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Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

OTEM 415

OPTIMIZED CONTENT MANAGEMENT

GERENCIA DE CONTENIDO OPTIMIZADO

© Sistema Universitario Ana G. Méndez, Inc. 2010

Derechos Reservados

© Ana G. Méndez University System, Inc. 2010

All rights reserved

Non-Education Courses

October 7, 2011

OTEM 415 Optimized Content Management 2

Updated 10/07/2011

Please include all applicable information below:

Prepared based on the course syllabus (2011) of the School for Professional Studies

with the collaboration of:

Carmen M. Aponte, Module Development Specialist

Fernando Wilches, Content Evaluator

Fidel Tavara, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Joe Hernández, Module Format and Design


Updated 10/07/2011

TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

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

STUDY GUIDE ........................................................................................................................... 23

TALLER UNO ............................................................................................................................ 42

WORKSHOP TWO .................................................................................................................... 49

TALLER TRES ........................................................................................................................... 56

WORKSHOP FOUR .................................................................................................................. 64

TALLER CINCO/WORKSHOP FIVE .................................................................................... 72

APPENDIX A: NATIONAL PROFICIENCY LEVELS ........................................................ 80

APPENDIX B: 6-TRAITS WRITING RUBRIC ..................................................................... 85

ANEJO C/APPENDIX C: MATRIZ VALORATIVA PARA EVALUAR

PROYECTO DE CMS ............................................................................................................... 93

ANEJO D/APPENDIX D: DIARIO REFLEXIVO ................................................................. 94

ANEJO E/APPENDIX E: MATRIZ VALORATIVA PARA EVALUAR

PORTAFOLIO DE CMS ........................................................................................................... 96

ANEJO F/APPENDIX F: MATRIZ VALORATIVA PARA EVALUAR LA

PRESENTACIÓN ORAL DEL PROYECTO DE CMS ......................................................... 98

ANEJO G/APPENDIX G: PRODUCTOS (SOFTWARE) DISPONIBLES PARA

CMS ............................................................................................................................... 99

ANEJO H/APPENDIX H: AN EXAMPLE OF SIMPLE CONCEPTUAL MAP .............. 100

ANEJO I/APPENDIX I: ADS .................................................................................................. 101

ANEJO J/APPENDIX J: RESUMEN DE CARACTERÍSTICAS ....................................... 102

ANEJO K/APPENDIX K: CASE: SALE MORE THROUGH THE INTERNET............. 103

ANEJO L/APPENDIX L: FINAL REFLEXIVE DIARY ..................................................... 105

ANEJO M/APPENDIX M: RESUMEN DE NOTAS ............................................................ 106


Updated 10/07/2011

GUÍA DE ESTUDIO

Título del Curso: Gerencia de Contenido Optimizado

Codificación: OTEM 415

Créditos:

Duración: Cinco semanas

Pre-requisito: OTEM 405

Descripción:

Estudio de los principios y prácticas para el diseño, desarrollo y mantenimiento de

proyectos virtuales para audiencias de todo tipo y tamaño. El curso presenta una

estrategia única que combina los tres elementos críticos de la Gerencia de Contenido

Optimizado: procesos, tecnología y personas.

Objetivos de Contenido Generales

Al finalizar el curso, los estudiantes podrán:

1. Definir conceptos básicos relacionados con la gerencia de contenido optimizado

(Content Management System, CMS por sus siglas en inglés).

2. Identificar la importancia de la información que se publica en Internet.

3. Investigar los elementos y componentes esenciales de la gerencia de contenido

(CMS).

4. Enumerar las características y ventajas de un sistema de gerencia de contenido

(CMS).

5. Identificar los componentes de una página de Internet y el propósito para el cual

fue creada.

6. Determinar las etapas del ciclo de vida de los CMS.

7. Identificar objetivos claros como base para la planificación de su página.

8. Resumir la importancia de la necesidad de organizar los datos ("metadatos)" a

según el contenido del sitio crece.

9. Analizar el contenido con el propósito de evaluar si cumple con su objetivo.


Updated 10/07/2011

10. Describir aquellos elementos de navegación esenciales para el diseño de páginas

con CMS.

11. Identificar las características fundamentales del diseño de páginas en la Web con

CMS.

12. Explicar los aspectos generales de las páginas Web, tales como: color, contraste,

enfoque, redacción de títulos, tipografía y otros.

13. Reconocer la importancia de planificar y diseñar la página como paso inicial para

CMS.

14. Identificar la audiencia a quien se dirige la página preparada con CMS.

15. Identificar títulos y frases productivas para describir brevemente lo que la página

se trata.

16. Reconocer la forma de escribir títulos atractivos de las páginas de la Web para las

personas que navegan por la Internet.

17. Resolver la mejor forma de promover productos o servicios de manera eficiente

en la Web.

18. Reconocer las necesidades de los usuarios a través de la página web.

19. Distinguir la importancia del posicionamiento de la página CMS creado con

motores de búsqueda en la Web.

20. Investigar el proceso para publicar una página en la Internet con su proveedor de

servicios de Internet (ISP).

21. Identificar la importancia de garantizar la seguridad y privacidad de los usuarios

de las páginas de la Internet.

22. Identificar la importancia del aspecto ético en la Internet.

Objetivos de Lenguaje Generales

Durante el curso, los estudiantes podrán:


Updated 10/07/2011

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

material discutido en el curso relacionado con páginas Web y a la Internet.

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

funciones avanzadas de diseño y creación de páginas Web y CMSs.

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

relacionados con páginas Web, Internet, y mercadeo Web e interpretarán su

significado con exactitud.

d. Escribir: Los estudiantes escribirán sin errores gramaticales, ensayos, cartas,

presentaciones y otros documentos en páginas Web, CMSs, y mercadeo Web

utilizando vocabulario técnico.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de

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

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

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

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

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

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

Descripción del Proceso de Evaluación:

Diseño de un proyecto de CMS 40%

Escoja un tema a publicar y el propósito (objetivo)

Asegúrese de que cumple con los requisitos establecidos en la Matriz

Valorativa para Evaluar Proyecto de CMS (Anejo C).

Entregará la/s página/s impresas a colores y grabadas en un medio


Updated 10/07/2011

magnético.

En vista de que no necesariamente se contará con un programa

especializado para la creación y administración del contenido de una

página, se acepta que la misma sea grabada en formato HTML disponible

en los programas de Microsoft Office.

Portafolio del curso 30%

Consta de:

Diarios reflexivos

Al finalizar cada taller, debe completar y entregar al/a la facilitador/a el

Diario Reflexivo (Anejo D). El mismo se le devolverá con comentarios

(si aplican) para que lo tenga en su portafolio.

Asignaciones o tareas a realizar antes del taller

Actividades realizadas en el salón

Reflexión final

Debe prepararla como parte de la asignación del cuarto taller para incluirla

en el portafolio que entregará en el quinto y último taller. Para criterios de

evaluación del portafolio, ver Matriz Valorativa (Anejo E), que incluye

una lista de cotejo para contenido mínimo de tareas a realizar antes del

taller y actividades en el salón que deben ser incluidas.

Presentación oral del proyecto 10%

Ver Matriz Valorativa para la Presentación Oral del Proyecto de CMS

(Anejo F). La presentación oral será bien breve (15 minutos máximo).

Asistencia y asignaciones 20%

Por cada ausencia se resta un 2% de la nota. Con dos ausencias o más,

usted puede ser dado de baja administrativamente.

Para cada taller usted deberá completar cualquier tarea asignada. Por cada

asignación que no se entrega, se resta 2% de esta nota. A las asignaciones

entregadas tarde se le resta 1%, si se entrega en el próximo taller. Si se

entrega más tarde del próximo taller, no recibirá puntuación.

Al final del módulo se encuentra un Resumen de Notas (Anejo M), donde

puede anotar sus puntuaciones.


Updated 10/07/2011

Debe de integrar el uso del laboratorio de lenguaje o laboratorio de lenguaje electrónico

en las matrices valorativas de evaluación. Las matrices valorativas del lenguaje para

escuchar, hablar, leer, y escribir se integran en el avalúo de los estudiantes. Ver Anejo A

para las matrices valorativas a usarse. Para evaluar trabajos escritos en los dos idiomas,

el facilitador deberá usar el “Writing Process: Six Writing Traits Rubrics” que aparecen

en el Anejo B. Cada estudiante deberá preparar un portafolio en formato digital. Previo

al comienzo del curso, el/la facilitador/a colocará en Blackboard una copia de la última

edición oficial del manual de portafolio (en inglés, “Performance Portfolio Assessment

Handbook”). Durante el primer taller, el/la facilitador/a discutirá en detalle el proceso y

las expectativas del uso del portafolio digital para demostrar el progreso académico y

lingüístico, de manera que los estudiantes puedan alcanzar la meta de convertirse en

profesionales bilingües.

Escala:

100 – 90 A

89 – 80 B

79 – 70 C

69 – 60 D

59 - 0 F

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

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

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

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

Comisión de Educación Independiente de la Florida.

http://bibliotecavirtualut.suagm.edu/


Updated 10/07/2011

Libro(s)

Ament, K. (2007). Single Sourcing: Building Modular Documentation. William Andrew

Publishing. ISBN-13: 9780815514916. ISBN: 0815514913. Precio: $47.95

Ferguson, A. (2006). Creating Content Management Systems in Java. Boston: Charles

River Media (Programming Series) & Thomson Delmar Learning. ISBN-10:

1584504668. ISBN-13: 978-1584504665. Precio: $32.97

Hinkle, D., Stewart, K., Graves, P. R., Mayhall, A., Juarez, J., & Carter, J. (2010).

Microsoft Office 2010: A lesson approach. Career Education.

ISBN-10: 0077454898. ISBN-13: 978-0077454890. Precio: $73.05

Karlins, D. (2009). Dreamweaver CS4 (Spanish Edition). México, D.F.: McGraw-Hill.

ISBN: 978-607-15-0217-9. Price: $29.61

Laudon, K. C. (2009). Management information systems. Pearson Education.

ISBN-13: 9780136093688. Precio: $99.95

Manning, C., & Swinson, C. M. (2011). Microsoft Office 2010: A skills approach.

McGraw-Hill College. ISBN-10: 007739500X. ISBN-13: 978-0077395001.

Precio: $112.20

O’Leary, T., & O’Leary, L. (2010). Microsoft Office 2010: A case approach,

Introductory (O'Leary). Career Education. ISBN-10: 0073519308. ISBN-13: 978-

0073519302. Precio: $96.33

Shelly, G. B., Cashman, T. J., & Vermaat, M. E. (2007). Microsoft Office 2007: Essential

Concepts and Techniques. Boston: Thomson Learning. ISBN-10: 1-4188-4374-1.

ISBN-13: 978-1-4188-4374-8. Precio: $44.98


Updated 10/07/2011

Libro(s) Electrónico(s)

11 usability principles for CMS product. KM Column. Artículo interesantísimo que

habla de la utilidad de CMS y resume algunos principios esenciales de utilidad

de CMS. Accedido el 19 de julio de 2007, de http://www.steptwo.com.au

A Development and Deployment Framework for Distributed Branch & Bound. Este

artículo incluye información y términos asociados a proveedores de servicios de

publicación de páginas de la Web (Web hosting). Accedido el 3 de octubre de

2011, de http://cs.ucsb.edu/~cappello/290b-2010-

Winter/lectures/branchAndBound/aam_cappello.pdf

Anónimo. (2007). Network Publishing. Accedido el 25 de octubre de 2011, de Biblioteca

Virtual de la Universidad del Turabo.

