Sistema Universitario Ana G. Méndez, Inc. School for ... · 1. Este curso sigue el modelo...
Transcript of Sistema Universitario Ana G. Méndez, Inc. School for ... · 1. Este curso sigue el modelo...
Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
COIS 433
MANAGING COMPUTER NETWORKS AND DATA COMMUNICATIONS
ADMINISTRACIÓN DE REDES DE COMPUTADORAS Y COMUNICACIÓN DE
DATOS
© Sistema Universitario Ana G. Méndez, Inc. 2011
Derechos Reservados
© Ana G. Méndez University System, Inc. 2011
All rights reserved
January, 2013.
COIS 433 WIRELESS LOCAL AREA NETWORK 2
Updated 01/20/2013
Prepared based on the course syllabus (2004) of the School of Business Administration Turabo
University, with the collaboration of:
Fernando Wilches, MS, Module Development Specialist
Joe Hernández, MS, Content Evaluator
Luis L. Díaz, English Language Specialist
Bárbaro Forteza Cáceres, Ms. Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Design
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO.............................................................................................................4
STUDY GUIDE .................................................................................................................. 15
TALLER UNO ................................................................................................................... 25
WORKSHOP TWO ............................................................................................................ 31
TALLER TRES .................................................................................................................. 36
WORKSHOP FOUR .......................................................................................................... 42
TALLER CINCO/WORKSHOP FIVE ............................................................................... 47
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION .................................................................................................................. 53
APPENDIX B THE WRITING PROCESS ......................................................................... 57
APPENDIX C MATRIZ DE VALORACIÓN PARA ENSAYOS ....................................... 65
APPENDIX D MATRIZ DE VALORACIÓN PARA PRESENTACIONES ORALES ....... 66
APÉNDICE E INSTRUCCIONES PARA PREPARAR EL INFORME ESCRITO DEL
PROYECTO COLABORATIVO ....................................................................................... 67
APPENDIX F PORTFOLIO RUBRIC ............................................................................... 69
APÉNDICE G / APPENDIX G PORTFOLIO ASSESSMENT FEEDBACK
TEMPLATE/PLANTILLA DE AVALUO DE PORTAFOLIO .......................................... 72
APÉNDICE H / APPENDIX H USE AND RETURN OF PORTFOLIO/USO Y REGRESO
DE PORTAFOLIO ............................................................................................................. 73
APPENDIX I REFLECTIVE JOURNAL ........................................................................... 74
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GUÍA DE ESTUDIO
Título del Curso: Administración de Redes de Computadoras y Comunicación de
Datos.
Codificación: COIS 433
Créditos: Tres
Duración: 5 Semanas
Prerrequisito: COIS 250
Descripción: Curso que describe las tecnologías envueltas dentro de una red local de
computadoras, y como los dispositivos personales inalámbricos interactúan y se comunican entre
sí. Utilizando un enfoque práctico el estudiante aprenderá como los dispositivos inalámbricos se
comunican con las redes locales inalámbricas mediante protocolos y puntos de acceso. Además
aprenderán a diseñar, instalar y diagnosticar redes inalámbricas dentro de un ambiente seguro,
aplicando reglas en el programado del sistema para la manipulación del dispositivo.
Objetivos de Contenido Generales
Al finalizar el curso, el estudiante será capaz de:
1. Reconocer e identificar las metodologías y dispositivos utilizados en las redes locales
y computadoras inalámbricas.
2. Identificar como se diseña y desarrolla una red de comunicaciones local inalámbrica.
3. Examinar la Implantación y administración de una red local inalambrica.
4. Diagnosticar problemas y errores en la red inalámbrica.
5. Identificar Aplicaciones de seguridad y protección de datos en la red inalámbrica.
6. Definir y documentar accesos de dispositivos móbiles en la red inalámbrica.
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Objetivos de Lenguaje Generales
1. Escuchar atentamente lo que el facilitador y compañeros presentan, discuten o
leen, comprendiendo y recordando lo más significativo.
