COIS 360 Telecommunications and Computer … 360 DLP... · El curso de Telecomunicaciones y Redes...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

COIS 360

Telecommunications and Computer Networks

Telecomunicaciones y Redes de Computadoras

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved

COIS 360 Telecomunicaciones y Redes de Computadoras 2

Prep. 2004. Víctor Santiago. Rev. 2009. Luis E. Morales M.A.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

Study Guide ............................................................................................................... 9

Workshop One ......................................................................................................... 15

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

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

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

Workshop Five/Taller Cinco ..................................................................................... 29

Anejo A / Appendix A ............................................................................................... 33

Anejo B / Appendix B ............................................................................................... 37

Anejo C / Appendix C ............................................................................................... 38

Anejo D / Appendix D ............................................................................................... 39

Anejo E / Appendix E ............................................................................................... 40

Anejo F/Appendix F .................................................................................................. 44

Anejo G/Appendix G................................................................................................. 46

Anejo H/Appendix H ................................................................................................. 48

Anejo I/Appendix I .................................................................................................... 50

Anejo J/ Appendix J.................................................................................................. 52

Anejo K/Appendix K ................................................................................................. 54

Anejo L/Appendix L .................................................................................................. 55

Anejo M/Appendix M ................................................................................................ 56

Anejo N/Appendix N ................................................................................................. 57

Anejo O/Appendix O................................................................................................. 59

Anejo P/Appendix P ................................................................................................... 2

Anejo Q/Appendix Q................................................................................................... 3



PRONTUARIO

Título del Curso: Telecomunicaciones y Redes de Computadoras

Codificación : COIS 360

Duración: Cinco Semanas

Prerrequisito: COIS 101

Descripción:

El curso de Telecomunicaciones y Redes de Computadoras (COIS 360), está diseñado

para personas en el campo de los sistemas computarizados de información. Describe

el desarrollo histórico, los conceptos fundamentales, términos y productos modernos en

el área de redes de computadoras. Se enfatiza en los criterios necesarios para

planificar, adquirir o instalar redes de computadoras. También se estudian los

protocolos, programados, topologías y productos disponibles. Se comparan las

estrategias de procesamiento centralizado y las de procesamiento distribuido.

Objetivos Generales:

Se espera que al finalizar el curso los estudiantes puedan:

1. Reconocer y utilizar los términos relacionados en el área de las telecomunicaciones.

2. Enumerar los conceptos básicos e identificar y describir los componentes

fundamentales utilizados en las redes de computadoras.

3. Describir los modelos, protocolos y estándares en los que se han basan los

productos modernos de conexión.

4. Identificar y describir las topologías de redes locales LANS) disponibles en el

mercado tales como: bus, estrella, anillo y otros.

5. Participar efectivamente en la planificación, diseño e implantación de las redes de

computadoras.

6. Identificar y describir los componentes, protocolos y estándares utilizados en las

conexiones remotas y locales para las redes locales de computadoras tales como,

enrutadores, módems, puentes, repetidores, concentradores, etc.

7. Identificar y describir los sistemas operativos, y otros programados para manejar las

redes de computadoras.

8. Identificar y describir los componentes, programados y protocolos para administrar

las redes de computadoras.



Texto y Recursos:

Fitzgerald, J. & Dennis A. (2009). Business Data Communication and Networking.

(10th ed.). John Wiley & Sons.

Referencias y Material Suplementario:

Beyda, William J. (2005), Data Communications: From Basics to Broadband, 4th

Edition Prentice-Hall, Inc

Forouzan, Behrouz A., (2004), Data Communications and Networking, 3rd edition

Osborne/McGraw-Hill

Khader, Michael, William E. Barnes (2000). Telecommunications Systems and

Technology. Prentice-Hall, Inc

Palmer/Sinclair (1999). A Guide to Designing and Implementing Local and Wide Area

Networks Course Technology.

Evaluación:

El esquema de evaluación que se utilizara en este curso es el siguiente:

Entrega de Asignaciones (5) 20 puntos (c/u) =100 p untos = 25%

Examen 100 puntos =100 puntos = 25%

Proyecto – en Clase (definidos

en cada Taller)

(4) 25 puntos (c/u) =100 puntos = 30%

Participación y Asistencia Participación significa:

1. Estar presente en la clase.

2. Responder efectivamente a preguntas.

3. Contribuir a la discusión de la clase

(5) 20 puntos (c/u) =100 puntos = 20%

=400 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)



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 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:



• Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

• 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.

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 direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que

podrá utilizar para la búsqueda de la información deseada. Entre ellas están:



• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• http://findarticles.com/

• http://telemundo.yahoo.com/

• http://bibliotecavirtualut.suagm.edu/

• www.eric.ed.gov

• www.flelibrary.org

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

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

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

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

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

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

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

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

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

conceptos primarios, no en hechos aislados.

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

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

dichos modelos.

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

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

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

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

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

múltiples perspectivas que existen en el mundo.



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

Study Guide

Course Title: Telecommunications and Computer Networks

Code : COIS 360

Time Length: Five weeks

Prerequisite: COIS 101

Description:

This course, Telecommunications and Computer networks (COIS 360), is designed for

individuals in the field of computer information systems. The course describes the

historical evolution, fundamental concepts, terms and latest state of the art computer

network products available for management information. Emphasis will be given in the

areas of planning, design and implement computer networks. The course also describes

the most common networking topologies and protocols. It also studies, by comparison

the most common design and implementation strategies like centralized versus

distributed processing while studying the theory and technical concepts of computer

networks internal structure and devices.