Claves para una web de alto rendimiento. Artículo de la Microsoft sobre planificación y

definir públicos a los que va dirigida la página. Accedido el 6 de julio de 2007,

de

http://www.microsoft.com/spain/empresas/internet/web_rendimiento.mspx?pf=tr

ue

Cómo aprovechar su gestor de contenidos para tener una Web bien posicionada en

buscadores. Primera parte. Una implementación adecuada de un gestor de

contenidos permitirá la creación de contenidos indexables y óptimamente

posicionados en los buscadores. Accedido el 13 de junio de 2007, de

http://www.microsoft.com/spain/empresas/internet/gestor_contenidos.mspx?pf=tr

ue

Cómo aprovechar su gestor de contenidos para tener una Web bien posicionada en

buscadores. Segunda parte. Una implementación adecuada de un gestor de

contenidos permitirá la creación de contenidos indexables y óptimamente

posicionados en los buscadores. Accedido el 13 de junio de 2007, de

http://www.microsoft.com/spain/empresas/internet/gestor_contenidosII.mspx?pf=

true

http://www.steptwo.com.au/

http://cs.ucsb.edu/~cappello/290b-2010-Winter/lectures/branchAndBound/aam_cappello.pdf


http://www.microsoft.com/spain/empresas/internet/web_rendimiento.mspx?pf=true


http://www.microsoft.com/spain/empresas/internet/gestor_contenidos.mspx?pf=true





Updated 10/07/2011

Cómo atraer la audiencia con títulos atractivos. Artículo que hace recomendaciones

sobre frases atractivas y otras recomendaciones para redactar títulos que captan la

atención. Accedido el 26 de octubre de 201, de http://www.technshare.com/how-

to-entice-your-readers-with-catchy-headlines/

Cómo escoger un proveedor de “hosting”? El autor de este artículo describe las formas

correctas de escoger un proveedor de servicio “hosting” para publicar su página

de la Web. Accedido el 3 de octubre de 2011, de http://daniel-

mesa.suite101.net/como-escoger-a-nuestro-proveedor-de-hosting-a35186

Cómo medir y mejorar el rendimiento de una Web. Artículo de la Microsoft que destaca

la importancia de los objetivos o metas de las páginas. Accedido el 3 de julio de

2007, de

http://www.microsoft.com/spain/empresas/guias/posicionamiento/medir_rendimi

ento.mspx

Ad Content and Style Guidelines. Artículo que destaca la importancia del nombre de su

página Web y presenta reglas del uso de palabras clave en los títulos para lograr

un óptimo posicionamiento en buscadores. Accedido el 26 de octubre de 2011, de

http://advertising.microsoft.com/small-business/search-advertising/ad-content-

guidelines

¿Cómo ser indexado con éxito en los buscadores? Artículo que resume el método más

rápido y efectivo para indexar nuestra página en los principales buscadores.

Accedido el 3 de julio de 2007, de

http://www.microsoft.com/business/es-

es/Content/Paginas/article.aspx?cbcid=402

Consejos prácticos para mejorar la experiencia de usuario de tu página Web. Artículo

que enumera algunos consejos para que el usuario de la red realice los menos

esfuerzos posibles y obtenga los mejores resultados. Accedido el 10 de julio de

2007, de http://www.mendeley.com/research/consejos-prcticos-para-mejorar-la-

experiencia-de-usuario-de-tu-pgina-web/

http://www.technshare.com/how-to-entice-your-readers-with-catchy-headlines/


http://daniel-mesa.suite101.net/como-escoger-a-nuestro-proveedor-de-hosting-a35186


http://www.microsoft.com/spain/empresas/guias/posicionamiento/medir_rendimiento.mspx


http://advertising.microsoft.com/small-business/search-advertising/ad-content-guidelines


http://www.microsoft.com/business/es-es/Content/Paginas/article.aspx?cbcid=402


http://www.mendeley.com/research/consejos-prcticos-para-mejorar-la-experiencia-de-usuario-de-tu-pgina-web/



Updated 10/07/2011

Content Management System. Artículo que presenta un video y define CMS y otros

términos relacionados. Accedido el 4 de octubre de 2011, de

http://www.fissionwebsystem.com/

Information seeking behaviour - Designing information that meets user’s needs.

Artículo sobre cómo satisfacer las necesidades de nuestros clientes. Accedido el

3 de octubre de 2011, de http://informationr.net/tdw/publ/papers/acuril.html

Dónde pone los ojos el lector de una newsletter. Artículo de la Microsoft con

sugerencias útiles para enfocar contenido en la preparación de periódicos, muy

buenos consejos para crear cualquier tipo de página. Accedido el 10 de julio de

2007, de

http://www.microsoft.com/spain/empresas/marketing/lector_newsletter.mspx?pf

=true

Dreamweaver: Probablemente el mejor editor de páginas web para diseñadores que

busquen resultados profesionales. Artículo con una descripción de los elementos

que componen habitualmente un diseño y las características principales que

podemos encontrar en ellos. Accedido el 4 de octubre de 2011, de

http://www.desarrolloweb.com/articulos/332.php

Elementos de navegación que no deben faltar en un sitio Web. Artículo sobre los

elementos que el público espera encontrar en las páginas Web que le facilitan la

navegación. Accedido el 26 de junio de 2007, de

http://www.tecsisa.com/index.igw?item=1594&lang=es_ES&site=1

El posicionamiento en buscadores: Detallando su significado. Artículo que ayuda a

entender cómo los motores de búsqueda generan los resultados. Accedido el 4 de

octubre de 2011, de


Enlaces para conocer productos disponibles para CMS:

http://www.ayanet.es/default.aspx?info=000023

http://www.stellent.com/es/productos/ucm/web/ES_UCMWCM

http://www.internet-factory.es/email-marketing.html

http://msdn2.microsoft.com/en-us/library/aa830818(d=printer).aspx

Ética en Internet: Prestigio en posicionamiento Web y diseño de páginas Web. Accedido


http://informationr.net/tdw/publ/papers/acuril.html

http://www.microsoft.com/spain/empresas/marketing/lector_newsletter.mspx?pf=true










Updated 10/07/2011

el 4 de octubre de 2011, de http://www.americainternet.cl/noticias/prestigio-en-

posicionamiento-web-y-diseno-paginas-web-47/

Everything Else: The top fifteen mistakes of first time Web design. Artículo que enumera

los errores más comunes al diseñar páginas en la Internet. Accedido el 10 de

julio de 2007, de http://doghause.com/top15.asp

Gestión de los contenidos de la Web. Artículo introductorio sobre CMS, su aplicación y

ventajas. Accedido el 13 de junio de 2007, de

http://www.stellent.com/es/soluciones/contenidos/wcm/index.htm

Herramientas de software libre para la gestión de contenidos. Artículo introductorio e

interesante sobre el contenido de páginas y la herramienta de CMS para

administrar ese contenido. Accedido el 25 de julio de 2007, de

http://www.hipertext.net/web/pag258.htm

Introducción al diseño gráfico. Breve recuento histórico de cómo surge el diseño

gráfico. Accedido el 26 de junio de 2007, de


KM Column: So, what is a content managemente system? Artículo que define CMS,

y presenta los beneficios y otros aspectos importantes de contenido de páginas.

Accedido el 10 de julio de 2007, de http://www.steptwo.com.au

Know your audience. Artículo que define los tipos de audiencia y presenta sugerencias

para valorar esa audiencia. Accedido el 4 de octubre de 2011, de

http://www.sba.muohio.edu/hwi/audience.htm

La arquitectura digital de Internet como factor criminógeno: Estrategias de prevención

frente a la delincuencia virtual. International e-Journal of Criminal Science.

Accedido el 3 de octubre de 2011, de

http://www.ehu.es/ojs/index.php/inecs/article/view/262/259

http://www.americainternet.cl/noticias/prestigio-en-posicionamiento-web-y-diseno-paginas-web-47/


http://doghause.com/top15.asp








Updated 10/07/2011

Las palabras clave: La estrategia de toda campaña de posicionamiento en buscadores.

Artículo que sugiere que para todo proceso de elección de palabras clave hay tres

pasos. Accedido el 3 de julio de 2007, de

http://www.microsoft.com/spain/empresas/guias/posicionamiento/palabras_clave.

mspx

Proyecto Fin de Carrera: Sistema para proteger la privacidad de los usuarios de los

motores de búsqueda de Internet. Este documento provee información referente a

los sistemas disponibles para proteger la privacidad de los usuarios mientras

buscan información en la Web. Accedido el 3 de octubre de 2011, de

http://openaccess.uoc.edu/webapps/o2/bitstream/10609/7782/1/jpuga_memoria.pd

f

Seven Stages of the Content Lifecycle. Artículo sobre el ciclo de vida del contenido de

páginas en CMS. Accedido el 19 de junio de 2007, de

http://www.cmsreview.com/States/

Sistemas de gestión de contenido (CMS). Artículo introductorio sobre CMS, algo de

historia, tipos de CMS. Accedido el 4 de octubre de 2011, de

http://www.slideshare.net/delineas/introduccin-a-los-sistemas-de-gestion-de-

contenidos-cms

Study: Content Management Tools Fail. Artículo sobre fallas en CMS. Accedido el 13

de junio de 2007, de http://atnewyork.com/news/print.php/1690881

Tener la primera posición en Google… gestión de contenidos páginas Web. Artículos

que dan recomendaciones para obtener las primeras posiciones en este buscador.

Accedidos el 13 de junio de 2007, de

http://www.ilatina.es/gestion-contenidos-paginas-web/2-6-7-6.htm

http://www.ilatina.es/gestor-contenidos-web-cms/2-7-7-7.htm

http://www.microsoft.com/spain/empresas/guias/posicionamiento/palabras_clave.mspx


http://openaccess.uoc.edu/webapps/o2/bitstream/10609/7782/1/jpuga_memoria.pdf



http://www.slideshare.net/delineas/introduccin-a-los-sistemas-de-gestion-de-contenidos-cms


http://atnewyork.com/news/print.php/1690881




Updated 10/07/2011

http://www.ilatina.es/gestor-contenidos-coruna/1-1-1-0.htm?

http://www.ilatina.es/claves-posicionamiento-google/2-9-1-9.htm

http://www.ilatina.es/posicionamiento-web/2-43-1-43.htm

http://www.ilatina.es/estrategias-posicionamiento-google-otros-buscadores/2-15-

1-15.htm

http://www.ilatina.es/mejorar-posicionamiento/2-55-1-55.htm

Webs indexables: Nacidas para competir (y ganar) en los buscadores. Artículo que

presenta algunas recomendaciones para obtener un buen puesto en los resultados

de los buscadores de la Internet. Accedido el 3 de julio de 2007, de

http://www.microsoft.com/spain/empresas/internet/webs_indexables.mspx

Web Site Planning Overview. Artículo sencillo que ilustra la importancia de la

planificación de las páginas en la Internet. Accedido el 4 de octubre de 2011, de

http://www.htmlbasictutor.ca/website-planning.htm

What makes a good home page? Artículo que ofrece características de una buena página

en la Internet. Accedido el 4 de octubre de 2011, de

http://werbach.com/web/page_design.html




http://www.ilatina.es/estrategias-posicionamiento-google-otros-buscadores/2-15-1-15.htm







Updated 10/07/2011

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará


Updated 10/07/2011

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

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

asignada. El facilitador ajustará la nota de las tareas repuestas.

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

siguientes opciones:

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

grado.

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

nota existente en dos grados.

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

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

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

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

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

excelencia. Los estudiantes también recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las


Updated 10/07/2011

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que

sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM

de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

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

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

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

implica que TODOS los trabajos tienen que ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso

de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes

deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de

documentos y trabajos pues va en contra de la ética profesional.

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

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

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

cambios a los estudiantes al principio del primer taller.

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

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


Updated 10/07/2011

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

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

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

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

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

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

Algunas de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

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

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

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

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

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

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 10/07/2011

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

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

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

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

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

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

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

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

enlace:

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

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

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

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

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

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

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

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


Updated 10/07/2011

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

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

aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

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

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

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

en contexto y no en hechos aislados.


Updated 10/07/2011

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

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

modelos.

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

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

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

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

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

la calidad de su aprendizaje.

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

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

múltiples perspectivas que existen en el mundo.

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


Updated 10/07/2011

STUDY GUIDE

Course Title: Optimized Content Management

Code: OTEM 415

Credits:

Time Length: Five weeks

Pre-requisite: OTEM 405

Description:

Study of the principles and practices for the design, development, and maintenance of

virtual projects for audiences of all types and sizes. The course presents a unique strategy

that combines three critical elements of the Optimized Content Management: Processes,

technology, and people.