2. Hablar para expresar oralmente su opinión, dudas, presentaciones o
comentarios de forma clara y con seguridad.
3. Leer cuidadosamente materiales escritos, en voz alta o en silencio,
interpretando su significado con exactitud.
4. Escribir ensayos, logros, dudas y asignaciones sobre Administración de Redes
de Computadores y Comunicación de Datos en Word o PowerPoint,
evidenciando el uso de un idioma culto y profesional.
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net
Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
1. 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.
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Descripción del Proceso de Evaluación:
Trabajos Individuales y Presentaciones Orales 100 puntos
Proyecto Grupal 100 puntos
Proyecto Individual 100 puntos
Examen final 100 puntos
Materiales Educativos y Aportaciones Tecnológicas (Blackboard,
Wimba, etc.) y Portafolio Digital
100 puntos
Participación y Asistencia (5) 20 puntos (c/u) 100 puntos
Total Puntuación 600 puntos
Los apéndices /anejos incluidos en el módulo, incluyen las matrices de valoración para la
evaluación de cada tarea. Utilice éstas para guiar la preparación de cada tarea. El facilitador y el
estudiante pueden modificar, añadir y/o eliminar criterios.
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 basada en las necesidades para las destrezas
auditivas, orales, de lectura y escritura en cualquiera de los lenguajes mencionados.
Las rúbricas del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los
estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en los dos
idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits Rubrics” que aparecen
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en el Apéndice B. “Portfolio Performance Assessment” tiene que ser uno de los instrumentos
para evaluar el progreso lingüístico y académico de los estudiantes. Debido a la naturaleza del
modelo bilingüe instruccional, el facilitador tiene que documentar que el estudiante está
progresando hacia la meta de dominar dos idiomas académicamente. El portafolio tiene que
cumplir con los estándares establecidos. El facilitador del curso le proveerá el estudiante el
MANUAL DE PORTAFOLIOS.
Curva de Evaluación
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Otros:
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos un
libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la Comisión de
Educación Independiente de la Florida.
Libro(s)
Pahlavan, K., & Krishnamurthy, P. (2009). Networking fundamentals: Wide, local and personal
area communications. Chichester: Wiley.
Ahmad, A. (2005). Wireless and Mobile Data Networks. New York, Wiley.
Belding-Royer, E. M., Al Agha, Khaldoun, Pujolle, Guy (2005). Mobile and Wireless
Communications Networks. New York, Springer.
Ciampa, M. (2005). CWNA Guide to Wireless LANs. New York, Course Technology.
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Jim Doherty, N. A. (2006). Wireless Home Networking Simplified. Indiana, Cisco Press.
Stefan Raab, M. W. C. (2005). Mobile IP Technology and Applications. Indiana, Cisco Press.
Jyh-Cheng Chen, T. Z. (2004). IP-Based Next-Generation Wireless Networks: Systems,
Architectures, and Protocols. New York, Wiley.
Libro(s) Electrónico(s)
Pahlavan, K., & Wiley InterScience (Online service). (2009). Networking fundamentals: Wide,
local, and personal area communications. Chichester, West Sussex, U.K: Wiley.
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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 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.
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4. Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
5. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones:
Si es a dos talleres, el facilitador reducirá la nota existente en un grado.
Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota existente en dos
grados.
6. 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.
7. 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.
8. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar apropiadamente
o que esté parafraseado y citado dando crédito al autor. Todo estudiante debe ser el autor de su
propio trabajo. Todo trabajo que sea plagiado, 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.
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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.
9. 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.
10. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico de SUAGM, teléfonos, día y horario disponibles.
11. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
12. La visita de niños y parientes no registrados en el curso no está permitida en el salón de
clases.
13. 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.findarticles.com
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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)
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 requiera 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
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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
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
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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.
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.
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STUDY GUIDE
Course Title: Wireless Local Area Network
Code: COIS 433
Credits: Three
Time Length: 5 Weeks
Pre-requisite: COIS 250
Description: Course that describes the technologies involved in all aspects within a local
computer network and how wireless personal devices interact and communicate with each other.