General Objectives:

By the end of this course, students should be able to:

1. Recognize and use all terms regarding telecommunications and computer

networks for information systems management.

2. Enumerate basic concepts for computer networking, identify and describe the

fundamental components used and required for a computer network.

3. Describe standard protocols and implementation models for computer networks.

4. Identify and describe most common configuration topologies for Computer

Networks. (bus, star, ring, etc.).

5. Effectively participate in the planning, design and implementation of a Computer

Network.

6. Identify and describe standard components and protocols required and used

local and wide area computer networks. (routers, modems, bridges, repeaters,

concentrators, etc.)



7. Identify and describe Operating Systems for Computer Networks as well as

common applications commonly used for managing a Computer Network.

8. Identify and describe common component, applications and protocols required

and used to administer a Computer (LAN) Network.

Texts and Resources:

Fitzgerald, Jerry, Alan Dennis. (2009). Business Data Communication and

Networking. (10th ed.). John Wiley & Sons.

Reference and additional material:

Beyda, William J. (2005), Data Communications: From Basics to Broadband, 4th

Edition Prentice-Hall, Inc

Forouzan, Behrouz A., (2004), Data Communications and Networking, 3rd edition

Osborne/McGraw-Hill

Khader, Michael, William E. Barnes (2000). Telecommunications Systems and

Technology. Prentice-Hall, Inc

Palmer/Sinclair (1999). A Guide to Designing and Implementing Local and Wide Area

Networks Course Technology.

Evaluation:

Students in this course will be evaluated as follows:

Weekly Assignments (5) 20 points ea. =100 points = 25%

Exam 100 points =100 points = 25%

In-Class Projects

(defined in each Workshop)

(4) 25 points ea. =100 points = 30%

Class Participation & Attendance (5) 20 points ea. =100 points = 20%

=400 points =100%

Evaluation Curve

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)



Description of Course Policies

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

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

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

entirely in the language specified. The language used in the workshops will

alternate to insure that 50% of the course will be conducted in English and 50% in

Spanish. To maintain this balance, the course module may specify that both

languages will be used during the fifth workshop, dividing that workshop’s time and

activities between the two languages. If students have difficulty with asking a

question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However,

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

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the delivery

of instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

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

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

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

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

evaluate if the absence is justified and decide how the student will make up the

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:

• If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.



• If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

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

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

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

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

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

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

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

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

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

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

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

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com



• www.ask.com

• www.excite.com

• http://findarticles.com/

• http://telemundo.yahoo.com/

• http://bibliotecavirtualut.suagm.edu/

• www.eric.ed.gov

• www.flelibrary.org

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

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism

is a philosophy of learning founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

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

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

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

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

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

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

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

to make the assessment part of the learning process, ensuring it provides students

with information on the quality of their learning.

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

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

of the world.

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



Workshop One

Specific objectives :

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

1. Describe what a computer network is and its purpose in an information system.

2. Identify the different components that make up a computer network.

3. Describe the different ways to connect a network.

4. Recognize the different categories of computers.

5. Describe the historical timeline of the computer and its contribution in different

areas.

Language Objectives:

1. Given an activity in group, the students will summarize the purpose and structure

of an information system and the structure of a computer network using the

correct vocabulary and correctly pronouncing the name of the different

components.

2. Given an outline of a network in blank, the students will write the correct names

of each one of the components.

3. Summarize in a paragraph the different ways to connect a network using the

specific vocabulary correctly.

4. Present in an oral summary of the history of the computer, its types and possible

uses.

Electronic Directions:

Telecommunications and basic internet.

http://encarta.msn.com/encyclopedia_761566546_2/Telecommunications.html

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html

http://computer.howstuffworks.com/internet-infrastructure.htm

Networks.

Definition

http://www.webopedia.com/TERM/n/network.html

Components, Wiring and Installation Diagram

http://www.thehomepc.net/networks/h_comps%281%29.htm

http://fcit.coedu.usf.edu/network/chap3/chap3.htm

http://www.geocities.com/uaenetwork/



http://www.windowsnetworking.com/j_helmig/basics.htm

http://fcit.usf.edu/network/chap4/chap4.htm

http://www.windowsnetworking.com/j_helmig/switch.htm

http://www.cisco.com/en/US/docs/internetworking/technology/handbook/Intro-to-

LAN.html

Assignments before Workshop One:

1. Read carefully the description of the course and the objectives at the beginning

of this module. You may think of any other objective that can help you to attain

the value of the course.

2. Research the history of telecommunications and the construction of computer

networks.

3. Choose any of the texts suggested in the module or internet links to read about:

• Benefits of a computer network

• Terminology used in systems of computerized networks

• Connectivity of internet and its relation with the aim of the course

• Components of a Computer network

4. Prepare an essay on what you learned from your investigation about the purpose

of an information system. Remember that all papers must always follow the APA

style.

5. Develop a glossary on specific terms related to computer networks and attach it

to the essay.

6. Send your essay through Blackboard . This work will have a value of 15 points.

7. Answer the questions in Appendix E corresponding to this workshop and send

them through Blackboard. This work will have a value of 5 Points.

Activities

1. The facilitator will start the class with an ice-breaker activity. The use of some

dynamics is suggested to facilitate the integration of the group and the preparation of

the same for the learning experience. Example:

The interview:

In pairs interview each other asking these four (4) questions:

• What is your name?

• Why did you select this area of study?



• What do you hope to obtain after finishing this course?

• What challenges do you hope to find and overcome throughout the

course?