General Content Objectives:

At the end of this course, you will be able to:

1. Define basic concepts related to Content Management System (CMS).

2. Identify the importance of the information posted on the Internet.

3. Investigate the essential elements and components of content management

(CMS).

4. List the features and advantages of a content management system (CMS).

5. Outline the components of a page from the Internet, and the purpose for which it

was created.

6. Determine the stages in the life cycle of CMS.

7. Identify clear objectives as a basis for planning your page.


Updated 10/07/2011

8. Summarize the importance of the need to organize the data ("metadata)" as the

content of sites grows.

9. Analyze content varies with the purpose of evaluating whether they meet their

goal.

10. Describe essential navigation elements for designing pages using CMS.

11. Identify the key features of the design of web pages with CMS.

12. Explain the general aspects of Web pages, such as color, contrast, focus, writing

titles, font and others.

13. Recognize the importance of planning and designing the page as an initial step for

CMS.

14. Identify the audience who runs the site prepared with CMS.

15. Identify good titles and phrases to describe briefly what the page is about.

16. Recognize the way to write attractive Web page titles for people who surf the

Internet.

17. Explain the best form for promoting products or services efficiently on the Web.

18. Recognize the needs of the user through the website.

19. Distinguish the importance of positioning the CMS page created with Web search

engines.

20. Investigate the process to publish a page on the Internet with your Internet service

provider (ISP).

21. Identify the importance of ensuring the security and privacy of users of Internet

pages.

22. Identify the importance of ethical aspects on the Internet.


Updated 10/07/2011

General Language Objectives:

During this course, the student will be able to:

a. Listening: Be attentive to lectures, formal presentations, and or conversations

related to optimized content management.

b. Speaking: Debate the Content Management System in a formal discussion.

c. Reading: Synthesize the most updated findings and/or information on

Content Management System (CMS).

d. Writing: Compose varied documents on Content Management System.

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

Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they

have complied with 10 hours of language lab or e-lab usage for each language

(English and Spanish) per course. This equates to the use of the language lab or

e-lab for two hours weekly for each language per course. The facilitator may

require a higher number of hours for language lab practice based on the language

needs for listening, speaking, reading, and writing skills in either or both

languages. The total amount of language lab or e-lab hours is integrated in

the activities for each workshop in the module.

Description of the Evaluation Process:

Designing a CMS project 40%

• Pick a topic to publish and the purpose (goal)

• Make sure you meet the criteria stated in the CMS Project rubric(Appendix C).

• Hand-in the color printed and recorded page(s) on magnetic media.


Updated 10/07/2011

• Given that you do not necessarily have a specialized program for creating and

managing the contents of a page, it will be recorded in HTML format available in

Microsoft Office programs.

Course Portfolio 30%

Each student must prepare a digital portfolio. Prior to the first workshop, the

facilitator should place the last edition of the official Digital Performance

Portfolio Assessment Manual. During the first workshop, the facilitator must

discuss in detail the process and expectations of the use of the digital portfolio to

demonstrate linguistic and academic progress to achieve the goal of becoming a

dual language professional.

Project Oral Presentation 10%

See the CMS Project Oral Presentation Rubric (Appendix F). The oral

presentation will be brief (or 15 minutes presentation).

Attendance and assignments 20%

For each absence 2% of the grade will be reduced. With two or more absences, you may

be administratively discharged. For each workshop you must complete any task assigned.

For each assignment that is not delivered, 2% of this grade will be subtracted. Late

assignments will be reduced by 1% of the grade if delivered in the next workshop. If an

assignment is delivered later than the next workshop, it will receive no score. The

Summary of Grades (Appendix M) rubric may be used for recording the scores.

Integrate the use of the language lab and e-lab to all evaluation rubrics used in the

instructional module. The language rubrics for listening, speaking, reading, and writing

provided in Appendix A are integrated to assess student performance in all courses. The


Updated 10/07/2011

Writing Process: Six Writing Traits Rubrics provided in Appendix B must be used to

evaluate all writing activities in both languages in all courses.

Scale:

100 – 90 A

89 – 80 B

79 – 70 C

69 – 60 D

59 - 0 F

Book(s)

Ament, K. (2007). Single Sourcing: Building Modular Documentation. William Andrew

Publishing. ISBN-13: 9780815514916. ISBN: 0815514913. Price: $47.95

Ferguson, A. (2006). Creating Content Management Systems in Java. Boston: Charles

River Media (Programming Series) & Thomson Delmar Learning. ISBN-10:

1584504668. ISBN-13: 978-1584504665. Price: $32.97

Hinkle, D., Stewart, K., Graves, P. R., Mayhall, A., Juarez, J., & Carter, J. (2010).

Microsoft Office 2010: A lesson approach. Career Education.

ISBN-10: 0077454898. ISBN-13: 978-0077454890. Price: $73.05

Karlins, D. (2009). Dreamweaver CS4 (Spanish Edition). México, D.F.: McGraw-Hill.

ISBN: 978-607-15-0217-9. Price: $29.61

Laudon, K. C. (2009). Management information systems. Pearson Education.

ISBN-13: 9780136093688. Price: $99.95

Manning, C., & Swinson, C. M. (2011). Microsoft Office 2010: A skills approach.

McGraw-Hill College. ISBN-10: 007739500X. ISBN-13: 978-0077395001.

Price: $112.20


Updated 10/07/2011

O’Leary, T., & O’Leary, L. (2010). Microsoft Office 2010: A case approach,

Introductory (O'Leary). Career Education. ISBN-10: 0073519308. ISBN-13: 978-

0073519302. Price: $96.33

Shelly, G. B., Cashman, T. J., & Vermaat, M. E. (2007). Microsoft Office 2007: Essential

Concepts and Techniques. Boston: Thomson Learning. ISBN-10: 1-4188-4374-1.

ISBN-13: 978-1-4188-4374-8. Price: $44.98

E-Book (s)

How to Entice your Readers with Catchy Headlines. This article includes

recommendations on eye-catching phrases and other tips for writing attractive

titles. http://www.technshare.com/how-to-entice-your-readers-with-catchy-

headlines/

11 usability principles for CMS product. KM Column. Interesting article about the CMS

Use and some main CMS usage. Retrieved July 19, 2007, from

http://www.steptwo.com.au

A Development and Deployment Framework for Distributed Branch & Bound. This

journal includes information and terminology about Web hosting service

providers. Retrieved October 3, 2011, from http://cs.ucsb.edu/~cappello/290b-

2010-Winter/lectures/branchAndBound/aam_cappello.pdf

Anonymous. (2007). Network Publishing. Retrieved October 25, 2011, from University

of Turabo Virtual Library.

Claves para una web de alto rendimiento. This Microsoft article is about planning and

defining the page audience. Retrieved July 6, 2007, from


ue









Updated 10/07/2011

¿Cómo aprovechar su gestor de contenidos para tener una Web bien posicionada en

Buscadores? Primera parte. A proper implementation of a content management

system will create indexable content and optimal positioning in search engines.

Retrieved June 13, 2007, from

http://www.microsoft.com/spain/empresas/internet/gestor_contenidos.mspx?pf=tr

ue

¿Cómo aprovechar su gestor de contenidos para tener una Web bien posicionada en

Buscadores? Segunda parte. A proper implementation of a content management

system will create indexable content and optimal positioning in search engines.


http://www.microsoft.com/spain/empresas/internet/gestor_contenidosII.mspx?pf=

true

¿Cómo escoger un proveedor de “hosting”? This article includes ideas for understanding

the how to select a “hosting” service provider for publishing Web pages.

Retrieved October 3, 2011, from http://daniel-mesa.suite101.net/como-escoger-a-

nuestro-proveedor-de-hosting-a35186

¿Cómo medir y mejorar el rendimiento de una Web? Microsoft article that highlights the

importance of the objectives or goals of the pages. Retrieved July 3, 2007, from

http://www.microsoft.com/spain/empresas/guias/posicionamiento/medir_rendimie

nto.mspx

Ad Content and Style Guidelines. The article highlighting the importance of the name of

your Web page and presents rules for the use of keywords in titles for optimal

search engine positioning. Retrieved October 26, 2011, from










Updated 10/07/2011


guidelines

¿Cómo ser indexado con éxito en los buscadores? This reading summarizing the fastest

and most effective method to index our site on major search engines. Retrieved

July 3, 2007, from


Consejos prácticos para mejorar la experiencia de usuario de tu página Web. This

article lists some tips for network users to use to make the least effort and get the

best results. Retrieved July 10, 2007, from

http://www.mendeley.com/research/consejos-prcticos-para-mejorar-la-


Content Management System. The document includes a video and definitions on CMS

and other related terminology. Retrieved October 4, 2011, from


Diseño Gráfico. Item with a description of the current design elements and the main

features we find in them. Retrieved July 5, 2007, from


Dónde pone los ojos el lector de una newsletter. Microsoft article with productive ideas

for focusing on content while preparing periodicals and creating any type of Web

pages. Retrieved July 10, 2007, from

http://www.microsoft.com/spain/empresas/marketing/lector_newsletter.mspx?pf=

true







http://wwww.desarrolloweb.com/articulos/1277.php




Updated 10/07/2011

Elementos de navegación que no deben faltar en un sitio Web. Article about the

Navigation elements the audience expects to find within the Web. Retrieved

June 26, 2007, from


El posicionamiento en buscadores: Detallando su significado. An article that helps you

understand how search engines generate results. Retrieved October 4, 2011,

from http://www.microsoft.com/business/es-


Enlaces para conocer productos disponibles para CMS (Web links for understanding

available CMS products):





Ética en Internet: Prestigio en posicionamiento Web y diseño de páginas Web. Retrieved

October 4, 2011, from http://www.americainternet.cl/noticias/prestigio-en-


Everything Else: The top fifteen mistakes of first time Web design. This article lists some

common errors when designing Web pages. Retrieved July 10, 2007, from


Gestión de los contenidos de la Web. Preparatory article on CMS, its advantages, and

application. Retrieved June 13, 2007, from


Herramientas de software libre para la gestión de contenidos. Initial, interesting













Updated 10/07/2011

document on Web page content and the CMS tools for managing that content.

Retrieved July 25, 2007, from


Information seeking behaviour - Designing information that meets user’s needs. This

reading includes ideas on how to satisfy the needs of our customers. Retrieved

October 3, 2011, from http://informationr.net/tdw/publ/papers/acuril.html

Introducción al diseño gráfico. A brief graphic design history. Retrieved June 26, 2007,

from http://www.desarrolloweb.com/articulos/1276.php

KM Column: So, what is a content managemente system? This reading describes CMS

and includes information on the benefits and core content pages aspects.

Retrieved July 10, 2007, from http://www.steptwo.com.au

Know your audience. This article includes a detail on different types of audiences and

their significance. Retrieved October 4, 2011, from




Retrieved October 3, 2011, from


Las palabras clave: la estrategia de toda campaña de posicionamiento en buscadores.

This article is a suggestion three steps are necessary for selecting keywords.



mspx











Updated 10/07/2011

motores de búsqueda de Internet. This journal includes information on available

systems for protecting the privacy of users during Web search. Retrieved October

3, 2011, from


f

Seven Stages of the Content Lifecycle. An explanation on life cycle of the content of

CMS Web pages. Retrieved June 19, 2007, from


Sistemas de gestión de contenido (CMS). Introductory journal on CMS history and types.

Retrieved June 13, 2007, from http://www.slideshare.net/delineas/introduccin-a-

los-sistemas-de-gestion-de-contenidos-cms

Study: Content Management Tools Fail. An explanation of CMS failures. Retrieved

June 13, 2007, from http://atnewyork.com/news/print.php/1690881

Tener la primera posición en google… gestión de contenidos páginas Web. Few articles

that include recommendations for accomplishing the top browser position.








1-15.htm















Updated 10/07/2011


Webs indexables: nacidas para competir (y ganar) en los buscadores. Some

Recommendations for achieving the top Web search engine position. Retrieved

July 3, 2007, from


Web Site Planning Overview. Simple item that illustrates the importance of Web pages

planning. Retrieved October 4, 2011, from http://www.htmlbasictutor.ca/website-

planning.htm

What makes a good home page? The reading includes ideas on quality characteristics of

Web pages. Retrieved October 4, 2011, from








Updated 10/07/2011

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

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

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

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

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.

