizar el taller, el/la estudiante:
1. Determina y explica la importancia de los principios fundamentales del
procesamiento, almacenamiento, recuperación y comunicación de datos
por medios electrónicos en el área gerencial.
2. Clasifica las diferencias en los dispositivos de almacenamiento
secundario.
3. Reconoce y discute los conceptos básicos de las telecomunicaciones,
topologías y protocolos básicos de comunicación
4. Entrará a Microsoft PowerPoint y explorará los componentes de la
pantalla principal.
5. Conocerá lo que es una presentación electrónica, una diapositiva, un
programa de presentaciones, sus usos y aplicaciones.
6. Planificará, diseñará y preparará una presentación electrónica en MS
PowerPoint.
7. Imprimirá y corregirá su presentación.
Objetivos del Lenguaje:
1. Identificarán la idea principal del material discutido en clase.
2. Explicarán conceptos por escrito utilizando lenguaje correcto en una
presentación en PowerPoint.
3. Verbalmente discutirán conceptos utilizando lenguaje y pronunciación
correcta.
Enlaces Electrónicos:
Discos Duros, Ópticos, Cintas Magnéticas y Memorias Portátiles
http://www.masadelante.com/faq-disco-duro.htm
www.pctechguide.com/09cdr-rw.htm
www.webopedia.com/TERM/D/DVD.html
http://www.webopedia.com/TERM/U/USB_flash_drive.html
webopedia.internet.com/TERM/t/tape.html
Tipos de Conexiones a la Internet
MSPA 505 Computer Education for Public Administrators 30
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
http://www.inboost.com/connection-speed.html
Redes de Computadoras
http://www.mailxmail.com/curso/informatica/red/capitulo1.htm
Tipos de Redes: Personales, LAN, WAN, TCP/IP
http://searchmobilecomputing.techtarget.com/sDefinition/0,,sid40_gci546288,00.
html
www.maran.com/dictionary/l/lan/index.html
www.scsite.com/dc2002/default.cfm?module=links&chap=9
www.maran.com/dictionary/w/wan/index.html
www.webopedia.com/TERM/T/TCP.html
MS PowerPoint
http://www.microsoft.com/office/newday/default.mspx?nav=v1xcmenu&?WT.srch
=1&WT.mc_id=5174FD68-E154-4A08-B9CD-3AE7AFB2111E
http://www.internet4classrooms.com/on-line_powerpoint.htm#basic
http://einstein.cs.uri.edu/tutorials/csc101/powerpoint/ppt.html
Clip Art
http://www.internet4classrooms.com/addition_clip.htm
http://office.microsoft.com/en-us/clipart/default.aspx
Tablas y Gráficas
http://www.wellesley.edu/Computing/Office03/Powerpoint03/chartstables.html
http://www.plattsburgh.edu/technology/it/help/powerpoint/tableslides.php
Como crear un Ensayo
http://www.spanish.fau.edu/gamboa/ensayo.pdf
http://jurisprudencia.webcindario.com/ensayo.htm
Estilo APA
http://healthlinks.washington.edu/hsl/styleguides/apa.html
http://owl.english.purdue.edu/owl/resource/560/01/
Asignaciones antes del Taller:
1. El estudiante creará un listado de los medios de almacenamiento disponibles
en el mercado. Visitará algún comercio o página Web donde localizará los
precios de estas unidades de almacenamiento. Debe buscar Discos
MSPA 505 Computer Education for Public Administrators 31
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Flexibles (floppy disks), CDs, DVDs, Flash Drives (Jump Drive), Tarjetas de
Memoria y Discos Duros, entre otros. En el listado debe incluir el nombre de
la unidad, capacidad de almacenaje y el precio (Anejo O ).
2. Visite los enlaces que hablan sobre MS PowerPoint. Si tiene alguna
pregunta, comuníquese con el facilitador.
3. Busque la definición de los siguientes términos: presentación electrónica,
programa de presentación, diapositiva, comunicación, mensaje, medio y
canal de comunicación. No olvide referenciar de acuerdo a APA.
4. Abra Microsoft PowerPoint y explore el contenido de la pantalla principal.
Identifique por escrito las barras e iconos de la barra de herramientas.
Imprima.
5. Visite estos enlaces sobre cómo crear presentaciones efectivas:
http://mason.gmu.edu/~montecin/powerpoint.html
http://www.microsoft.com/learning/syllabi/en-us/4007Afinal.mspx
Actividades:
1. El/la facilitador(a) comenzará la clase con un corto repaso y aclarará
cualquier duda.