At the end the facilitator must finish the exercise, asking at random or inviting to

share the experience to some participants. The facilitator should pay special

attention to the last question, to find out about the expectations that the students

have about this course.

2. The facilitator will present and explain the objectives of this course.

3. Presentation of the guidelines of the course, printed and electronic resources

available, as well as methods and criteria of evaluation. The facilitator will answer

any question that the students may have.

4. Selection of the course representative.

5. Introduction to the concept of computer network, its components and functions. The

facilitator will show the different components of a network and their connection with

the operation of the internet.

6. Exercise in Class – (25 points). The facilitator will promote active participation,

assigning groups to investigate, discuss and present orally the following concepts:

• Workstation and Servers.

• Architecture, Topology and Wiring.

• Routers and Bridges.

• Wiring

• Network Interface Controller (NIC)

7. The facilitator will demonstrate the use of computers. The facilitator will explain the

rules of the laboratory and how to open the different programs on the computer.

Each student will use a computer to enter the system.

8. Exercise in Class (10 points). The facilitator will promote active participation,

assigning groups to investigate, discuss and present orally a summary of the history

of the computer, its types and possible uses.

9. The facilitator will present the assignments for the second workshop and clarify any

doubt that could arise.



Assessment

1. The student will complete a written journal as indicated in Appendix F and send it

through Blackboard.

2. Class participation rubric.

3. Written report rubric (Appendix H).



Taller Dos

Objetivos Específicos:

Al final de este taller, el estudiante podrá:

1. Identificar y describir los sistemas operativos más comunes para las redes de

ordenadores y cómo se utiliza cada uno.

2. Identificar y describir las arquitecturas más comunes de la red de computadoras,

sus topologías y las ventajas y las desventajas de cada uno.

3. Identificar y describir los protocolos más comunes para una red de computadoras.

Objetivos de Lenguaje

1. Dada una actividad en grupo, los estudiantes discutirán los sistemas operativos más

comunes para las redes de ordenadores y explicarán sus usos utilizando

vocabulario y pronunciación correctos.

2. Dado un artículo sobre las arquitecturas más comunes de la red de computadoras,

el estudiante leerá y resumirá el mismo, identificando efectivamente la idea principal

haciendo uso correcto de gramática y conjugación de verbos.

3. El participante identificará los protocolos más comunes para una red de

computadoras utilizando para ello los conceptos y vocabulario correctos.

Electronic Links (URLs):

Definición

http://www.webopedia.com/quick_ref/topologies.asp

Estándares de los sistemas operativos y de protocolos de comunicación

http://www.windowsnetworking.com/articles_tutorials/tcpip.html

http://compnetworking.about.com/library/glossary/bldef-nos.htm

http://www.windowsnetworking.com/j_helmig/basics.htm

http://html.rincondelvago.com/protocolos-de-comunicacion_1.html

Estándares y topologías de la arquitectura del establecimiento de una red

http://compnetworking.about.com/library/weekly/aa041601a.htm?iam=howstuffworks_S

KD&terms=networks

http://www.geocities.com/SiliconValley/Monitor/3131/ne/3nenotes.html


LAN.html

http://www.e-learningcenter.com/catalog/nesc03.htm



http://www.luisbernal.es/descargas/c/INFdrc.pdf

Asignaciones antes del Taller Dos :

1. Los estudiantes investigarán en Internet sobre los siguientes conceptos:

• Sistemas operativos para red de computadoras (NOS)

• Arquitecturas y topologías de la red de computadoras

• Protocolos para red de computadoras

• Relación Cliente-Servidor en una red

2. Tomando como base estos conceptos, los estudiantes prepararán un ensayo

descriptivo para el taller dos. Esta asignación valdrá 15 puntos.

3. Los estudiantes harán una investigación para seleccionar un artículo sobre las

arquitecturas más comunes de la red de computadoras, resumiendo las ideas

principales del mismo para ser discutidas en clase.

4. Los estudiantes contestarán a las preguntas del Anejo E correspondientes a este

taller y las enviaran a través del Blackboard. Esta asignación valdrá 5 puntos.

Actividades

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

2. El facilitador proyectará el video Tecnología de la Información

(http://www.youtube.com/watch?v=aN-7qc0ZaWM&feature=related )

3. Los estudiantes se reunirán en mesa redonda y discutirán durante 20 minutos,

tomando como base la información obtenida del video, sobre el futuro e importancia

de la tecnología de la información. Al final de la discusión se designará un vocero

para resumir las conclusiones de ésta.

4. Ejercicio en Clase – ver Anejo B (25 puntos). El facilitador dividirá la clase en grupos

de 4 estudiantes. Este ejercicio requiere tiempo y preparación no menor de 60

minutos.

5. El facilitador promoverá la participación de la clase dividiendo la clase en cuatro (4)

grupos. Cada grupo preparará una presentación de 10 minutos aproximadamente.

Para ésta deberán utilizar la información obtenida sobre los conceptos asignados

para investigación previa al taller, incluyendo el artículo sobre las arquitecturas más

comunes de la red de computadoras.

6. El facilitador hará un resumen de los puntos más importantes tratados en la

presentación anterior y ampliará los conceptos:



• Arquitecturas y topologías de la red de computadoras

• Sistemas operativos y protocolos de la red de computadoras(NOS)

• Relación Cliente-Servidor en una red

7. El facilitador promoverá la participación de la clase dividiendo la clase en cuatro (4)

grupos disponiendo de un tiempo de preparación y discusión de cerca de 60

minutos. Utilizando la información obtenida antes de este taller, el motor de

búsqueda preferido y la información proporcionada por el facilitador se va a discutir

un plan de como agregar 15 nuevos sitios de trabajo a la red existente en la

universidad.