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

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


Updated 10/07/2011

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and/or make-up work.

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

following options:

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

level based on the student’s existing grade.

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

grade levels based on the student’s existing grade.

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

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

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

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

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

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

group. Students will also receive an individual grade for their work.


Updated 10/07/2011

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

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

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

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

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

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET or

UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

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

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

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

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

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

Faculty and Curriculum Director must approve such changes before the first day of

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

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

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

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


Updated 10/07/2011

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

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

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

the classrooms.

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

community established by the institution, and in this course.

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

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

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

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

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

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


Updated 10/07/2011

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

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

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

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

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for

several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

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


Updated 10/07/2011

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

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

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

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

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant

to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts.” The “parts” must be

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

primary concepts, not isolated facts.

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

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

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

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

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


Updated 10/07/2011

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

students with information on the quality of their learning.

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

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

of the world.

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


Updated 10/07/2011

TALLER UNO

Objetivos específicos de contenido:

Al finalizar el taller, los estudiantes podrán:

1. Definir conceptos básicos relacionados con la gerencia de contenido optimizado

(Content Management System, CMS por sus siglas en inglés).

2. Identificar la importancia de la información que se publica en Internet.

3. Investigar los elementos y componentes esenciales de la gerencia de contenido

(CMS).

4. Enumerar las características y ventajas de un sistema de gerencia de contenido

(CMS).

Objetivos específicos de lenguaje:

1. Escuchar: Escuchar los comentarios hechos por otros integrantes del grupo

referente a los errores cometidos al preparar páginas de la Web.

2. Hablar: Explicar cuáles son los errores más comunes al momento de diseñar

páginas de Internet.

3. Leer: Buscar información en Internet referente a una buena página de Internet y

Sistema de Gerencia de Contenido (CMS) y leerla cuidadosamente.

4. Escribir: Describir lo que es el sistema de Gerencia de Contenido (CMS) y sus

usos.

Enlaces electrónicos:

KM Column: So, what is a content managemente system? Artículo que define CMS,

y presenta los beneficios y otros aspectos importantes de contenido de páginas.

Accedido el 10 de julio de 2007, de http://www.steptwo.com.au

Gestión de los contenidos de la Web. Artículo introductorio sobre CMS, su aplicación y

ventajas. Accedido el 13 de junio de 2007, de


Sistemas de gestión de contenido (CMS). Artículo introductorio sobre CMS, algo de

historia, tipos de CMS. Accedido el 4 de octubre de 2011, de

http://www.slideshare.net/delineas/introduccin-a-los-sistemas-de-gestion-de-

contenidos-cms






Updated 10/07/2011

Content Management System. Artículo que presenta un video y define CMS y otros

términos relacionados. Accedido el 4 de octubre de 2011, de


What makes a good home page? Artículo que ofrece características de una buena página

en la Internet. Accedido el 4 de octubre de 2011, de


Study: Content Management Tools Fail. Artículo sobre fallas en CMS. Accedido el 13

de junio de 2007, de http://atnewyork.com/news/print.php/1690881

Everything Else: The top fifteen mistakes of first time Web design. Artículo que enumera

los errores más comunes al diseñar páginas en la Internet. Accedido el 10 de

julio de 2007, de http://doghause.com/top15.asp

Consejos prácticos para mejorar la experiencia de usuario de tu página Web. Artículo

que enumera algunos consejos para que el usuario de la red realice los menos

esfuerzos posibles y obtenga los mejores resultados. Accedido el 10 de julio de

2007, de http://www.mendeley.com/research/consejos-prcticos-para-mejorar-la-


Enlaces para conocer productos disponibles para CMS:





Asignaciones antes del taller:

Instrucciones:

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

2. Busque en Internet o en cualquier fuente de referencia disponible, qué es un

Sistema de Gerencia de Contenido (CMS).

3. Busque en Internet o en cualquier fuente de referencia disponible, qué distingue a

una buena página de Internet.













Updated 10/07/2011

4. Lea y venga preparado/a para compartir con el resto del grupo, sus hallazgos

acerca de cuáles son los errores más comunes al momento de diseñar páginas de

Internet.

5. Consiga por lo menos tres nombres de programas (software) que se utilicen para

la gerencia de contenido (CMS).Describa brevemente cada software llenando el

Anejo G. Prepare un ensayo de cinco párrafos, en formato APA donde se diga lo

que es el sistema de Gerencia de Contenido (CMS) y sus usos.

6. Desarrollar una lista donde se especifica los errores más comunes al momento de

diseñar páginas de Internet.

Vocabulario clave de la lección:

1. Sistema de Gerencia de Contenido (CMS)

2. Internet

3. página Web

Lista de materiales suplementarios para el taller:

1. Biblioteca Virtual de la Universidad del Turabo

2. Carpeta “Discussion Board” de Blackboard

3. Enlace “Messages” de la carpeta “Communication” de Blackboard


Updated 10/07/2011

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

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

_√_ Práctica Dirigida

_√_ Práctica Independiente

_√_ Instrucción Comprensible

_√_ Grupos Pequeños

___ Pares

_√_ Trabajo Independiente

_√__ Hablar

_√__ Leer

_√__ Escribir

_√_ Significativas y Relevantes

_√_ Rigurosas

_√_ Alineadas a los Objetivos

_√_ Promueven Participación

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Meta-cognoscitivo

_√_ Socio/Afectivo


Updated 10/07/2011

Actividades integradas:

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

(Contenido y Lenguaje):

1. El facilitador o facilitadora dará la bienvenida a los estudiantes. Se discutirán los

criterios de evaluación, se atenderán otros asuntos administrativos y se seleccionará al

Representante Estudiantil para la clase.

2. Entre todos/as, se comentará sobre la siguiente afirmación:

“Un CMS es 20% el programa que se compra y el equipo

que se necesita para trabajar esa programación y 80% el

proceso de las personas que implementan la estrategia

gerencial del contenido.”

3. Usando el enlace “Messages” de la carpeta “Communication” de

Blackboard, los estudiantes contestarán las siguientes preguntas

con base en lo leído para este taller:

a. ¿Qué significa CMS?

b. ¿Mencione algunos programas que se pueden utilizar para

trabajar con contenidos de páginas?

c. ¿Se pueden crear y publicar páginas sin programas

especializados en CMS?

d. ¿Por qué es importante tener una estrategia gerencial del

contenido de páginas? ¿Qué conlleva esa estrategia?

4. En la pizarra, tres o cuatro estudiantes escribirán la definición que encontraron

para CMS. El resto del grupo compartirá aquellos aspectos que encontraron y que

no aparecen en las definiciones escritas en la pizarra. Entre todos, se seleccionará

la definición más completa de un CMS.

5. El facilitador dividirá el grupo en dos o tres subgrupos. Cada subgrupo

compartirá sus hallazgos sobre las características que distinguen una buena página

de la Internet, y sobre los errores más comunes al diseñar páginas web. Cada

grupo, escribirá un resumen de las características de una buena página de la

Internet y de los errores más comunes. El facilitador o la facilitadora solicitará a

cada grupo que lea su lista. Habrá un anotador o anotadora que resumirá en la


Updated 10/07/2011

pizarra lo discutido en la actividad para que así el grupo tenga la lista completa.

6. Los estudiantes mencionarán algunos de los programas (software) disponibles

para CMS con una breve descripción y comentarios.

7. El facilitador dividirá la clase en grupos de tres o cuatro estudiantes. Los grupos

compartirán las ideas de los programas que se usan para la gerencia de contenido

(CMS); luego, un integrante de cada grupo describirá las ideas colectivas del

grupo. Los otros grupos escucharán, tomarán notas, y debatirán con el grupo que

está exponiendo si están de acuerdo o no con lo presentado oralmente.

8. El (la) facilitador(a) creará una pregunta de discusión a través de la carpeta

“Discussion Board” de Blackboard. (Por ejemplo: ¿Qué es CMS y para qué se

usa?) Los estudiantes contestan la pregunta individualmente independientemente.

9. Los estudiantes en forma grupal, jugarán “Popcorn.” En este juego los

estudiantes se levantan (uno a uno) para presentar una idea referente a CMS. El

juego termina cuando todos los integrantes del grupo hayan expuesto una idea.

10. Individualmente y usando el cartapacio “Messages” de Blackboard, los

estudiantes envían un mensaje a él (la) facilitador(a) para exponer sus dudas

referente al desarrollo de páginas de la Web o CMS.

Evaluación: (DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN SEGUNDO

IDIOMA)

1. Individual: Cada estudiante explicará al grupo uno de los objetivos aprendidos en

el taller.

2. Grupal: Los estudiantes harán preguntas al (la) facilitador(a) referente a posibles

dudas de los objetivos del taller. De no haber dudas, el(la) facilitador(a) hace

preguntas al grupo referentes a los objetivos del taller..

3. Escrito: Los estudiantes contestarán y entregarán al (la) facilitador(a) el Diario

Reflexivo (Anejo D) al finalizar el taller. Recuerde reproducir esta hoja, ya que la

usarás en los próximos talleres.

4. Oral/Auditivo: El (la) facilitadora) preguntará a los estudiantes que expresen

individualmente lo que aprendieron en el taller.


Updated 10/07/2011

Cierre del taller:

1. Individual: Los estudiantes completarán el Diario Reflexivo (Anejo D) para

resumir y explicar lo que aprendió en el taller.

2. Grupal: La clase se dividirá en grupos. Cada grupo preparará un resumen de lo

aprendido en este taller. Un integrante de cada grupo explicará a la clase lo que su

grupo aprendió durante el Taller Uno.


Updated 10/07/2011

WORKSHOP TWO

Specific Content Objectives:

After the workshop, you will be able to:

1. Outline the components of a page of the Internet and its purpose.

2. Determine the stages in the life cycle of CMS.

3. Identify clear objectives as a basis for planning a page.

4. Summarize the importance of the need to organize the data ("metadata)" as the content

of sites grows.

5. Analyze content varies with the purpose of evaluating whether they meet their goal.

Specific Language Objectives:

1. Listening: Students will listen to the issues related when creating a simple Web

site.

2. Speaking: Students will present and discuss the CMS life cycle.

3. Reading: Students will read and analyze the components of a CMS, and data

organization.

4. Writing: Students will write a list of features as explained in Appendix I.

Electronic Links (URLs):

What makes a good home page? The reading includes ideas on quality characteristics of

Web pages. Retrieved October 4, 2011, from


Everything Else: The top fifteen mistakes of first time Web design. This article lists some

common errors when designing Web pages. Retrieved July 10, 2007, from


Seven Stages of the Content Lifecycle. An explanation on life cycle of the content of




Updated 10/07/2011

CMS Web pages. Retrieved June 19, 2007, from


Herramientas de software libre para la gestión de contenidos. Initial, interesting

document on Web page content and the CMS tools for managing that content.



11 usability principles for CMS product. KM Column. Interesting article about the CMS

Use and some main CMS usage. Retrieved July 19, 2007, from

http://www.steptwo.com.au

Cómo medir y mejorar el rendimiento de una Web. Microsoft article that highlights the

importance of the objectives or goals of the pages. Retrieved July 3, 2007, from

http://www.microsoft.com/spain/empresas/guias/posicionamiento/medir_rendimie

nto.mspx

Assignments before the Workshop:

1. Select a page of the Internet, print it in color if it is possible, and bring it to the

class. Write the purpose of the page and a list of its components (i.e., links,

photos, etc.). Explain why you liked or did not like that page. Remember to

browse through that page to verify links and make other observations.

2. Think of a page you would like to create and state its purpose (to sell, inform,

advertise, etc.). Identify the components you would like to include in your page

(i.e., links, video, music, etc.). Prepare a concept map of how to distribute these

components (structural design) and the plan of navigation (links). See Appendix

H for an example. This is the beginning of your project.

3. Visit at least three pages on the Internet that look similar to the ones that you like

or the ones that you would like to create with a similar topic or purpose. Print

them out and check those components or features you would like to include in

your page. Write those things you would eliminate or add.