2. Los estudiantes discutirán brevemente los términos buscados como
asignación.
3. Discusión por el (la) facilitador (a) sobre los distintos tipos de dispositivos de
almacenamiento secundarios
a. Unidades de almacenamiento secundario más utilizados hoy día
(disco duro, cinta magnética, CD, DVD, Jump Drive (Flash drive), Zip
Drive, Tarjetas de memoria, etc.)
b. Programas de compresión de datos (7Zip, Winzip, otros) y opciones
de almacenamiento en línea como www.xdrive.com,
www.orbitfiles.com, http://briefcase.yahoo.com, otros.
4. El facilitador explorará con los estudiantes las opciones en línea para compra
de unidades de almacenamiento y piezas de computadoras como
(www.tigerdirect.com, www.newegg.com, www.ebay.com, www.onsale.com).
MSPA 505 Computer Education for Public Administrators 32
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
De ser posible, los estudiantes y el facilitador intercambiarán experiencias
relacionadas a la compra de artículos a través de alguno de estos sitios Web.
5. El facilitador explorará junto a los estudiantes el ambiente de PowerPoint.
6. Guiados por el facilitador, los estudiantes crearán una presentación sencilla
donde aprenderán a insertar diapositivas, añadir y modificar texto,
enumerados y viñetas, cambiar formato, fondos y a insertar dibujos.
7. Los estudiantes crearán una presentación en PowerPoint informando a los
empleados sobre futuros cambios en la empresa. El facilitador hará
comentarios y recomendaciones a cada estudiante (Anejo A).
8. Los estudiantes añadirán dos diapositivas a la presentación creada en la
actividad anterior para insertar una tabla y una gráfica.
9. El facilitador explicará el uso de animaciones, videos, sonidos y otros efectos
especiales.
10. En grupos de dos, los estudiantes añadirán efectos y animaciones a la
presentación creada.
11. Discusión de las asignaciones para el próximo taller y aclaración de dudas
para el examen.
Avalúo
1. Diario reflexivo.
2. Matriz valorativa para trabajos escritos.
3. Matriz valorativa para participación en clase.
MSPA 505 Computer Education for Public Administrators 33
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
At the end of the workshop, the student will be able to:
1. Compare and contrast the differences and similarities between several
operating systems.
2. Explain the importance of security and control in the development of an
information system.
3. Describe the concepts of ethics and privacy in information systems.
4. Know what an electronic spreadsheet is, its related terminology, uses
and applications.
5. Create a workbook, enter data, and modify its formatting and style.
6. Insert functions and formulas using the options Autosum and Insert
Function.
7. Create and modify options in charts
Language Objectives:
1. Given a group activity, students will verbally discuss the assigned
topics using correct enunciation in English and Spanish.
2. Students will carefully read an article and will identify the main ideas.
3. Students will summarize an article using correct English or Spanish
grammar and syntax.
Electronic Links (URLs):
Operating Systems
http://www.personal.kent.edu/~rmuhamma/OpSystems/os.html
http://codex.cs.yale.edu/avi/os-book/os7/slide-dir/index.html
Linux, Apple and Unix
MSPA 505 Computer Education for Public Administrators 34
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
http://www.linux.org/
http://www.unix.org/
http://www.apple.com/mac/
Windows Vista, XP, NT
http://www.microsoft.com/windows/products/windowsvista/editions/default.mspx
http://www.microsoft.com/windows/products/windowsxp/default.mspx
http://www.faqs.org/docs/artu/ch03s02.html
Computer Ethics
http://plato.stanford.edu/entries/ethics-computer/
Microsoft Excel
http://www.fgcu.edu/support/office2007/Excel/index.asp
http://www.utexas.edu/its/training/handouts/UTOPIA_ExcelGS/
http://office.microsoft.com/training/training.aspx?AssetID=RC012005461033&pid
=CR061831141033
Assignments before Workshop One:
1. Visit the following link: http://ethics.csc.ncsu.edu/. Prepare a list of risks
associated with computer technology including ethics and privacy (in
Spanish). Determine what a public administrator can do to take care of these
risks.
2. Visit the links related to Operating Systems (Windows, Linux, etc.). Create a
table in Word (in English) comparing all operating systems (Min. processor
specification, Memory required, Hard disk space required, and Price).
3. Visit the links related to MS Excel. Write down any doubt or question.
4. Watch the following videos: http://www.youtube.com/watch?v=bRnjHNrf4Vw -
MS Excel and
http://www.youtube.com/watch?v=ipdJm6KSyO0&feature=related - Create
Tables. Practice using Excel before the class.