8. Poner en práctica el plan de expansión y crear una sala de clase ficticia la cual será

utilizada como nuevo salón de laboratorio para la tecnología de la información.

9. Tomando en cuenta lo investigado sobre las tendencias actuales de la

comunicación, responder:

• ¿Qué clase de aplicaciones existentes pueden asistir a mantener la nueva red?

• ¿Hasta dónde este tipo de tecnología se ha desarrollado?

• ¿Cuáles son las compañías más importantes que están trabajando para

desarrollar estas tecnologías?

10. Cada grupo diseñará un escenario que incluya los requisitos y los usos para este

nuevo segmento de la red. Deberá incluir una detallada explicación de las

circunstancias que deben influir en la selección de una topología de red sobre otra.

11. El facilitador presentará las asignaciones para el próximo taller y aclarará cualquier

duda que pudiera presentarse.

Avalúo

1. Cada grupo finalizará los detalles del trabajo en grupo iniciado en la actividad 5 y

nombrará un representante para que lo envíe a través de Blackboard en la fecha

indicada por el facilitador.

2. Cada estudiante elaborará una matriz de evaluación de trabajo en grupo, de

acuerdo al Anejo G , correspondiente al trabajo iniciado en la actividad 5 y lo

enviará a través del Blackboard.

3. El estudiante elaborará el Diario Reflexivo localizado en el Anejo F y entregará el

mismo a través del Blackboard.

4. Matriz valorativa de trabajos escritos (Anejo H).



Workshop Three

Specific Objectives:

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

1. Plan and design the installation of a computer network.

2. Configure and evaluate the installation of a computer network

3. Describe the different ways to connect a network.

4. Recognize components needed to interconnect processing stations to the network.


1. Given an activity in group, the students will discuss the implementation of the

fictitious network designed in the previous workshop, using the correct vocabulary

and correctly pronouncing the name of the different elements.

2. The students will describe, using the correct pronunciation, the process of

implementation of the fictitious network.

3. The students will present in an oral form a description of the different ways to

connect a network.

4. Given a blank diagram of a network, the students will write the correct names of the

components needed to interconnect processing stations.

Electronic directions:

http://www.wown.info/j_helmig/basics.htm

http://searchnetworking.techtarget.com/searchNetworking/Downloads/Kenyon2-06.pdf

http://searchnetworking.techtarget.com/searchNetworking/Downloads/U-R-Networks-

ch03.pdf

http://www.transcendcomm.com/design.htm

http://www.uga.edu/netinfo/netguide/

http://hubpages.com/hub/Local-Area-Network-Design-and-Implementation

http://www.comms.scitech.susx.ac.uk/fft/networking/nd.pdf

http://www.tutorialsweb.com/networking/wireless-networks/computer-networking-

tutorial.htm

http://2020ok.com/books/26/network-planning-and-design-37926.htm

http://2020ok.com/books/39/networks-design-implementation-operation-management-

37939.htm



Assignments before Workshop Three

1. Using the results from the previous workshop, the same student groups will develop

the following documents for the fictitious network to be added to the network existing

in the university system:

• A plan for the design and implementation of the network.

• A drawing of the architecture and suggested topology for the implementation of

the new segment.

• Identification of the operating system to be used in the stations and the reasons

for this decision.

2. Each group will select a workplace and interview the computer technician about the

characteristics of the computer network of this place.

3. Answer the questions in ANNEX E corresponding to this workshop and send them

through Blackboard. This work will have a value of 5 Points.

Activities

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

2. Exercise in Class – see Appendix C (25 points). The facilitator will promote active

participation, assigning groups to investigate, discuss and present orally a small

narrative on the planning, design and implementation of the fictitious network

designed in the previous workshop. Each group will prepare a mini presentation

of 5-10 minutes.

3. Each group will discuss and present the results of the interviews to the computer

technicians and the differences and similarities with the fictitious network.

4. The facilitator using an electronic presentation will explain the following concepts:

Planning and Design

• Capacity of transmission of the Network

• Possibility of expansion

• Configuration and Topology

• Directions of IP (TCP/IP)

Evaluation

• Sources of intelligence

• Evaluation of proposed of contracts



Implementation

• Installation of operating system and applications of administration

• Installation of wiring

5. Following the instructor’s directions, students will design a computer network (in

paper or in MS Paint, if possible).

6. The facilitator will show the following video:

http://www.youtube.com/watch?v=TcPpMJ_yDrg&feature=PlayList&p=DA30187

C429A35FA&index=0&playnext=1. Open class discussion.

7. Students (in pairs) will do a search on the internet of all computer existing

topologies. They will create a table to compare and contrast each topology and

will determine which one is the most commonly used.

8. The facilitator will explain the necessary strategies, considerations and

requirements for the installation of an operating system in the processing stations

and servers and comparing and contrasting them.

9. The facilitator will present the assignments for the fourth workshop and clarify

any doubt that could arise.

Assessment

1. The students will complete a written journal as indicated in Appendix F and send

it through Blackboard.

2. The students will write a short essay (2 to 3 pages) about the impact of the

computer networking on present day society. They will submit it through

Blackboard.



Taller Cuatro

Objetivos específicos:

Al final de este taller, el estudiante podrá:

1. Identificar y describir los procedimientos para la administración de la red de

computadoras y de las aplicaciones que permiten lograr esta administración.

2. Identificar y describir los procedimientos para la localización de averías en la red de

computadoras, mantenimiento y procedimientos operativos además de las

herramientas que permiten realizar estas tareas.