Updated 10/07/2011

4. Analyze the ads of Appendix I. In your opinion, which ad is the most appropriate

to publish on the Internet and why? Where would you post the rejected ad? Based

on your analysis, what features should a page have in order to be published in the

Internet? Use the “Messages” link of the Communication folder on Blackboard to

submit the answers to the above mentioned questions.

5. Use the University of Turabo Virtual Library, which is available from the e-lab on

Blackboard, and explore the cases of CMS. Select and analyze a case and present

one possible problem-solution. Write a short report about the problem-solution of

the selected case.6. Use the Internet for accessing the Walmart.com and

Amazon.com web pages. Compare and contrast both Web sites. Then, create a

Venn diagram to include the comparison and differences of both Web pages.

6. Based on activity 6, create a report to explain the comparison and similarities of

both Web pages. In addition, explain your recommendations to change and what

you like the most of both Web sites.

Key Core Vocabulary:

1. Web page content

2. CMS life cycle

3. Metadata

List of Supplementary Materials for the Workshop:

1. University of Turabo Virtual Library

2. “Discussion Board” folder on Blackboard

3. “Messages” tool from the “Communication” folder on Blackboard


Updated 10/07/2011

SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be

used in the workshop.

Integrated Activities:

1. Students will share the purpose and components of the page selected in the

assignments before the workshop and explain what they liked or disliked from the

page.

2. In groups, students will share their findings of the life cycle of content pages.

Based on the readings, each group will create a basic model of the stages in the

life cycle of CMS and explain each step. Then, groups will share their models

with others. Among all of the components of the life cycle of CMS that are

selected, every group will create a final model on the board. The model prepared

within every group and the final model must be included in the portfolio.

B. Scaffolding

_√_ Modeling

_√_ Guided Practice

_√_ Independent Practice

_√_ Comprehensible Input

C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners

_√_ Independent Work

D. Integration of Processes

_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on

_√_ Meaningful/Relevant

_√_ Rigorous

_√_ Link to Objectives

_√_ Promote Engagement

A. Preparation

_√_ Adaptation of Content

_√_ Links to Background Knowledge

_√_ Links to Past Learning

_√_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive

_√_ Meta-cognitive

_√_ Social/Affective


Updated 10/07/2011

3. The whole class will review the Announcement of Appendix I to list the features

that a page must contain in order to be published. The students will use the

Messages link of the Communications folder on Blackboard to submit the list.

4. Students will individually do the following activity. On the Internet they can

combine content, including but not limited to text, audio, video, interactive

animation, games, and more. Based on the goals, they must choose carefully the

content that supports the purpose. For example, they should consider when

deciding to use audio and video, among other things that users might not have at

attempting to view the page. On the other hand, too much content can distract

from the video purpose. Based on this, students will share with the rest of the

group some experiences they have had similar to those described above. How did

they feel? The purpose of this activity is to understand the importance of the

elements that are part of the contents of the page and their relationship to the

purpose.

5. Students will individually do the following activity as the content of sites grows;

content management (CMS) requires storing more information. A page with

different content types (text, images, video, audio, animation) that contains

different content categories (research, presenting news, etc.) needs to make use of

metadata (data about data), which facilitates shredding the data by categories.

Students must connect to the Internet and perform the steps to purchase any item

that interests them. They do not have to buy anything. They must analyze only the

forms that are emerging and must complete before checkout. How do they think

that these data are used by the company selling the product? Could "shred" or

separate the fields on each page? Do they think the content of the page facilitate

searching, data entry, and security to buy? Students must prepare a sheet with

these and other observations to share with the rest of the group.

6. Students will individually do the following activity: They must search the Internet

page with the following contents: "forum" (provides a way to discuss a particular

topic and usually have a moderator), "blog" (online diary), virtual gallery

(promoting skills and work art). They must print the home page of each of the

content and share their observations: Have you visited these pages before? How


Updated 10/07/2011

do you rate the elements on the page and its contents? Do you think that they

fulfill their purpose?

7. Once activity 6 is completed, students must review the concept map prepared

before the workshop and make sure their plan shows the page to be published.

The project planning should be done first on paper. Students must keep their

initial design plan simple and navigation clear. For an example, please refer to

Appendix H. Students can refer to the suggested items from workshop one:

Everything Else: The top fifteen mistakes of first Web design and What makes a

good home page? Students must submit their concept maps to the facilitator.

Before the next workshop, the facilitator will provide feedback on this task. This

task will be included in the portfolio.

8. Using Windows NotePad, students will create five flashcards. Each card will

include a question and an answer on Metadata, CMS life cycle, and Web page

content. Once the cards are complete, the students will print them out. The class

will be divided in groups of three or four student for playing a “Jeopardy” type

game.

9. The facilitator will allow students to analyze the steps to create a simple Web

page. Then, the class will be divided in two. One member of one group will state

a step for creating a Web site while the other group listens. If the step presented is

wrong, one student from the other group will make the necessary correction.

10. Students must use the University of Turabo Virtual Library (available from e-lab

of Blackboard) for researching on organizing data. They must identify and take

notes on this topic. They must create a short report of the findings.

Assessment:

1. Individual: The student will explain what they learned in class to the whole

group.

2. Group: The facilitator will formulate oral questions about the workshop

objectives to assess the group learning.


Updated 10/07/2011

3. Written: Students will perform a written evaluation, the reflective journal

(Appendix D) at the end of the workshop and hand it to the facilitator. Students

must reproduce this document because they will use it in upcoming workshops.

4. Oral/Listen: The facilitator will ask the class to express what they have learned

in the workshop. Students will respond individually.

Lesson Wrap-Up:

1. Individual: Students will complete the reflective journal (Appendix D) to explain

what they have learned in the workshop.

2. Group: Before the end of the workshop, the class will be divided in small groups

to assess of what they have learned in the workshop. One member of each group

will explain to the class what his or her group learned during the workshop.


Updated 10/07/2011

TALLER TRES



1. Describir aquellos elementos de navegación esenciales para el diseño de páginas

con CMS.

2. Identificar las características fundamentales del diseño de páginas en la Web con

CMS.

3. Explicar los aspectos generales de las páginas Web, tales como: color, contraste,

enfoque, redacción de títulos, tipografía y otros.

4. Reconocer la importancia de planificar y diseñar la página como paso inicial para

CMS.

5. Identificar la audiencia a quien dirige la página preparada con CMS.

Objetivos específicos de lenguaje

1. Escuchar: Presentar oralmente los hallazgos en cuanto a los elementos de

navegación que no deben faltar en un sitio Web.

2. Hablar: Explicar la importancia de planificar y diseñar una página.

3. Leer: Buscar información en la Biblioteca Virtual de la Universidad del Turabo,

desde la carpeta e-lab de Blackboard, referente a las características fundamentales

al diseñar páginas y casos reales donde se exponen problemas de organizaciones

de la vida real referente a problemas con el diseño de su página principal.

4. Escribir: Preparar una lista de recomendaciones de lo que se debe y no se debe

hacer al diseñar páginas de la Web con CMS.


Elementos de navegación que no deben faltar en un sitio Web. Artículo sobre los

elementos que el público espera encontrar en las páginas Web que le facilitan la

navegación. Accedido el 26 de junio de 2007, de


Introducción al diseño gráfico. Breve recuento histórico de cómo surge el diseño

gráfico. Accedido el 26 de junio de 2007, de





Updated 10/07/2011

Dreamweaver: Probablemente el mejor editor de páginas web para diseñadores que

busquen resultados profesionales. Artículo con una descripción de los elementos

que componen habitualmente un diseño y las características principales que

podemos encontrar en ellos. Accedido el 4 de octubre de 2011, de


Web Site Planning Overview. Artículo sencillo que ilustra la importancia de la

planificación de las páginas en la Internet. Accedido el 4 de octubre de 2011, de


Claves para una web de alto rendimiento. Artículo de la Microsoft sobre planificación y

definir públicos a los que va dirigida la página. Accedido el 6 de julio de 2007,

de


ue

Dónde pone los ojos el lector de una newsletter. Artículo de la Microsoft con

sugerencias útiles para enfocar contenido en la preparación de periódicos, muy

buenos consejos para crear cualquier tipo de página. Accedido el 10 de julio de

2007, de

http://www.microsoft.com/spain/empresas/marketing/lector_newsletter.mspx?pf

=true

Know your audience. Artículo que define los tipos de audiencia y presenta sugerencias

para valorar esa audiencia. Accedido el 4 de octubre de 2011, de



Instrucciones:

1. Revise, escoja, y lea los artículos sugeridos en las direcciones electrónicas de este

taller.

2. Prepare una lista de los elementos de navegación que no deben faltar en un sitio

Web y una breve descripción de cada uno de ellos. Venga preparado/a para

compartir sus hallazgos.









Updated 10/07/2011

3. Busque información sobre las siguientes características fundamentales al diseñar

páginas: formas, colores, texto, gráficas (logos, iconos, fotos o cualquier otro

visual apto para comunicar mensaje), ilustraciones, agrupación, tamaño,

ubicación, balance, contornos (bordes), formularios y cualquier otra información

que encuentres. Prepare una lista de recomendaciones de lo que se debe y no se

debe hacer, si aplica. Puedes utilizar el Anejo J para hacer tu Resumen de

Características Fundamentales al Diseñar Páginas Web con CMS.

4. Usar la Biblioteca Virtual de la Universidad del Turabo, la cual está ubicada

dentro de la carpeta e-lab de Blackboard, para investigar las características

fundamentales de las páginas de la Web con CMS. Luego, desarrolle un listado de

características con sus respectivas descripciones. Use el enlace Messages de la

carpeta Communication de Blackboard para enviar el listado de características de

las páginas de la Web con CMS.

5. Investigue información referente a lo que se debe o no se debe hacer a la hora de

diseñar una página de la Web con CMS para mercadear un producto. Elabore un

ensayo de al menos cinco párrafos para explicar lo que se debe hacer al diseñar

páginas de la Internet con CMS. El (la) facilitador(a) creará un enlace de

SafeAssignment (dentro de la carpeta Assignments de Blackboard) para que los

estudiantes puedan someter en ensayo a través del mismo.

6. Explore las páginas de OfficeMax (http://www.officemax.com) y OfficeDepot

(http://www.officemax.com). Usando MS Word, elabore un diagrama Venn

(Venn Diagram) para presentar las semejanzas y diferencias entre ambas páginas.

7. Usando la Biblioteca Virtual de la Universidad del Turabo, la cual está ubicada en

la capeta e-lab de Blackboard, acceda la página principal de Google

(http://www.Google.com). Investigue al menos dos casos publicados en dicha

página referente a organizaciones que han tenido problemas con el diseño de su

página principal y las consecuencias de estas fallas. Desarrolle una tabla para

describir los problemas y soluciones en ambos casos.

Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del

taller.)

1. Mercadear

http://www.officemax.com/

http://www.officemax.com/

http://www.google.com/


Updated 10/07/2011

2. Audiencia

3. Tipografía

Lista de materiales suplementarios para el taller:

1. Biblioteca Virtual de la Universidad del Turabo

2. Cartapacio “Discussion Board” de Blackboard

3. Enlace “Messages” de la carpeta “Communication” de Blackboard


Updated 10/07/2011

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

marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el

taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica Dirigida

_√_ Práctica Independiente

_√_ Instrucción Comprensible

B. Andamiaje

_√_ Modelaje

C. Opciones para Agrupamiento

_√_ Grupo Completo

_√_ Grupos Pequeños

_√_ Pares

_√_ Trabajo Independiente

C. Opciones para Agrupamiento

_√_ Grupo Completo

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ EscribirD. Integración

del Proceso _√__ Escuchar

E. Aplicación

___ Actividades Dinámicas de Aplicación

___ Significativas y Relevantes

___ Rigurosas

___ Alineadas a los Objetivos

___ Promueven Participación

E. Aplicación

_√_ Actividades Dinámicas de Aplicación

A. Preparación

_√_ Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√_ Enlaces al Aprendizaje Previo

_√_ Estrategias Incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Meta-cognoscitivo

_√_ Socio/Afectivo

A. Preparación

_√_ Adaptación de Contenido

_√_ Enlaces al Conocimiento Previo

_√_ Enlaces al Aprendizaje Previo

_√_ Estrategias Incorporadas


Updated 10/07/2011

Actividades integradas:

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

(Contenido y Lenguaje):

1. Los estudiantes divididos en grupos, compartirán los hallazgos en cuanto a los

elementos de navegación que no deben faltar en un sitio Web. Cada estudiante

añadirá a su lista cualquier elemento que no tuviera. Cada grupo compartirá con

el resto de los/as estudiantes la lista.