Using a practical approach, students will learn wireless devices communicate with wireless local
area networks through protocols and access points. Students will also learn how to design, install
and troubleshoot a wireless LAN network on a safe-base environment applying rules in the
program to manage a device.
General Content Objectives:
At the end of the course, students will be able to:
1. Recognize and identify the methods and devices used in wireless local computer
networks.
2. Identify how to design and develop a wireless local area network.
3. Examine the implementation and management of a wireless LAN.
4. Diagnose problems and errors in the wireless network.
5. Identify Security applications and data protection in the LAN.
6. Define and document access to mobile devices in the wireless network.
General Language Objectives:
1. Listening: Students will listen carefully to what the facilitator and
classmates present, discuss, or read, comprehend and remember the most
significant facts.
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2. Speaking: Orally express their opinions, concerns, or comments and make
presentations clearly and with confidence.
3. Reading: Carefully read class related material, assigned in class or before
each workshop, aloud or silently and interpret its meaning accurately.
4. Writing: Students will write a summary without grammatical errors about
management of computer networks and data communications.
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.
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Description of the Evaluation Process
Individual Works and Oral Presentations 100 points
Group Projects 100 points
Individual project 100 points
Final Exam 100 points
Instructional Materials and Technology Contribution (Blackboard,
Wimba, NetTutor, etc.) and Digital Porfolio
100 points
Participation and Attendance (5) 20 points (each one) 100 points
Total Points = 600 points
Scale: (100-90 A 89-80 B 79-70 C 69-60 D 59-00 F)
Other:
Requirements for the Use of APA (Version 6) for Citations of Textbooks
For Recommended Texts and Resources, Use APA style version 6. Include at least ONE e-book
from the Virtual Library at http://bibliotecavirtualut.suagm.edu/
Textbooks must have a publication date of 5 years as required by the Florida Commission of
Independent Learning.
Book(s)
Pahlavan, K., & Krishnamurthy, P. (2009). Networking fundamentals: Wide, local and personal
area communications. Chichester: Wiley. ISBN: 0470992905
Ahmad, A. (2005). Wireless and Mobile Data Networks. New York, Wiley.
Belding-Royer, E. M., Al Agha, K. &, Pujolle, G. (2008). Mobile and Wireless Communications
Networks. New York, Springer. ISBN: 0387514406
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Ciampa, M. (2012). CWNA Guide to Wireless LANs. New York, Course Technology.
ISBN:1133132170
Jim Doherty, N. A. (2006). Wireless Home Networking Simplified. Indiana, Cisco Press.
Stefan Raab, M. W. C. (2005). Mobile IP Technology and Applications. Indiana, Cisco Press.
E-Book (s)
Pahlavan, K., & Wiley InterScience (Online service). (2009). Networking fundamentals: Wide,
local, and personal area communications. Chichester, West Sussex, U.K: Wiley.
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
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success. In order to achieve proficiency expectations in English and in Spanish, the
student must strive to take advantage of all language resources in the university and in
their community since becoming a dual language professional is a complex and
challenging task. Each workshop requires an average of ten hours of preparation, but
could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason for
the absence. If it is justified, the facilitator will decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the student
to make up the work, or allow the student to make up the work and assign extra work to
compensate for the missing class time.
4. 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.
5. If a student is absent to more than one workshop, the facilitator will have the following
options: If a student misses two workshops, the facilitator may lower one grade level
based on the student’s existing grade.
6. If the student misses three workshops, the facilitator may lower two grade levels based on
the student’s existing grade.
7. 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
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activity must include the same content and language components as the oral presentation
or special activity that was missed.
8. 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.
9. 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.
10. 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.
11. 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
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written copy of the changes must also be provided to students at the beginning of the first
workshop.
12. 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.
13. 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.
14. Children or family members that are not registered in the course are not allowed to the
classrooms.
15. 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.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.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)
COIS 433 WIRELESS LOCAL AREA NETWORK 22
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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 to 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
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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 to make
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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.