3. Identificar y describir el concepto de seguridad de la red de computadoras y las

herramientas que permiten implementarla.

Objetivos de Lenguaje

1. Dada una actividad en grupo, los estudiantes discutirán los procedimientos para la

administración de la red de computadoras y explicarán las aplicaciones necesarias

utilizando un correcto vocabulario y pronunciación.

2. Los estudiantes describirán las posibles averías en una red de computadoras y sus

posibles soluciones, haciendo uso correcto de gramática y conjugación de verbos.

3. Dado un artículo seguridad de la red de computadoras, el estudiante resumirá el

mismo identificando efectivamente la idea principal haciendo uso correcto de

gramática y conjugación de verbos.

Direcciones Electrónicas (URLs):

http://www.nsrc.org/netadmin/netadm.html

http://www.tldp.org/LDP/nag/node1.html

http://www.interhack.net/pubs/network-security/

http://security.ucdavis.edu/

http://compnetworking.about.com/library/weekly/aa083102a.htm

http://www.mailxmail.com/curso/informatica/red-informatica-bases/capitulo11.htm

http://www.mailxmail.com/curso/informatica/delitosinformaticos/capitulo33.htm

http://www.mailxmail.com/curso/informatica/red-informatica/capitulo6.htm

http://personal.telefonica.terra.es/web/nihif/html/hardware_averias.htm

http://es.kioskea.net/contents/secu/secuintro.php3



Asignaciones antes del Taller Cuatro:

1. Los grupos de trabajo utilizarán el segmento ficticio de la red utilizado en los

talleres anteriores para diseñar un plan para:

• Administrar los recursos de red (privilegios del usuario, acceso del uso, etc.)

• Identificar y enumerar las herramientas que serían utilizadas para afinar el

funcionamiento del segmento ficticio de la red diseñado en los talleres

anteriores.

• Definir una estrategia de cómo mantener la red segura de intrusiones exteriores.

Esta asignación valdrá 15 puntos.

2. Los estudiantes contestarán a las preguntas del Anejo E correspondientes a este

taller y las enviarán a través del Blackboard. Esta asignación valdrá 5 puntos.

3. Los estudiantes seleccionarán un artículo de prensa sobre la seguridad en las

redes de ordenadores y lo analizarán y resumirán para ser presentado y discutido

en el salón de clases.

4. Continúe trabajando con su portafolio.

Actividades

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

2. Ejercicio de Clase – vea Anejo D (25 puntos) El facilitador promoverá la

participación de la clase dividiendo la clase en grupos. Cada grupo preparará una

presentación de 10 minutos aproximadamente. Para esta deberán utilizar la

información obtenida sobre los conceptos asignados para investigación previa al

taller. Cada grupo tendrá un tiempo aproximado de 45 minutos para la preparación y

presentación del tema asignado por el facilitador.

3. Con uso de una presentación, el facilitador explicará los conceptos de:

La administración de la red de computadoras

o Privilegios y acceso del usuario

o Distribución y acceso del uso

o Acceso de la computadora a la red

Mantenimiento de la red de computadoras

o Localización de averías general de la red (roturas del cable, malos NIC y

otros)



o Funcionamiento de red; afinación del funcionamiento y aplicaciones que

pueden ser utilizadas para este fin

o Configuración general de la conexión de red

Seguridad de la red de computadoras

o Estrategias de la recuperación de la red

o Seguridad y herramientas de la intrusión que pueden ser utilizadas

4. Ejercicio de Clase. Si se asume que la red de computadoras del sistema

universitario tiene derechos de acceso limitados, los estudiantes navegarán

siguiendo los siguientes pasos en el proceso de administración de la red para su

familiarización con el mismo. Se recomienda que los estudiantes practiquen lo

siguiente en una estación de trabajo de la red de computadoras en un servidor no

crítico:

• Introducir diferentes tipos de cuenta de usuario de la red y de clases de

privilegios.

• Revisar la pantalla de visualización del sistema operativo de la red donde se

crean y mantienen los grupos de usuarios.

• Habilitar o inhabilitar usuarios.

• Compartir y manejar las carpetas o volúmenes del sistema de red,

asegurándolos contra la intrusión y el de ataques de virus.

• Agregar estaciones de trabajo al dominio de la red para su acceso.

• Manejar el monitor de funcionamiento del sistema operativo de la red y asegurar

y respaldar los datos almacenados en el servidor o en la estación de trabajo.

5. El facilitador proyectará un video sobre seguridad informática (dos partes).

(http://www.youtube.com/watch?v=iwwzJQjyRSg&feature=related

http://www.youtube.com/watch?v=zPekYbDOtG0&feature=related)

6. Los estudiantes realizarán una dinámica de mesa redonda sobre el contenido del

video y se nombrará un relator para que recoja y resuma las conclusiones de la

discusión.

7. El facilitador presentará las asignaciones para el próximo taller y aclarará cualquier

duda que pudiera presentarse.

8. El facilitador presentará una guía de estudios para el examen final.



Avalúo

1. Cada estudiante elaborará una rúbrica de evaluación de trabajo en grupo, de

acuerdo al Anejo G , correspondiente al trabajo iniciado en la actividad 5 y lo enviará

a través del Blackboard.

2. El estudiante elaborará el Diario Reflexivo localizado en el Anejo F y entregará el

mismo a través del Blackboard.

3. Matriz valorativa de trabajos escritos (Anejo H).



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. Describe the computer network known as WAN and its purpose in an information

system.

2. Identify the different components that make up a Wide Area Network.

3. To describe the different ways to connect a computer network on a wide geographic

area.