2. En parejas, los estudiantes compartirán sus hallazgos sobre las características

fundamentales al diseñar páginas web. Se preparará una lista en la pizarra de las

características sin explicarlas todavía. Luego, se dividirá el grupo por

características (Por ejemplo, dos o tres estudiantes para tipos de letra). Cada

grupo presentará su característica y las recomendaciones y hallazgos sobre ella.

3. De acuerdo a las lecturas, los estudiantes (individualmente) compartirán ideas con

el grupo (a través de Blackboard) sobre la importancia de planificar y diseñar la

página. Los estudiantes deben asegurarse de poder compartir sobre el objetivo de

la página (vender un producto o servicio, compartir conocimiento, crear un diario

en línea, establecer o apoyar una postura, anunciar un producto, servicio o idea,

compartir trabajo creativo, etc.). Basado en esos objetivos, los estudiantes deben

explicar al grupo (a través de Blackboard), ¿qué tipo de página crearía para cada

una de ellos?

4. Como parte de la planificación y diseño, la gerencia de contenido de páginas debe

considerar quién será su blanco de audiencia. Esto también está relacionado con

las metas. Por ejemplo, si promueve algún material, se espera que su audiencia

esté buscando ese material. Entender la audiencia es tan importante como

conocer las metas. Debe considerar el nivel de conocimiento de la audiencia, sus

características demográficas (niños, jóvenes, estudiantes universitarios, etc.) y

requisitos tecnológicos de esa audiencia. En la computadora, los estudiantes

realizan una búsqueda de páginas creadas para niños (por ejemplo,

discovery.com, crayola.com, salónhogar.com, etc.). Los estudiantes deben

analizar las páginas y observar el contenido de las mismas. Una vez completada la

investigación, los estudiantes contestarán las siguientes preguntas: ¿Cree que


Updated 10/07/2011

cumplen con su propósito? ¿Considera que están adecuadas para la audiencia que

fueron creadas? ¿Qué cosas le gustaron o no del contenido? Envíe las respuestas

al(la) facilitador(a) a través de enlace Messages de la carpeta Communication de

Blackboard.

5. En parejas, los estudiantes compartirán sus respuestas de las preguntas de la

sección cuatro. El(la) facilitador(a) divide la clase en grupos de tres o cuatro

estudiantes. Luego, el(la) facilitador(a) hará una pregunta, un integrante de uno de

los grupos la responderá. Los otros grupos escucharán y debatirán si están de

acuerdo o no con la respuesta dada por el estudiante. Esta actividad se completa

cuando todas las preguntas de la sección cuatro se hayan presentado, contestado,

y debatido.

6. En grupos de tres o cuatro estudiantes, los estudiantes se reunirán para presentar

los casos analizados para el desarrollo de la sección siete de las asignaciones

elaboradas antes de este taller. Un caso será seleccionado para compartirlo con el

grupo y luego presentarlo en forma oral a la clase. Los estudiantes tomarán notas

de los casos presentados por los grupos referentes al nombre de la organización, el

problema, y la solución al mismo.

7. Los estudiantes van a usar sus notas para crear un listado de problemas y

soluciones. En la lista van a incluir el nombre de la organización, y descripción

del problema y los métodos usados para resolver el problema.

8. Usando Windows NotePad, los estudiantes elaborarán cinco tarjetas de preguntas

y respuestas. Cada tarjeta incluye una pregunta y respuesta. Las preguntas serán

referentes a los elementos de navegación y características al diseñar las páginas de

la Internet.

9. El(la) facilitador(a) divide la clase en dos grupos. Los estudiantes se reunirán para

crear un drama donde se presentará un problema de diseño de página de la Web

para mercadear un producto y brindarán la solución al problema. Un grupo

presentará su relato mientras el otro analizará la situación presentada. Al final de

cada drama, el grupo que está jugando el papel de la audiencia va a analizar la

solución al problema que se presentó. Dicho grupo toma la decisión y explica si

está de acuerdo o no con la solución al problema presentado.


Updated 10/07/2011

10. Una vez finalizada la actividad nueve, los estudiantes prepararán una presentación

corta (al menos tres diapositivas) usando MS PowerPoint. La presentación

incluirá un resumen de lo aprendido en el Taller Tres. Los estudiantes pueden usar

una fotografía o “Clip Art” para cada diapositiva, pero no pueden usar citaciones

de recursos de la Web.

Evaluación: (DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN SEGUNDO

IDIOMA)

1. Individual: El estudiante explicará al grupo lo aprendido en clase.

2. Grupal: Los estudiantes harán preguntas al(la) facilitador(a) referente a dudas de

los objetivos del taller.

3. Escrito: Los estudiantes contestarán y entregarán al(la) facilitador(a) el Diario

Reflexivo (Anejo D) al finalizar el taller. Recuerde reproducir esta hoja, ya que la

usarás en los próximos talleres.

4. Oral/Auditivo: El(la) profesor(a) preguntará a los estudiantes que expresen

individualmente lo que aprendieron en el taller.

Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los

objetivos del taller.)

1. Individual: Los estudiantes completarán el Diario Reflexivo (Anejo D) para

explicar lo que aprendió en el taller.

2. Grupal: Los grupos se reunirán para recopilar ideas de lo aprendido en este taller.

Un integrante de cada grupo explicará a la clase lo que su grupo aprendió durante

el Taller Tres.


Updated 10/07/2011

WORKSHOP FOUR

Specific Content Objectives:

After the workshop, the student will be able to:

1. Identify good titles and phrases to describe the content of the page briefly.

2. Recognize the way to write attractive Web page titles for people who surf the Internet.

3. Solve the best form for promoting products or services efficiently on the Web.

4. Recognize the needs of the user through the website.

5. Distinguish the importance of positioning the CMS page created with Web search

engines.

Specific Language Objectives:

1. Listening: Students will listen to small groups’ presentations on recommended

search engine position as well as experiences on sales and services received.

2. Speaking: Students will discuss marketing, marketing strategy plan, and

promotion.

3. Reading: Students will synthesize updated information on promotion and

marketing from the electronic links provided and textbooks as well as the case presented

in Appendix K.

4. Writing: Students will create a list of attractive titles for the final project, answer a

question, and develop an essay on well-known marketing businesses.

Electronic Links (URLs):

How to Entice your Readers with Catchy Headlines. This article includes

recommendations on eye-catching phrases and other tips for writing attractive

titles. Retrieved from http://www.technshare.com/how-to-entice-your-readers-

with-catchy-headlines/

Ad Content and Style Guidelines. The article highlights the importance of the name of

your Web page and presents rules for the use of keywords in titles for optimal

search engine positioning. Retrieved from




Updated 10/07/2011


guidelines

What to know about your audiences? This article includes a detail on Web page

audiences and the audience significance. Retrieved from

http://www.cmprofessionals.org/resources/resource-library/articles/what-to-know-

about-your-audiences

Information seeking behavior - Designing information that meets user’s needs. This

reading includes ideas on how to satisfy the needs of our customers. Retrieved

from http://informationr.net/tdw/publ/papers/acuril.html

Strategic content management. This article highlights that a successful web project needs

a content strategy. Retrieved from

http://www.alistapart.com/articles/strategic-content-management/

Las palabras clave: la estrategia de toda campaña de posicionamiento en buscadores.

This article is a suggestion three steps are necessary for selecting keywords.



mspx

El posicionamiento en buscadores: Detallando su significado. An article that helps you

understand how search engines generate results. Retrieved October 4, 2011,

from http://www.microsoft.com/business/es-


¿Cómo ser indexado con éxito en los buscadores? This reading summarizing the fastest

and most effective method to index our site on major search engines. Retrieved



http://www.cmprofessionals.org/resources/resource-library/articles/what-to-know-about-your-audiences

http://www.cmprofessionals.org/resources/resource-library/articles/what-to-know-about-your-audiences


http://www.alistapart.com/articles/strategic-content-management/






Updated 10/07/2011

July 3, 2007, from


Webs indexables: nacidas para competir (y ganar) en los buscadores. Some

Recommendations for achieving the top Web search engine position. Retrieved

July 3, 2007, from


Tener la primera posición en google… gestión de contenidos páginas Web. Few articles

that include recommendations for accomplishing the top browser position.








1-15.htm


Assignments before the Workshop:

1. Read carefully the items suggested in the electronic links.

2. Find information on the promotion or marketing on the Internet or any

other printed resources. Come prepared to answer the following questions:

a. What is marketing?

b.How are customer needs, marketing, products and services,

satisfaction, and quality related to each other?












Updated 10/07/2011

c. Why require a marketing strategy planned? How does it contribute

to the goals and objectives?

d.Is it important to develop marketing research when promoting your

product? Explain.

3. Search for a topic that interests you. Try to get at least three of the results

of this search. Answer the following:

a. When the list of results came out, did you go one by one in the

order they appeared or select only those that interested you?

b.Why did you decide to open some and not others? What did you

take into consideration?

c. After opening the requested three pages, did you feel satisfied with

the result or expected something else? What disappointed you?

4. Cut out newspaper advertisements with interesting titles and bring them to

the class

5. Bring a list of at least three catchy titles for your project.

6. Create a MS PowerPoint presentation to show a comparison and contrast

of the marketing, marketing strategic plan, and promotion terminologies.

Include one picture for each term included in the presentation.

7. Use the virtual library of University of Turabo for researching well-known

companies that offer marketing services in the United States and Puerto

Rico. Write a five-paragraph essay to name the selected organizations and

describe their products and services offered.

Key Core Vocabulary: (Must reflect objectives and important concepts of the

workshop.)

1. Surfing the Internet

2. Promotion

3. Positioning


Updated 10/07/2011



2. “Discussion Board” folder of Blackboard

3. “Messages” tool from the “Communication” folder of Blackboard



B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive




Updated 10/07/2011


1. Students will analyze the case presented in Appendix K and answer the questions

included at the end of the case. Students will prepare a list of possible

recommendations for the analyzed case.

2. According to the previous case, the search engine position was extremely

important. Based on the readings suggested in the electronic links for this

workshop, the group will be divided into two groups. Each group, on a single

sheet of paper, will write recommendations for a well-positioned site on search

engines. In five minutes, the first group will read its list while the second group

will edit its list based on the recommendations given by the first group. Then, the

second group will read their listed recommendations which were not mentioned

before.

3. After dividing the class into four groups, the facilitator will assign a question to

each group from the questions in paragraph 2 of the assignments before workshop

four. Group will present their answers on the assigned questions.

4. Students will briefly share and analyze individual experiences, whether positive

or negative, associated with sales and services received and the satisfaction or

dissatisfaction. For example, what is your favorite restaurant ant? Why? What did

you like from the cellular phone company before selecting its service? Are you

satisfied with this selection? Did the company comply with the advertisements?

What happens when they fail to preach?

5. The facilitator will ask the students to share the titles of newspaper advertisements

that they brought as part of the assignment. These titles will be analyzed to

determine whether the idea achieves the objective and whether they are truly


Updated 10/07/2011

attractive. Rules will be presented using keywords in the titles for optimal search

engine positioning, suggested in the article, namely, How to write good titles on

our site for search engines positioning?.

6. Based on the article entitled How to entice your readers with catchy headlines

recommended in the electronic links for this workshop, each student will analyze

the titles he or she brought for the project and make the necessary changes to

make his or her title attractive, or draw attention to the Web page.

7. Students will use the computer and Microsoft Office applications for editing the

Web page. They have already submitted their concept map to the page content,

added links or pages and the title. Students can add other elements as necessary.