5. Give the final touches to your portfolio.
Activities :
1. The facilitator will start the class with a short review (in Spanish).
MSPA 505 Computer Education for Public Administrators 35
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
2. Students will meet in groups to discuss the list of risks created as
assignment. Then, the facilitator will start a class discussion regarding the
topic (in Spanish). What a public administrator can do to avoid these
risks?
3. Students will verbally discuss the table comparing the operating systems
(in English). Then, they will discuss which operating system will work
better for a public administrator and why.
4. The facilitator will show several web pages related to different operating
systems including Windows Vista, Linux, Ubuntu, Mac OS, etc (in
English).
5. The student representative will start the evaluation process.
6. The facilitator will hand in a short test to evaluate student’s acquired
knowledge (English or Spanish).
7. Students will hand in the Portfolio.
8. Closing activity – to be determined by the facilitator.
Assessment:
1. Written report rubric.
2. Class participation rubric.
3. Portfolio rubrics
MSPA 505 Computer Education for Public Administrators 36
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejos/Appendixes
MSPA 505 Computer Education for Public Administrators 37
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo A/Appendix A Rubric for Oral Presentations
Name/Group ________________________________________________ Course: _____________________ Date: ________________________ Topic: ______________________
Criteria Value Points Student ’s
Score Content
Holds attention of entire audience with the use of direct eye contact, seldom looking at notes.
2
Movements seem fluid and help the audience visualize.
2
Student displays relaxed, self-confident nature about self, with no mistakes.
2
Student uses a clear voice with a good projection and intonation.
2
Student demonstrates full knowledge by answer all questions with explanations and elaborations.
2
Student presents information in logical, interesting sequence which audience can follow
2
Demonstrates a strong, positive feeling about topic during entire presentation
2
Language Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)
2
Uses grammar appropriately and correctly.
2
Uses correct pronunciation of the language.
2
Total Points 100 ( 70% content and 30% language)
Total score:
MSPA 505 Computer Education for Public Administrators 38
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Matriz Valorativa para Presentaciones Orales Nombre/Grupo ________________________________________________ Curso: ______________________ Fecha: ________________________ Tema: ______________________ Criterios Valor Puntaje del Estudiante
Conte nido
Mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.
2
Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.
2
El estudiante demuestra estar relajado y tranquilo, sin hacer errores.
2
El estudiante utiliza una voz clara con Buena proyección y entonación.
2
El estudiante demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.
2
El estudiante presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.
2
Demuestra una actitud fuerte y positiva acerca del tema durante toda la presentación.
2
Lenguaje
Demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).
2
Usa la gramática de una manera adecuada y correcta.
2
Usa una pronunciación correcta durante la presentación.
2
Total 100 ( 70% contenido y 30% lenguaje)
Puntaje Total:
MSPA 505 Computer Education for Public Administrators 39
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo B/Appendix B
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRU PO Nombre del Estudiante: _____________________ Fecha: _______________ Grupo: ________ Nombre del estudiante evaluador: _____________________
Criteri o Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
MSPA 505 Computer Education for Public Administrators 40
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________ Group: ________ Name of evaluating student: ______________________
Criteri a Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
MSPA 505 Computer Education for Public Administrators 41
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo C/Appendix C
HOJA DE PUNTOS MÁS CONFUSOS (Favor de entregar al Final del Taller)
NOMBRE: ________________________ FECHA: ________________
TALLER: ____________
Favor de indicar cuál fue el punto que mejor entendió sobre el material del Taller:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Favor de indicar que no entendió bien sobre el material del Taller: ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Indique en que forma puede superar las dificultades que tiene, si alguna:
______________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Nombre _______________________ Firma ____________________
MSPA 505 Computer Education for Public Administrators 42
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
THE MUDDIEST POINTS FORM (Please hand it at the end of the workshop)
NAME: ________________________ DATE: _____________ ___
WORKSHOP: ____________
Please indicate which point you understood better about the workshop’s material:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Please indicate what you did not understand well about the workshop material: ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Indicate how you can improve the difficulties, if there is any:
______________________________________________________________
________________________________________________________________
________________________________________________________________
____________________________________________________________
Name _______________________ Signature ____________________
MSPA 505 Computer Education for Public Administrators 43
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo D/ Appendix D
Muddiest Point Rubric (for the facilitator)
Student Name: _______________________ Journal #: _____Date: _______________
Criteria Day One
Day Two
Day Three
Day Four
Day Five
Student turned in the form on time assigned
Student answers questions without deviating from the topic; ideas are well connected and follow a sequence
Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class
Sentences are written using appropriate syntax, punctuation, verb usage, and grammar
Total Points Student’s Signature: ____________________________ Facilitator’s Signature: ___________________________
MSPA 505 Computer Education for Public Administrators 44
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Matriz Valorativa para la Hoja de Puntos más Confus os (para el facilitador)
Nombre: _______________________ Forma #: _____ Fecha: _______________
Criterio Día 1 Día 2 Día 3 Día 4 Día 5 El/La estudiante entregó la hoja a tiempo.