4. To describe the importance of the different professional certifications needed to

work in today’s competitive field of computer networking.


1. Describe the concept of WAN (Wide Area Network) using the correct pronunciation.

2. Present orally a description of the different components which make up a Wide Area

Network.

3. Using correct English or Spanish grammar and spelling rules.

Electronic Links (URLs):

http://searchnetworking.techtarget.com/sDefinition/0,,sid7_gci214117,00.html

http://www.answers.com/topic/wide-area-network

http://www.air-stream.org.au/wan

http://www.erg.abdn.ac.uk/users/gorry/course/intro-pages/wan.html

http://compnetworking.about.com/cs/lanvlanwan/g/bldef_wan.htm


WAN.html

http://www.universalservice.org/sl/applicants/step06/wide-area-network-fact-sheet.aspx

http://www.dailynetworkmonitor.com/2008/05/08/wan-optimization/

http://www.clarkconnect.com/docs/Network_Settings_-_Multi-WAN



http://material-

handling.globalspec.com/LearnMore/Engineering_Services/Telecommunications_Infrast

ructure_Services/MAN_WAN_Network_Design_Services

Assignments before Workshop Five

1. Study for the final exam. This test has a value of 100 Points.

2. Using the fictitious segment from the previous workshop, develop a plan to

demonstrate the possibility of interconnecting the network of the university system

with another network (in English). Submit this assignment through Blackboard. This

work will have a value of 15 Points.

3. Answer the questions in Appendix E (in Spanish) corresponding to this Workshop

and submit them through Blackboard. This work will have a value of 5 Points.

4. Give the final touches to your portfolio.

Activities

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

2. Exercise in Class – see Appendix D (25 points). The facilitator will promote active

participation assigning groups to investigate, discuss and present orally a small

narrative on the possibility of interconnecting the fictitious segment that has had

been used in the previous workshop with another network outside the university

system. Each group will prepare a mini presentation of 5-10 minutes – Appendix I (in

English).

3. The facilitator will present the following subjects (in English):

• Connection of a network with a mainframe system.

• Connection from one network to another by means of a common segment

(Backbone Network).

• Introduction to computer networking on wide geographic areas.

♦ Types of connection.

♦ Physical equipment.

♦ Protocols.

4. Exercise in Class. Using the material obtained in the research before the workshop

the students will form two discussion groups on the importance of the different

classes of existing certifications in the field of computer networking. After the

discussion each group will name a speaker to share their conclusions (in Spanish).



Some of certifications to discuss are:

• MCSE (Microsoft Certified Systems Engineer)

• A+ (Computing Technology Industry Association)

• CWNA (Certified Wireless Network Administrator)

• CCNA (Cisco Certified Network Associate)

• CCNP (Cisco Certified Network Professional)

5. Students will meet in pairs to create a concept map about any topic related to the

class. They will verbally share their map with the rest of the class (in Spanish).

6. The student representative will start the class evaluation process.

7. The facilitator will hand in the shot test.

8. Students will hand in their portfolios.

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

Assessment

1. Test. The facilitator will present a test to the students.

2. Oral presentation rubric (Appendix I).

3. Class participation rubric.

4. Written report rubric.

5. Portfolio rubric.



Anejos/Appendixes



Anejo A / Appendix A

Lista de Términos / List of Terms Introducción a las telecomunicaciones / Introduction to Telecommunications

ADC – Analog to Digital ARCNET – Attached Resource Computing Network ARPANET – Advanced Research Projects Agency DARPA – Defense Advanced Research Projects DEC – Digital Equipment Corporation EIA 568 – Electronic Industries Associations IEEE – Institute of Electrical and Electronics Engineers OSF – Open Software Foundation OSI – Open Systems Interconnect CSMA – Carrier Sense Multiple Access XMIT – Transmit MAC – Media Access Control Telecommunication – Electronic transmission of data (sounds, docs, etc.)

Redes de Computadoras / Computer Networks

Network (Red) – Group of two or more computer systems linked together Topology (Topología) – Physical layout of a network system

BUS – Routers interconnected with other routers in a linear fashion. MESH – Routers interconnected with other routers STAR – Routers interconnected with other routers in a star like fashion.

Componentes Físicos / Physical Components

NICs – Network Interface Card Hubs – Network device used as a central location for attached wires that form a

network of workstations.



Concentrator - Network device used as a central location for terminals or

communication devices that are part of a network of workstations. Bridge – Network device that provides a level of interconnection between same

types of network segments. Repeater – Network device that extends the distance of a network segment Router – Network device that provides a level of interconnection above a bridge. Switch – Network device that provides reduce connection on network segments

using star wired topology. Server - Computer with specific services for network users (i.e.: File Server)

(i.e.: BBS – Bulletin Board System) WKS – Workstation or Client System

Protocolos y Sistemas Operativos / Operating Systems and Protocols

NOS – Network Operating System Windows Advanced Server Novell Netware UNIX

Server - Computer with specific services for network users (i.e.: File Server)

(i.e.: BBS – Bulletin Board System) IP Address – identifier for a computer or device on a TCP/IP network ARP – Address Resolution Protocol Datagram - Data packets over a connectionless session, also known as UDP FTP – File Transfer Protocol HTTP – Hyper Text Transfer Protocol Port – Network address for specific application executing in a computer. Socket – End point of a network communication link SMTP – Simple Mail Transfer Protocol SNMP – Simple Network management Protocol



TCP/IP – Transmission Control Protocol / Internet Protocol UDP – User Datagram Protocol

Planificación e Instalación de Redes / Network Planning and Installation

10BASE 2 (ThinNet) – Consist of coax cable (RG58) – Copper wire surrounded by

an insulator, a combination shield and ground wire. 10BASE T (Twisted) – Consist of copper wire (EIA-568) surrounded by an insulator,

twisted together to form a pair and multiple pairs (total of 4 pairs) form a circuit that can transmit data.