Students may share their progress and ideas. Although they have made their

presentations in the last workshop, this is the opportunity to be creative, get

feedback from their peers, and facilitator, and make corrections according to the

recommendations. The page may not be published now, but it will be recorded as

a final HTML document.

8. Students will gather in pairs to share their Web page. They will provide feedback

on the Web page title and content to each other.

9. Groups of three to four students will share their MS PowerPoint presentation

created in section 6 of the assignments before the workshop. The team will review

and choose the best MS PowerPoint presentation from all team members’

presentation. Each team will select one speaker who will present and explain the

chosen presentation to the class.


Updated 10/07/2011

10. Students will review section 7 of the assignments before workshop four. Each

student will take turns to write on the board the name of one well-known

marketing organization. No duplicated names will be accepted on the listing. The

final product will be a listing of well-known marketing organizations from the

United States and Puerto Rico.

Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY

LEVELS)

1. Individual: Every student will explain to the group what they learned in class.

2. Group: Students will ask questions to the facilitator about doubts related the

workshop objectives.

3. Written: Students will answer and deliver the reflective journal (Appendix D) to

the facilitator at the end of the workshop.

4. Oral/Listen: The facilitator will ask the class about what they have learned in the

workshop. Students will respond independently.

Lesson Wrap-Up:

1. Individual: Students will complete the reflective journal (Appendix D) to explain

what they have learned in the workshop.


to evaluate what they have learned in the workshop. One member of each group



Updated 10/07/2011

Taller Cinco/Workshop Five

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea y

actividad. No mezcle los dos idiomas!

UTILICEN SOLAMENTE UN LENGUAJE

A LA VEZ! Las primeras dos horas serán en

español. Las últimas dos horas serán en

inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME- KEEP

BOTH LANGUAGES SEPARATE! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Investigar el proceso para publicar una página en la Internet con su proveedor de

servicios de Internet (ISP).

2. Identificar la importancia de garantizar la seguridad y privacidad de los usuarios

de las páginas de la Internet.

3. Identificar la importancia del aspecto ético en la Internet.

Objetivos específicos de lenguaje:

1. Escuchar: Dialogar con su proveedor de servicios de la Web para preguntar el

proceso para publicar páginas en su servidor.

2. Hablar: Presentar el proyecto final y página creada usando CMS.

3. Leer: Buscar y leer información referente a garantizar la seguridad y privacidad

de los usuarios de las páginas de la Internet.

4. Escribir: Preparar un ensayo para incluir un análisis referente a garantizar la

seguridad y privacidad de los usuarios de las páginas de la Internet.


Ética en Internet: Prestigio en posicionamiento Web y diseño de páginas Web. Accedido

el 4 de octubre de 2011, de http://www.americainternet.cl/noticias/prestigio-en-





Updated 10/07/2011



Accedido el 3 de octubre de 2011, de


Cómo escoger un proveedor de “hosting”? El autor de este artículo describe las formas

correctas de escoger un proveedor de servicio “hosting” para publicar su página

de la Web. Accedido el 3 de octubre de 2011, de http://daniel-

mesa.suite101.net/como-escoger-a-nuestro-proveedor-de-hosting-a35186


motores de búsqueda de Internet. Este documento provee información referente a

los sistemas disponibles para proteger la privacidad de los usuarios mientras

buscan información en la Web. Accedido el 3 de octubre de 2011, de


f

A Development and Deployment Framework for Distributed Branch & Bound. Este

artículo incluye información y términos asociados a proveedores de servicios de

publicación de páginas de la Web (Web hosting). Accedido el 3 de octubre de

2011, de http://cs.ucsb.edu/~cappello/290b-2010-

Winter/lectures/branchAndBound/aam_cappello.pdf


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

1. Lea los artículos de importancia (sugeridos en las direcciones electrónicas)

y los cuales son necesarios para desarrollar la tarea de este taller.

2. Busque información sobre por qué es importante garantizar la seguridad y









Updated 10/07/2011

privacidad de los usuarios de las páginas de la Internet.

3. Prepare un ensayo de cinco párrafos, usando el formato APA. El

documento debe incluir el análisis de la información (buscada y analizada

en la sección dos de este listado) referente a seguridad y privacidad de los

usuarios de las páginas de la Internet. Incluya, por lo menos, citaciones de

tres recursos analizados. El(la) profesor(a) preparará un enlace de

SafeAssignment dentro del cartapacio Assignments de Blackboard, el cual

va a ser usado por los estudiantes para enviar el ensayo.

4. Visite por lo menos tres páginas de su preferencia, especialmente de

aquellas en las que pueda hacer compras o solicitar alguna información.

Lea e imprima la información de por lo menos tres de los enlaces de

seguridad que presentan esas páginas de la Internet. Conteste las

siguientes preguntas: ¿Le parecen páginas seguras? ¿Cuáles son algunos

de las garantías que ofrecen? Prepare una lista donde incluye los tres

nombres de las páginas de su preferencia y la respuesta a cada pregunta

incluida en esta sección. Someta la lista a través del enlace Messages de la

carpeta Communication de Blackboard.

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

1. Check with their Internet service provider and ask how to publish a page

with such provider. Record the following information and bring it to the

classroom: capacity, procedure, cost, rules, maintenance, choices can be

made if ads are to be allowed, and so on.

2. Investigate how to publish pages with search engines like Yahoo.com and

bring this information to class. Based on the suggested readings at the

address or electronic textbooks, prepare a recommended list of ethical

behavior on the Internet.

3. Use MS Excel to create a glossary. All the vocabulary words included in

Workshop One through Five will be added to the glossary. The term,

definition, and reference used with proper APA citation will be added to


Updated 10/07/2011

the glossary. This task will be submitted through the Messages link of the

Communication folder on Blackboard.

4. Come prepared for the final exam.

Vocabulario académico clave (Debe

reflejar los objetivos y conceptos claves

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

1. Proveedor de servicio de Internet

(ISP)

2. Seguridad de la Web

3. Ética de Internet

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

1. Internet service provider (ISP)

2. Web security

3. Netiquette



2. “Messages” tool from the “Communication” folder of Blackboard


Updated 10/07/2011



1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies

(Cognitive Academic Language Learning Approach)

_√_ Cognitive




Updated 10/07/2011


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

Actividades en español para las primeras dos horas del taller:

1. Formar grupos de dos estudiantes. Cada estudiante compartirá con su compañero

de grupo sus hallazgos sobre cómo puede publicar una página con su proveedor

de servicios de la Internet. Se analizará lo siguiente: ¿Es posible publicar una

página con su proveedor de servicios? ¿Tiene costo adicional? ¿Ofrecen ayuda

de un gestor de contenidos en la Web? Los estudiantes tomarán notas referentes a

las respuestas ofrecidas por su compañero de grupo.

2. La clase se dividirá en cuatro grupos. Los estudiantes van a compartir con su

grupo las ideas obtenidas en la actividad uno. El grupo preparará una presentación

oral y expondrá a la clase las ideas obtenidas.

3. Usando la carpeta de discusión (“Discussion Group”) de Blackboard, cada

estudiante compartirá sus hallazgos sobre cómo puede publicar una página en

buscadores como Yahoo.com y otros.

4. Entre todos/as, en la pizarra, se preparará un resumen de las garantías de

seguridad que encontraron en las páginas que visitaron.

Integrated content and language activities aligned to achieve workshop objectives:

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

1. The class will be divided into groups to share details of ethical behavior on the

Internet. Students will use and share the list created on section 2 from

“Assignments to be discussed during the last two hours of instruction.” Each

group will prepare its own 10 commandments of ethical behavior on the Internet.

2. At the end of the allotted time, each group will read its ten commandments to the

class. Ethical behavior must be applied to the optimized content management.

3. The facilitator will provide the timeframe for team oral presentations on the pages

that students created. Each student will present his or her project and explain the

Web page.

4. Students will complete the final self reflection of the course (Appendix L).

5. Students will take a final exam.


Updated 10/07/2011

Assessment:

1. Individual: The student will explain what they learned in class

2. Group: Students will ask questions to the facilitator about doubts related the

workshop objectives.

3. Written: Students will answer and deliver the final reflective journal (Appendix

L) to the facilitator at the end of the workshop.

4. Oral/Listen: The facilitator will ask the class to express what they have learned

in the workshop. Students will respond independently

Lesson Wrap-Up:

1. Individual: Students will complete the final reflective journal (Appendix L) to

explain what they have learned in the workshop.


to evaluate what they have learned in the workshop. One member of each group



Updated 10/07/2011

ANEJOS / APPENDIXES


Updated 10/07/2011

APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

http://www.wida.us/


Updated 10/07/2011

“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


Updated 10/07/2011

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of the

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


Updated 10/07/2011

“Can Do” Reading Rubric


Levels

Criteria

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

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

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

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

developed)

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

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

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

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

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

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

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

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

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

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

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

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

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

Interprets basic graphs, charts, tables and forms

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

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

evidence of emerging.

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

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

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

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

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

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

above) which is clearly evident

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

identify literary genres (as listed above)- emerging strongly

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

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

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

Interprets complex graphs, charts, tables, and forms accurately

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

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

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

Demonstrates fully developed strategic reading skills (as listed above)


Updated 10/07/2011

“Can Do” Writing Rubric


Levels Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect

ideas. Reading flows and not dull.

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

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

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

Strategic writing skills are fully developed.


Updated 10/07/2011

APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Updated 10/07/2011

Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________

Date:___________________

Facilitator:______________________Course:

____________Assignment:_________________

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

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

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

you are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Updated 10/07/2011

Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

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

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

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 10/07/2011

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.



Updated 10/07/2011

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.



Updated 10/07/2011

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Updated 10/07/2011

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/


Updated 10/07/2011

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.



Updated 10/07/2011

Anejo C/Appendix C

Matriz valorativa para evaluar proyecto de CMS Prof. M. Archilla

Nombre_______________________________ Nota ______

CRITERIO (4)* (3)* (2)* (1)* Aspectos Generales

Desarrollo: Demostró conocimientos adquiridos en clase.

Redacción: Libre de errores de sintaxis, semántica y ortografía. Presenta la información de forma clara y ordenada.

Organización: La información se presenta de forma efectiva, siguiendo una secuencia lógica y demuestra la conexión entre las ideas.

Presentación: El trabajo se presentó cuidadosamente preparado y de forma creativa y original.

Presentación final. Excelente y bien organizada. Utilizó los recursos necesarios para hacer la página interesante.

Diseño de CMS

Proveyó espacio en blanco suficiente en las páginas para que no se vieran apretadas, o sea, limitó la cantidad de líneas, palabras y otros elementos por página

Seleccionó el color adecuado para su proyecto Seleccionó un diseño simple y elegante Incluyó componentes parecidos para mostrar consistencia en todas las páginas del proyecto (bordes, letras, “background” y otros)

El sistema de navegación (enlaces) está claro y fácil de usar No usó más de dos a tres tipos de letras diferentes Utilizó letra grande para encabezamientos Utilizó letra mediana para texto Utilizó letra pequeña para referencias Utilizó tipo de letra que pareaba con el tema y metas de la presentación (Ej. Página para niños con letras para niños)

Utilizó balanceadamente elementos gráficos para captar la atención Totales

Gran total_______ Curva: 58-64 (90-100) A 36-40% 51-57 (80-89) B 32-35% 45-50 (70-79) C 28-31% 38-44 (60-69) D 24-27%

*Excepcional (4) Admirable (3) Aceptable (2) Principiante (1)


Updated 10/07/2011

Anejo D/Appendix D

Diario Reflexivo1

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Updated 10/07/2011

Anejo D/Appendix D

Reflective Diary2

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This entry is an example of an area I really need to improve:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

This entry is an example of an area I have improved:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Updated 10/07/2011

Anejo E/Appendix E

Matriz valorativa para evaluar Portafolio de CMS Prof. M. Archilla

Nombre __________________________ Fecha__________________

PUNTOS

CRITERIO EXCELENTE

(4) BUENO

(3) SATISFACTORIO

(2) DEBE MEJORAR

(1)

Instrucciones Siguió todas las instrucciones dadas.

Siguió casi todas las instrucciones.

Aunque no siguió las instrucciones, tomó decisiones satisfactorias.