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TALLER UNO
Objetivos específicos de contenido:
Los estudiantes serán capaces de:
1. Definir conceptos básicos relacionados con redes locales inalámbricas (WLAN).
2. Identificar los inicios del sistema inalámbrico (Wireless)
3. Describir el concepto wireless LAN (WLAN)
4. Diferenciar conceptos acerca de wireless PAN y Wireless LAN
5. Describir detalladamente la estructura de una red local inalámbrica (WLAN).
6. Identificar los diferentes tipos de antenas usados en (WLAN)
7. Comparar y contrastar conceptos acerca de WI-FI y WI-MAX
Objetivos específicos de lenguaje:
1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el
facilitador y sus compañeros, y reaccionará al mismo de forma verbal o escrita de
acuerdo a las instrucciones del facilitador.
2. Hablar: El estudiante se expresará verbalmente utilizando el vocabulario técnico
correspondiente a cada actividad del taller.
3. Leer: El estudiante leerá cuidadosamente el material necesario para cumplimentar
con las asignaciones definidas antes del taller.
4. Escribir: El estudiante escribirá un ensayo expositivo de al menos tres páginas
(900 palabras) donde explicará la importancia que en la actualidad se le da a las
redes locales inalámbricas
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Historia de la Wireless
http://www.youtube.com/watch?v=X5jPoQzEh-M
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Asignaciones antes del taller:
1. Lea el módulo con detenimiento para que se familiarícese con la descripción del
curso, los objetivos generales y las reglas del salón de clases.
2. Revise las matrices de valoración que encontrará en la sección de Apéndices.
Esto le permitirá tener una mejor idea de cómo será evaluado durante el curso.
3. Busque la definición de los siguientes términos relacionados con el contenido red
local inalámbrica; llévelas a clase para su discusión.
a) Datos de transporte
b) Radiofrecuencias
c) Interfaz de red inalámbrica
d) Punto de acceso inalámbrico
4. Lea y analice los siguientes tópicos y prepare un breve resumen escrito para
entregar: (Valoración 5 pts)
a) Historia del sistema inalámbrico (wireless)
b) ¿Qué es un sistema inalámbrico?
c) Describa las ventajas y desventajas del uso de un sistema inalámbrico
5. Prepare, para entregar, una tabla donde establezca cinco diferencias básicas entre
el Wireless PAN – Wireless LAN. (Valoración 5 pts)
6. Usando las herramientas del blackboard (Wimba, Elab, etc.) Investigue la
evolución sobre las redes locales inalámbricas. Realice un bosquejo describiendo
las mismas. Prepárese para discutirlo en clase. (Valoración 10 pts)
7. Utilice la Biblioteca Virtual e investigue la estructura de una red local
inalámbrica. (Valoración 5 pts)
8. Prepare un ensayo en estilo APA de 900 palabras sobre las redes inalámbricas y
su impacto en la computación y por ende en la vida moderna. (Valoración 20
pts)
9. Entregue al facilitador(a) en el primer taller las tareas, utilizando el estilo APA.
10. Comience a trabajar en su portafolio digital.
Vocabulario clave de la lección:
1. Sistema inalámbrico
2. Datos de transporte
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3. Radiofrecuencias
4. Interfaz de red inalámbrica
5. Punto de acceso inalámbrico
6. Wireless PAN – Wireless LAN.
7. Redes locales inalámbricas
8. WI-MAX
Lista de materiales suplementarios para el taller:
1. La Internet
2. Blackboard
3. Biblioteca Virtual
4. Word
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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
__X_ Modelaje
__X_ Práctica Dirigida
__X_ Práctica Independiente
___ Instrucción Comprensible
C. Opciones para Agrupamiento
_X_Grupo Completo
_X_ Grupos Pequeños
_X_ Pares
___ Trabajo Independiente
D. Integración del Proceso
_X__ Escuchar
_X__ Hablar
_X__ Leer
___ Escribir
E. Aplicación
_X__ Actividades Dinámicas de Aplicación
_X__ Significativas y Relevantes
_X__ Rigurosas
_X__ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación
__X_ Adaptación de Contenido
__X_ Enlaces al Conocimiento Previo
__X_ Enlaces al Aprendizaje Previo
__X_ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning Approach)
_X__ Cognoscitivo
_X__ Meta-cognoscitivo
___ Socio/Afectivo
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Actividades integradas:
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador realizará una actividad “rompe hielo” y discutirá los objetivos del
curso, matrices valorativas y criterios de evaluación.