ATM – Asynchronous Transfer Mode Ethernet – 802.3, Standard developed by DEC that uses frames to transmit data in a network. FDDI – Fiber Distributed Data Interface PPN – Peer to Peer Network Segment – linear network interconnection that has its own inter-network address,

also known as a sub-network.

Administración de Redes

ACL – Access Control List

ADS – Active Directory Services

Administrator – Person responsible for the day to day network operations,

troubleshooting and repairs

NDS - Netware Directory Services

DNS - Domain Name Service

Mantenimiento de Redes

Ping - A utility to determine whether a specific IP address is accessible. Uses

Internet Control Message Protocol (ICMP) to send a packet of data to a remote

host, and then waits for the host to bounce the packet back. Ping checks for data

validity and calculates the round-trip time.

IfConfig - Add a new IP address to existing interface.

Nslookup - Diagnostic tool that displays information from DNS servers.



Seguridad de Redes

Backup – Storing (copying) data information to secondary storage for archiving

purpose.

Disaster Recovery – A well defined recovery plan for restoring a network to its

complete operations status.

Firewall - A hardware device, software system or combination of both, designed

to prevent unauthorized access to or from a private network.

Interconexión de Redes

Backbone – Multiple networks interconnected via one main cable segment Profesiones

A+ - Computing Technology Industry Association (CompTIA) Certified

CCNA – Cisco Certified Network Engineer

MCSE – Microsoft Certified System Engineer

CWNA – Certified Wireless Network Administrator



Anejo B / Appendix B

Dibujo de referencia para el ejercicio del Taller D os Reference figure for Workshop Two Exercise

Classroom Exercise (25 points). The facilitator will divide the class in groups of up to 4 students (if not enough students are enrolled, work will be done individually). This group exercise requires preparation and discussion time no less than 60 minutes.

• Use the information researched prior to this workshop, your favorite search engine and the lecture provided by the facilitator discuss a plan on how to add 15 new workstations to the university’s existing network. This new fictitious classroom will be used as a new laboratory classroom for Information Technology.

• Research the current trends communication trends. What kind of applications exist that can assist in maintaining the new network? How far has the technology come? What companies are working to develop these technologies?

• Write a scenario that includes the requirements and applications for this new network segment. Under what circumstances do you select one network topology over the other?

• Deliverable : A summary of the article and if time permits present the summary to the class. If the article is no longer available, use the search feature in the site to find updated articles and answer the questions.



Anejo C / Appendix C

Dibujo de referencia para el ejercicio del Taller T res Reference figure for Exercise on Workshop Three

Ejercicio en Clase (25 puntos). Utilizando las investigaciones del trabajo en clase del

taller previo, desarrolle los siguientes documentos para la red ficticia a añadirse a la red

de computadoras existente en el sistema universitario.

• Desarrolle un plan para diseño e implementación de la red investigada en el

taller previo.

• Desarrolle un dibujo de arquitectura y topología sugerida de cómo se debe

implementar el nuevo segmento.

• Identifique sistema operativo a usarse en las estaciones y el porqué de su

decisión.



Anejo D / Appendix D

Dibujo de referencia para el ejercicio del Taller C uatro Reference figure for Exercise on Workshop Four

Classroom Exercise (25 points). Using network figure displayed in Appendix C, the

fictitious network segment planned and designed in the previous workshop (Workshop

Three), create a plan for:

a. Administering network resources (user’s privileges, application access,

etc.)

b. Identify and list tools that would be used to fine tune the fictitious network

segment performance and

c. Define a strategy on how maintain the network secure from outside

intrusion.

Dibujo de referencia para el ejercicio del Taller C inco Reference figure for Exercise on Workshop Five

Ejercicio en Clase (25 puntos). Utilizando el segmento ficticio que se ha estado

utilizando en los talleres previos y el dibujo de red que le sigue a este párrafo como

referencia, desarrolle un plan y diseño donde demuestre la posibilidad de interconectar

la red del sistema universitario con otra red fuera del edifico.



Anejo E / Appendix E

Asignaciones de Talleres/ Workshop Assignments

Questions Workshop One

1. Thicknet is sometimes used as a _____ to connect multiple networks.

a. backbone b. segment c. repeater

2. Both, sending and receiving network card must agree on a transmission speed.

a. True b. False

3. The IEEE standard 802.x specifications define the way _____ _____ _____

access and transfer data over a physical media.

a. network adapter card b. media access control c. data link layer

4. A peer to peer network requires both a stand alone computer operating system and a

network operating system.

a. True b. False

5. Two computers connected with a single Ethernet cable form a network.

a. True b. False

Preguntas Taller Dos/Workshop Two

1. UDP is also known as the connection-less protocol

a. True b. False

2. Which of the following topologies is passive?

a. Bus b. Ring c. Star

3. Maximum length of a 10BaseT segment is ______ meters.

a. 150 b. 110 d. 100

4. A network built on a _____ topology attaches all computers to a hub.

a. Bus b. Ring c. Star



5. TCP/IP supports routing, and is commonly used as an internetworking protocol.

a. True b. False

Questions Workshop Three

1. In a network environment, a network adapter card driver is needed for.

a. communication with other adapters on a network.

b. communication between adapters and the computer operating system.

c. communication between the file server and the other computers on the network

d. communication between different types of computers.