No siguió instrucciones.

Organización Muy bien organi-zado, dividido por secciones lógicas.

Aunque está orga-nizado, se puede mejorar algún aspecto, como por ejemplo, el orden.

No está muy orga-nizado, aunque se puede notar un esfuerzo por divi-dir en secciones.

Debe mejorar su organización

Presentación Excelente, limpio, bonito, agradable a la vista, seleccionó buenos ejemplos de su desempeño.

Bastante bien, pero no selec-cionó los mejores ejemplos de su desempeño.

Regular, no es muy agradable a la vista, no parece haber prestado mucha atención a la presentación.

Debe rehacer la presentación.

Contenido Completo, con-tiene todas las asignaciones y trabajos realiza-dos en clase como ejemplos claros de su compromiso y profesionalismo.

Bastante com-pleto. Sin em-bargo, debió incluir ejemplos más claros de su trabajo que reflejaran mejor su desempeño.

No incluyó ejemplos claros que evidencien su desempeño.

El contenido no se relaciona con lo que se quería demostrar. No quedó claro su desempeño profesional.

Originalidad ¡Excelente! Mostró originalidad y creatividad al prepararlo.

Aunque fue bastante original y creativo, puede mejorar.

No mostró mucha originalidad ni creatividad. Tal parece que imitó otros portafolios o que no tenía mucho interés en la tarea.

Debe volver a hacerlo.

Entrega Entregó todos los documentos en orden y en el tiempo requerido.

Entregó todos los documentos y a tiempo, pero fuera de orden.

Olvidó entregar documentos que sustentaran los conocimientos que alegaba tener, aunque a tiempo

No entregó sufi-cientes documen-tos para evaluar su desempeño profesional o no los entregó a tiempo.

Total

Comentarios: _________________________________________________________ _____________________________________________________________________

Curva (a base de criterio de evaluación de 30%): 22-24 A 27-30% 19-21 B 24-26%

17-18 C 21-23% 14-16 D 18-20%


Updated 10/07/2011

Lista de cotejo para contenido mínimo de trabajos que deben estar en el portafolio

Taller DOCUMENTO I Tarea 5 a realizar antes del taller 1

Característicos de una buena página en la Internet (actividad 7 hecha en el salón

Diario Reflexivo

II Página impresa recuperada de la Internet con hoja explicativa (tarea 1 a realizar antes del taller II

Mapa de conceptos sobre distribución de componentes que le gustaría incluir en su página

Impresión de tres páginas similares ala que le gustaría crear una hoja de observaciones (tarea 3 a realizar antes del taller)

Análisis de anuncios de Anejo 8

Módulos del Ciclo de Vida de CMS creado en el salón (modelo grupal y final)

Observaciones a actividad 6 sobre metadata

Diario Reflexivo

III Lista de elementos de navegación que no pueden faltar en un sitio Web (tarea 2 a realizar antes del taller 3)

Lista de recomendaciones de lo que se debe o no se debe hacer (tarea 3 a realizar antes del taller 3)

Diario Reflexivo

IV Contestación a preguntas de la tarea 2 a realizar antes del taller 4

Contestación a preguntas sobre resultados de búsqueda (tarea 3 a realizar antes del taller)

Recortes de anuncios de periódicos con títulos interesantes (tarea 4 a realizar antes del taller 4

Lista de por lo menos 3 títulos atractivos para su proyecto

Contestación a preguntas del caso en Anejo

Recomendaciones para tener una página bien posicionada en los buscadores (actividad 2, taller 4)

Diario Reflexivo

V Impresión de 3 enlaces de seguridad y contestación a preguntas (tarea 3 a realizar antes del taller 5

Datos de publicación de su ISP (tarea 4 a realizar antes del taller 5)

Datos de publicación con buscadores (tarea 4 a realizar antes del taller 5)

Lista de comportamiento ético recomendable en la Internet (tarea 6 a realizar antes del taller 5)

Resumen de garantías de seguridad en páginas web (actividad 3)

Diez mandamientos de comportamiento ético en la Internet (actividad 4)

Reflexión final


Updated 10/07/2011

Anejo F/Appendix F

Matriz valorativa para evaluar la presentación oral del proyecto de CMS

Prof. M. Archilla

Nombre ________________________ Tema _________________________

CRITERIO 4 3 2 1 TOTAL

Preparación

Demostró conocer el equipo

Exhibió habilidad para operar el programa utilizado

Introducción

Introdujo los puntos clave a cubrir en la presentación (tema, objetivo)

Claridad de la presentación

Toda la información se presentó de manera clara, exacta, bien documentada y completa

Presentó los puntos clave en un orden lógico

Explicó los puntos clave lo suficiente para darse a entender

Demostró conocer el tema

Destrezas al dar la presentación

Se mostró seguro/a

Uso gestos, contacto visual y nivel de entusiasmo adecuado de manera que mantuvo la atención del grupo

Habló en un volumen de voz que se podía escuchar y entender claramente

Usó el tiempo en forma adecuada

Conclusión

Resumió lo que presentó

Hizo énfasis a los conceptos presentados en el informe y su relación con los temas de la clase

Permitió que la audiencia preguntara o comentara

Materiales

Distribuyó material de referencia muy útil que fortaleció la presentación

TOTAL

Comentarios: ________________________________________________________________________ Curva (a base del valor de 10% del criterio) 54-60 A 9-10% 48-53 B 8% 42-47 C 7% 36-41 D 6%


Updated 10/07/2011

Anejo G/Appendix G

Productos (software) disponibles para CMS Nombre _____________________

Producto Breve descripción Comentarios


Updated 10/07/2011

Anejo H/Appendix H

An example of simple conceptual map for Web page publishing and surfing plan

Home page of

Professor

Archilla

Our classroom Workshop

activities

Publishing

student tasks

New subjects

Biography of

Professor

Archilla

Pictures of

students with

their names

Conceptual

maps of CMS

initial plan

Web links to

articles assigned

in class

Web pages

created by

students


Updated 10/07/2011

“CUT-IT-ALL” - THE MULTI-PURPOSE KNIFE

Introducing the “Cut-it-all” knife! It is absolutely fantastic and necessary tool in every home.

Cut all kinds of foods, both soft and those that are frozen. It fits in small and big hands. It comes in

three beautiful colors to choose from: red, blue, or green. The price of this convenient knife is only

$39.99. Buy it now, while supplies last.

“CUT-IT-ALL” - THE MULTI-PURPOSE KNIFE

It is essential for all home needs

It cuts all types of fresh or frozen foods

It has an easy to grab handle that adapts to any hand size

This knife is available in three beautiful colors, such as red, blue, or green

Its price is only $39.99

Buy it now while supplies last!

NEW!

NEW!

Ad 1

Ad 2

Anejo I/Appendix I

Ads Identify which the most appropriate ad to publish on the Web and why


Updated 10/07/2011

Anejo J/Appendix J

Resumen de características fundamentales al diseñar páginas Web con CMS

(Se enumeran sólo algunas características. Favor de añadir todas las que encuentre)

Característica Se recomienda que… No se debe…

Ej. Estilo Se seleccione de acuerdo a la meta y al grupo que desea impactar. Ej. Entretener niños con juegos

Seleccionar un estilo adecuado para niños para crear una página corporativa, a menos que la compañía venda juegos infantiles.

Color

Letra

Agrupación de elementos

Forma

Simplicidad

Consistencia (en color, estilo…)

Retroalimentación (posibilidad de regresar atrás y corregir, de señalar errores al contestar)


Updated 10/07/2011

Anejo K/Appendix K:

Case: Sale more through the Internet3

Have you ever stopped to watch a group of buyers in the middle of special sales?

They approach the table and collect everything in a mess. They choose a piece, spread it

on the table, stretch, play it again and again, they lift and tilt it ... see, touch, smell ...

A page on the Internet is only capable of representing the visual appearance of an object:

the image is flat, usually stationary and any resemblance to the actual color of the object

represented is purely coincidental. Does this mean we do not get benefits from the

Internet? Of course not! By applying a little common sense you can take advantage of our

website. The following is a cartoons example, but not far from reality.

Peter is 54 years old and within a few months will retire. After a holiday in Spain

two years ago, he and his wife, Andrea, planned to buy a house there to spend few

seasons. They planned to return to Spain next year to find the home you want to buy. So

Peter begins to spend some time in the afternoons to research the Internet for prices,

procedures, etc. When he finds the desired house, he will like to see it, print out the page,

and store it in a folder that will carry on his trip to Spain. If you own a real state agency,

you may want to have a print-out of the picture of that house in your folder.

On the other hand, after few years of uncertainty, John started a small

construction project. He is building a small residential complex consisting of twelve

houses. John likes new technologies, so you decide to register a domain and find a

company that will develop a Web page. The first Web page, inmojuan.com presents some

of the houses and there is a section dedicated to present the development promotion. John

feels very proud visitors to the site can see the different housing models.

As a good businessman, John has noticed the high number of people from other

countries who choose Spain to buy a second home. Therefore, commissioning of an

English version of your web page. This expects to reach a wider audience. In developing

the site in English, John realizes that it is possible to see people who have never visited

your area, maybe even Spain, so added a few pages with information on your area and

activities that can be attractive for foreigners. He wants people to be there.

Because you want to know the result of this investment, John consulted almost

daily the traffic statistics and checks their new website, and noticed visitors have

decreased in a matter of one month. When researching a little more, he discovered that

the site does not appear in the results of search engines.

He hires a specialist company that optimizes the web content and places the pages

in major national, international, and specialized search engines. The company advises

him to add new content regularly and update frequently the Web pages and also find

several websites with which inmojuan.com can exchange links.

A few weeks later, inmojuan.com appears in the top of search results in several of

the key concepts for his business, both in English and Spanish. John checks the increase

in visitors in the statistics and feels very satisfied. In addition, the information entered

assists visitors to find the web page and gives many clues about the type of housing and

3Adapted from http://wwww.microsoft.com/spain/empresas/internet/vender_internet.mspx?pf=true

Retrieved on July 3, 2007.

http://wwww.microsoft.com/spain/empresas/internet/vender_internet.mspx?pf=true


Updated 10/07/2011

areas the market is demanding, which will be very useful for future projections. However,

something does not fit. He has greatly increased the number of visitors, but few people

are viewing his page. John thinks that the site is complex to users, it is static, or does not

have compelling content for its visitors.

In a further evolution of the Web, inmojuan.com have passed a content

management system (CMS), with which you can update the web content in a daily basis,

add new properties information, presents a listing of properties which were sold out, and

so on. In addition, he is taking advantage of the database for saving visitors information.

John’s Web site has gone from being a static page to a dynamic page, much better suited

to the needs of his customer profile.

Soon the statistics are showing more visitors to the page and that they are using

the Web site links. Definitely someone who has taken the steps of John is on track to get

a great return on a Web site. There is much more than John can do in the future. The

Internet provides opportunities to improve our business. Let us not be frightened by the

technology. Traditional marketing principles and common sense are still valid when a

successful approach is complemented by this medium.

Please answer:

1. What has been successful to Juan when he decided to incorporate his business to the

Internet? Prepare a list of successes.

2. Do you think traditional marketing principles are valid for creating Web pages?

3. Do you think that adding services to customers, from the point of view of their needs,

would be useful and productive? Explain.


Updated 10/07/2011

Anejo L/Appendix L

Final Reflective Diary

Name ________________________ Date_________________ The use of a reflective journal will help us learn and reflect on learn experiences achieved

in this course. The document is also a tool to help the facilitator to improve the teaching

techniques. The purpose of this journal is not to describe or summarize what happened in

class, but to reflect on the learning experiences of the course and record the feelings and

ideas about it. Consider the following questions when completing this document:

1. What was valuable, useful, or interesting about this course? Do you think the

objectives covered and presented in this course will help in your personal or professional

life?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. What are your recommendations of change for improving the course methodology?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

3. What are your final comments related to this course?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Updated 10/07/2011

Anejo M/Appendix M

Resumen de Notas

Asistencia Asignaciones Portafolio Proyecto

CMS Informe Oral Total

2 2 2 2 2 2 2 2 2 2 30 40 10 100

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