2. El facilitador se asegurará de que los estudiantes estén registrados en el curso y
que tienen acceso a Blackboard, al correo electrónico y al E-lab.
3. Los estudiantes se reunirán en grupos de acuerdo al tamaño de la clase. Los
mismos discutirán las asignaciones antes del taller. Un miembro del grupo
tomará notas de lo más importante para compartirlas con la clase. Esta actividad
será evaluada por el facilitador.
4. Entre todos se presentarán las definiciones del vocabulario básico, y de cualquier
palabra del material leído para la clase. (Podrán utilizar para esta actividad las
herramientas del balckboard como: wimba, Elab, Netutor). Puntuación asignada
por el facilitador.
5. Cada grupo se reunirá y preparará una presentación audiovisual (PowerPoint,
diagrama, dibujo, etc.) sobre la estructura de una red local inalámbrica,
explicando cada paso.
6. El facilitador utilizará el laboratorio en el que se encuentran para explicar como
este funciona; identificará el tipo de red y como está distribuida.
7. Los estudiantes se reunirán en grupos de dos y utilizando la Biblioteca Virtual
buscarán la diferencia entre antena omnidireccional y antena direccional.
8. Los estudiantes realizarán una discusión liderada por el facilitador sobre wi-fi y
wi-max, durante el debate los estudiantes expondrán su opinión sobre los aportes
positivos y negativos de las redes inalámbricas.
9. Los estudiantes por grupos realizarán una dinámica para explicar la historia de
las redes inalámbricas (Ejemplo: Un video en youtube.com).
10. El facilitador informará sobre el tema del proyecto en grupo a desarrollar durante
la clase, para entregar en el taller cinco. El cual consistirá en la instalación de una
simple WLAN para 18 computadoras de una empresa pequeña, para la cual
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seleccionarán el equipo necesario tal como: el AP, el NICs, servicio de internet,
seguridad, y determinarán el costo total etc.
11. El facilitador explicará las normativas establecidas sobre el portafolio digital
(ver Manual de Portafolio Digital) y aclarará las dudas que los estudiantes
puedan tener sobre Blackboard.
Evaluación: (DIFERENCIADO POR LOS NIVELES DE DOMINIO DE UN SEGUNDO
IDIOMA)
1. Individual: Ensayo de 300 palabras acerca de lo aprendido en el taller uno,
haciendo énfasis en la historia y definiciones de una red inalámbrica. Utilizar
Apéndice B – “Six Writing Tratis” para evaluación.
2. Grupal: En grupos, resumirán las principales ideas expuestas en el taller uno
Apéndice A: Can do Writing”.
3. Escrito: Definiciones del taller.
4. Oral/Auditivo: El facilitador usará la matriz de Valoración (apéndice A
“Listening, Speaking”) para evaluar la presentación del ensayo de los grupos.
Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los
objetivos del taller.)
1. Individual: Los estudiantes tendrán un minuto para escribir sobre lo más
importante que aprendieron durante el taller.
2. Grupal: La clase se dividirá en grupos, el facilitador entregará tarjetas a cada
grupo. Cada grupo escribirá en la tarjeta un aspecto positivo y uno negativo sobre
el uso de redes locales inalámbricas, luego compartirán con el resto de la clase su
resumen, este puede ser presentado a través de un mapa conceptual u otro tipo de
gráfico que sintetice la información.