2. Network services are network operating system _____

a. driver b. protocol c. application

3. Installing or removing a service is similar to installing or removing a _____

a. driver b. protocol c. application

4. Bridges are often used in large networks that have a widely dispersed segments

joined by _____ _____.

a. telephone lines b. Thick Net c. Internet Service Provider

5. Two major types of routers are____ and _____.

a. active, passive b. static, dynamic c. managed, unmanaged

Questions Workshop Four

1. In order for a user to access a shared printer, the printer must have an IP address.

a. True b. False

2. A device that translates incoming messages into an e-mail language its own e-mail

system can understand is called a gateway.

a. True b. False

3. The first person to log on to a network will use their own account.



a. True b. False

4. A network administrator can use a _____ to configure and maintain a user’s logon

environment .

a. cookie b. profile c. ini file

5. ____ is a first line of defense against data loss for a network server.

a. Disaster Recovery Plan b. Tape Backup c. Copying to a CD

Preguntas Taller Cinco/Questions Workshop Five

1. At the destination NIC, data packets are _____ _____ into its original message.

a. reassembled b. stored and returned c. stored and acknowledge receipt

2. ATM is an advanced implementation of _____ switching.

a. packet b. data c. circuit

3. Gateway servers are task specific, which means that they are dedicated to a

particular transfer type.

a. True b. False

4. Dividing networks into segments is a good troubleshooting practice to isolate

network problems.

a. True b. False

5. A data ____ utility scrambles data before it goes out onto the network.

a. encryption b. password c. logon



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:



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:



Anejo G/Appendix G MATRIZ PARA EVALUACIÓN DE PARTICIPACIÓN EN CLASE

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

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

Comentarios : __________________________________________________________

Asistencia y puntualidad: ______% _____

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

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

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

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

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

5= No faltó ni llegó tarde a los talleres

Aportación a la clase:______%

CRITERIOS 0 1 2 3 4 5 N/A

1. Contribuye frecuentemente a las discusiones en clase.

2. Demuestra interés en las discusiones en clase.

3. Contesta preguntas del facilitador y sus compañeros.

4. Formula preguntas pertinentes al tema de la clase.

5. Viene preparado (a) a clase.

6. Contribuye a la clase con material e información adicional.

7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase

8. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

9. Contesta preguntas y planteamientos de sus compañeros.

10. Demuestra iniciativa y creatividad en las actividades de clase.



RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: __________________________ FINAL GRADE ____________

DATE: __________________________

Attendance and Punctuality: ______% _____

0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops

_____

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

_____

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

_____

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

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

5= Perfect attendance

Class Participation: ______%

0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Contributes frequently to class discussion.

2. Demonstrates interest in class discussion.

3. Answers questions made by the facilitators and classmates.

4. Asks questions pertinent to the class subject.

5. Arrives prepared to class.

6. Contributes to class with additional material and information.

7. Presents arguments based on class lecture and work.

8. Demonstrates attention and opening towards arguments from classmates.

9. Answers questions and expositions from classmates.

10. Demonstrates initiative and creativity in class activities.



Anejo H/Appendix H

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

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

10

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

10

The paper properly explains content. 10

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

10

The paper demonstrates substance, logic and originality.

10

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

10

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

10

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

10

Uses grammar appropriately and correctly. 10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and

30% language)

Student’s total Score:

_______

Student’s Signature: ____________________Facilitator’s

Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha:

_______________

Criterio Puntos Puntuación

Contenido

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

10

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

10

El documento explica propiamente el contenido. 10

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

10

El documento demuestra substancia, lógica y originalidad. 10

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

10

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

10

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

10

Usa gramática apropiada y correctamente. 10

Maneja verbos y acentuación apropiada y correctamente. 10

Total P untos 100 (70% contenido y 30% lenguaje

)

Puntuación Total:

_______

Student’s Signature: ________________Facilitator’s Signature:_______________



Anejo I/Appendix I

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Contenido

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

10

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

10

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

10

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

10

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

10

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

10

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

10

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

10

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

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________

Firma del Estudiante: _________________ Firma del Facilitador: _________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

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

10

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

10

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

10

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

10

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

10

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

10

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

10

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

10

Correct use of grammar and verb conjugation. 10 Use of correct use of vocabulary words to express message.

10

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

Student’s Total Score:

________

Student’s signature: _______________ Facilitator’s Signature: _______________



Anejo J/ Appendix J

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. 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.

3. 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.

4. 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

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

(Appendix L ).



• 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 K ).

5. 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 O ). 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.

6. 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 P ).

• 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 Q ).



Anejo K/Appendix K

PORTFOLIO INFORMATIONAL SHEET


Florida Campuses


Check one:

� Universidad del Este � Universidad Metropolitana � Universidad del Turabo

Check one:

� Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo L/Appendix L

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo M/Appendix M

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.



Anejo N/Appendix N

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?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale

4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement

Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.

Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and

Placement – Metro Orlando Campus



Anejo O/Appendix O

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s

comments

Student’s

response and

comments

COIS 360 Telecomunicaciones y Redes de Computadoras

Prep. 2004. Víctor Santiago Rev. 2009. Luis E. Morales M.A.

2

Anejo P/Appendix P

Use and Return of Portfolio



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

COIS 360 Telecomunicaciones y Redes de Computadoras

Prep. 2004. Víctor Santiago Rev. 2009. Luis E. Morales M.A.

3

Anejo Q/Appendix Q

Use and Discard of Portfolio



I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

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

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

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