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Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo MSPA 505 COMPUTER EDUCATION FOR PUBLIC ADMINISTRATORS EDUCACIÓN EN COMPUTADORAS PARA ADMINISTRADORES PÚBLICOS © Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados. © Ana G. Méndez University System, 2009. All rights reserved

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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

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Anejos/Appendixes

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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:

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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:

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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

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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

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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 ____________________

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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 ____________________

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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: ___________________________

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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): ___________________________

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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: ____________________

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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: ______________________

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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:

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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:

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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

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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 ).

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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

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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

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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.

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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?

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� 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

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Anejo L/Appendix L

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Faci litator’s comments

Student’s response and comments

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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

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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

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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 : ______________________________________________________________________________________________________________________________________

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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: ___________________________________________________________ ______________________________________________________________________________________________________________________________________

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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

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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