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WORKSHOP TWO
Specific Content Objectives:
At the end of the workshop, students will be able to:
1. Differentiate between access point (AP) and wireless network interface card
(NIC)
2. Describe what roaming is.
3. Identify what wi-fi topology is, and wi-fi media access control.
4. Mention the concepts CSMA/CA DCF and CSMA/CA PCF.
5. Identify the two types of WIMAX.
6. Identify the difference between wi-fi and Ethernet.
Specific Language Objectives:
1. Listening: The student will listen carefully to the class discussion on advantages
of publishing pages, and will follow instructions.
2. Speaking: The student will effectively discuss the workshop’s material such as
Wifi topologies according to the facilitator activities.
3. Reading: The student will carefully read course related material and will
summarize it using proper grammar and syntax.
4. Writing: The student will write their draft of their individual projects using
technical vocabulary without grammatical or syntax errors.
Electronic Links (URLs) :
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Assignments before the Workshop :
1. Look up the definitions of the following words: (Value 5 points)
1. NIC
2. AP
3. Error control
4. Data rates
2. Prepare a Venn Diagram to compare and contrast the difference between wi-fi topology,
and wi-fi media access control. (Value 10 pts). Be prepared to discuss it in class.
3. Describe in writing the meaning of roaming and how it works. (Value 5 pts)
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4. Go to Blackboard and use the blackboard’s tools (Wimba, Elab, etc.) answer the question
posted by the facilitator. Reply to at least one of your classmates’ postings.
5. Find information about topology and media access control of WIMAX. Summarize it and
bring it to class for discussion. (Value 5 pts)
6. Prepare a writing summary about wireless media. (Example: UMTS, EV-DO,
Infrared…etc) Be prepared to discuss it in class. (Value 10 20 pts)
7. Be ready to start working on the individual project. The following exercises will be
presented at Workshop Five. (Value 100 pts)
a. Exercise 1.
South West State University installed a series of, four Wi-Fi Omni directional
APs, spread across the ceiling of the main floor of their library. The main floor
has several large, open areas plus two dozen or so small offices spread around the
outside walls. The WLAN worked well for one semester, but now more students
have laptops with Wi-Fi built in, and performance has deteriorated significantly.
What would you recommend that they do? Be sure to support your
recommendations.
b. Exercise 2.
Central University wants to add a wireless overlay network to one 20,000 square
foot floor in its business school. They have a bid for 802.11g access points at a
cost of $100 each and a bid for 802.11n access points at a cost of $300 each.
Students will buy their own computers, most of which will come with 802.11n
NICs what would you recommend? Why?
Sketch preliminary planning and bring it to a class. (Value 10 pts)
8. Continue working with your portfolio.
9. Complete the e-lab hours as recommended
Key Core Vocabulary:
1. NIC
2. AP
3. Error control
4. Data rates
5. CSMA/CA DCF
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6. CSMA/CA PCF
7. Access point (AP)
8. Wireless network interface card (NIC)
9. Roaming
List of Supplementary Materials for the Workshop:
1. The Internet
2. Blackboard
3. Portfolio
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
___ Modeling
_x__ Guided Practice
_x__ Independent Practice
_x__ Comprehensible Input
C. Grouping Options
_x_ Whole Class
_x_ Small Groups
_x_ Partners
_x_ Independent Work
D. Integration of Processes
_x_ Listening
_x_ Speaking
_x_ Reading
_x_ Writing E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
_x__ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
_x__ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
_x__ Social/Affective
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Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will start the class with a short review of the last workshop.
2. The students will meet in pairs to discuss and clarify doubts about the
assignments.
3. Go to Blackboard and using the blackboard’s tools (Wimba, Elab, etc.). The
students will meet in groups to discuss how Wi-Fi differs from shared Ethernet in
terms of topology, media access control, and error control.