El/la estudiante contestó las preguntas sin desviarse del tema; las ideas están bien conectadas y siguen una secuencia.
El/la estudiante utiliza pensamiento crítico para expresar ideas y proyecta un conocimiento profundo del tema discutido en clase.
Las oraciones están escritas siguiendo una puntuación, acentuación y gramática correcta.
Total de Puntos Firma del Estudiante: ____________________________ Firma del/la Facilitador (a): ___________________________
MSPA 505 Computer Education for Public Administrators 45
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo E/Appendix E
Essay Rubric Name: _________________________________ Date:______________ Subject: ______________________________________________
Criteria Value Points
Student’s Total Score
CONTENT Introductory statement is clear and well stated.
10
Major or relevant details are exposed in essay.
10
Present a topic, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.
10
Sentences are cohesive and ideas flow as the essay is read.
10
Establish a writer’s relationship with the subject, providing a clear perspective on the subject matter and engaging the audience’s attention.
10
Draw conclusions that reflect the relationships or significant outcomes of the discussion.
10
Demonstrate a comprehensive grasp of significant ideas, using them appropriately top reach a higher level of understanding in an organized manner.
10
LANGUAGE Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly. 10 Manages and uses verbs appropriately and correctly.
10
Total Points
100 (70% of content and 30% of language)
Student’s Total Score:________
Student’s Signature: ___________ Facilitator’s Signature: ____________________
MSPA 505 Computer Education for Public Administrators 46
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Matriz Valorativa del Ensayo Nombre: _________________________________ Fecha:______________ Tema: ______________________________________________
Criteri o Puntos Puntuación Total CONTENIDO
La introducción es clara y precisa. 10 Los detalles principales están expuestos en el ensayo.
10
Presenta una idea, apoyada en una forma persuasiva y sofisticada, y proveyendo ejemplos precisos y relevantes.
10
Las oraciones son cohesivas y las ideas fluyen al leerse el ensayo.
10
Establece la relación del escritor con el tema, proveyendo una perspectiva clara sobre el mismo y acaparando la atención de la audiencia.
10
Muestra conclusiones que reflejan las relaciones o resultados significativos de la discusión.
10
Demuestra un entendimiento de las ideas, utilizándolas apropiadamente para alcanzar un nivel mayor de entendimiento en una manera organizada.
10
LENGUAJE Demuestra conocimiento del Ingles (vocabulario usado, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente. 10 Maneja y usa verbos apropiada y correctamente.
10
Total de Puntos
100 (70% de contenido y 30% de lenguaje)
Puntuación Total : ________
Firma Estudiante: ______________ Firma Facilitador: ______________________
MSPA 505 Computer Education for Public Administrators 47
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo F/Appendix F DIARIO REFLEXIVO
Taller ______ Nombre:______________________ Fecha ____________________ Después de cada taller, termina las siguientes expresiones en forma breve:
1. Durante el día de hoy me sentí…
2. Al finalizar el taller de hoy, he llegado a las siguientes conclusiones…
3. Mi contribución al taller de hoy fue...
4. Al finalizar el taller de hoy, me surgieron las siguientes interrogantes:
MSPA 505 Computer Education for Public Administrators 48
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
REFLEXIVE DIARY Workshop ______
Name:______________________________ Date ____________________ After each workshop, finish each expression in a brief form: 1. During the class I felt …
2. At end of workshop today, I reached to the following conclusion….
3. My contribution to today’s workshop was….
4. At the end of today’s workshop I had the following questions:
MSPA 505 Computer Education for Public Administrators 49
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo G/ Appendix G PORTFOLIO
Guidelines to prepare the portfolio 1. Determination of sources of content
The following, but not limited to, documentation will be included: a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings: response
or reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-
portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page
of research papers submitted at Metro Orlando Campus. This cover page
will be placed at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication
Manual of the APA, Fifth Edition”
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
MSPA 505 Computer Education for Public Administrators 50
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
include a brief description, date produced, date submitted, and date
evaluated (Appendix I ).
• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be
added to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix H ).
4. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios (Appendix L ). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one. Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop.
5. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix M ).
• After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio
samples will be destroyed; otherwise, they will be returned to their original
authors (Appendix N ).
MSPA 505 Computer Education for Public Administrators 51
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo H/Appendix H PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate � Graduate
Concentration Student’s Name Facilitator’s Name Course: Port folio rated as Reason of this rate
MSPA 505 Computer Education for Public Administrators 52
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo I/Appendix I
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
MSPA 505 Computer Education for Public Administrators 53
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo J/Appendix J
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid judgments?
Does the portfolio include evidence of complex learning in realistic setting?
Does the portfolio provide evidence of various types of student learning?
Does the portfolio include students’ self-evaluations and reflections on what was learned?
Does the portfolio enable one to determine learning progress and current level of learning?
Does the portfolio provide clear evidence of learning to users of the portfolio?
Does the portfolio provide for student participation and responsibility?
Does the portfolio present entries in a well-organized and useful manner?
Does the portfolio include assessments based on clearly stated criteria of successful performance?
Does the portfolio provide for greater interaction between instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston:
Pearson Education, Inc.
MSPA 505 Computer Education for Public Administrators 54
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo K/Appendix K Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size?
Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
MSPA 505 Computer Education for Public Administrators 55
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement Metro Orlando Campus
MSPA 505 Computer Education for Public Administrators 56
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo L/Appendix L
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Faci litator’s comments
Student’s response and comments
MSPA 505 Computer Education for Public Administrators 57
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo M/Appendix M
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
MSPA 505 Computer Education for Public Administrators 58
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo N/Appendix N
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature
MSPA 505 Computer Education for Public Administrators 59
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo O/Appendix O
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS NOMBRE: ___________________________NOTA FINAL ___________________ TÍTULO:____________________________ FECHA:________________________
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. El escrito es claro, enfocado e interesante. 2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en el escrito.
3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.
4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.
5. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
6. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase.
7. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentada.
LENGUAJE 8. El escrito demuestra sustancia, lógica y
originalidad.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
10. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.
Comentarios : ______________________________________________________________________________________________________________________________________
MSPA 505 Computer Education for Public Administrators 60
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
RUBRIC FOR WRITTEN PAPERS
NAME: _______________________ FINAL GRADE: ________________ TITLE: _______________________ DATE: _________________________ 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. The paper is clear, focused and
interesting.
2. Identifies purpose, objectives and principal ideas included in the paper.
3. Presentation of ideas is organized, coherent and can be easily followed.
4. The paper includes all parts or elements of the assigned theme or task in a direct and appropriate manner.
5. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.
6. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
7. The author presents his point of view in a clear, convincing and well-based manner.
LANGUAGE 8. Utilizes appropriate language with
grammatical and syntactical correction.
9. Utilizes precise, correct and appropriate vocabulary.
10. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
Comments: ___________________________________________________________ ______________________________________________________________________________________________________________________________________
MSPA 505 Computer Education for Public Administrators 61
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Anejo P/Appendix P Timeline
A time line can help you make connections and understand complex
relationships and interrelationships.
Source: Retrieved on September 23rd, 2008 from
http://www.netrover.com/~kingskid/graphic/graphic.htm
MSPA 505 Computer Education for Public Administrators 62
Prep. 2008. Loyda López Rosario, Rev. 2009. Joslyn Hernandez, Ed. S.
Timeline Rubric
Name/Group ________________________________________________
Course: _____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criteria Value Points Student Score
The timeline has a creative title that accurately describes the
material and is easy to locate 1 point
Facts were accurate for all events reported on the timeline 1 point
All graphics are effective and balanced with text use. 1 point
An accurate, complete date has been included for each event. 1 point
The timeline was set up to cover the relevant time period. It
contains appropriate yearly gradations of set intervals
1 point
The use of font styles and colors is consistent and shows a
logical pattern. It helps organize the material.
1 point
The timeline contained a significant number of events related to
the topic being studied
1 point
The student had notes about all the events and dates s/he
wished to include on the timeline before beginning to design the
timeline.
1 point
You have properly documented 4 or more good sources for
your topic.
1 point
Clearly stated and appropriately focused. 1 point
TOTAL 10 points
Student’s Name: __________________ Facilitator’s Signature: ______________
Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: 0.25 point
Source: Adapted from http://soli.inav.net/~rpmic/iowa/rubrics/timerub.htm