4. Students will present their Venn Diagrams.
5. Group discussions to explain how you decide the amount of APs needed and
where they should be placed for best performance. (Value 10 pts)
6. Students will meet in groups of 2 to discuss what CSMA/CA DCF and
CSMA/CA PCF are, and how they work. (Write a summarize and handle to a the
facilitator. (Value 5 pts)
7. A session of questions and answers will follow each discussion. (Value 10 pts)
8. Using the blackboard’s tools (Wimba, Elab, etc.). The students will design a
Concept Map about Wi-Fi vs. Ethernet for discussion. (Value 10 pts)
9. The facilitator will provide time to work on their group project. The entire
classroom may share knowledge, ideas, and information on how to develop the
assignment. The project will be submitted at workshop five, however, this is the
opportunity to work on the project, listen to suggestions and ask questions. The
written document will be in Spanish and the oral presentation in English.
10. Start working with the reflexive journal Appendix M
11. The facilitator will discuss the assignments for the next workshop.
12.
Assessment:
1. Individual: Students will complete their Reflective Journal Appendix M.
2. Group: Speaking and listening assessment using Appendix A
3. Written: Venn diagram about Wi-Fi vs. Ethernet (use Appendix B).
4. Oral: The facilitator will use the Speaking rubric to assess student’s
presentations.
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Lesson Wrap-Up:
1. Individual: The facilitator will ask random questions related to the
material to individual students.
2. Group: Students will use the talk aloud technique to explain what they
have learned during the workshop.
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TALLER TRES
Objetivos específicos de contenido:
Al finalizar el taller, el estudiante será capaz de:
1. Describir un enrutador (router) en relación a LANs.
2. Identificar la diferencia entre mutiplexers, hubs, puentes, switches, y
controladores.
3. Distinguir los diferentes protocolos de redes.
4. Comparar y contrastar las diferentes clases de puentes.
5. Investigar las topologías LAN más populares, cómo funcionan y cuántos tipos
hay
6. Identificar la tecnología inalámbrica “Bluetooth”
7. Distinguir brouters y gateways.
Objetivos específicos de lenguaje:
1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el
facilitador y sus compañeros sobre enrutador (router), mutiplexers, hubs, puentes,
switches, controladores, protocolos de redes y topologías LAN, y reaccionará al
mismo de forma verbal o escrita, de acuerdo a las instrucciones del taller.
2. Hablar: El estudiante se expresará verbalmente utilizando el vocabulario
técnico relacionado a las redes de computadoras.
3. Leer: El estudiante leerá cuidadosamente el material disponible en la
sección de las asignaciones antes del taller para responder con precisión
las asignaciones.
4. Escribir: El estudiante escribirá un ensayo expositivo de 600 palabras
sobre la importancia de la Administración de Redes y las Tecnologias
Inalámbricas..
Enlaces electrónicos:.
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Ensayo Expositivo
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http://llc.illinoisstate.edu/fsanch/116/ComposicionLAN116-15/index.html
Information on networks and network topologies.
http://www.abcdatos.com/tutoriales/tutorial/z2763.html
http://www.pc-doctor.com.mx/Radio%20Formula/temas/Redes.htm
Wireless Networks.
http://www.maestrosdelweb.com/editorial/redeswlan/
http://www.abcdatos.com/tutoriales/redes/inalambricas.html
Enrutamientos como funcionan
http://cesarcabrera.info/blog/%C2%BFcomo-se-configura-el-enrutamiento/
Principios de enrutamiento
https://sites.google.com/site/comdatosgrupo4/contenidos/cap4_conmutacion-enrutamiento
Estándares Inalámbricos
http://www.metrologicmexico.com/contenido1/informacion_tecnica/estandares_inalambricos.php
Es bluetooth la tecnología del futuro?
http://www.ejemplosde.net/tps/bluetooth.html
Asignaciones antes del taller:
1. Utilice los recursos bibliográficos disponibles en la biblioteca virtual e investigue
sobre los repetidores. Prepárese para discutir en clase (Valor 5 puntos)
2. Investigue y responda las preguntas siguientes: para entregar al facilitador (Valor
5 puntos)
a) ¿Qué es un puente?
b) ¿Cuál es su funcion?
c) ¿Cuáles son los tipos de puentes? Explique cada uno
3. Usando las herramientas del blackboard: Wimba, Elab, etc. Elabore un mapa
conceptual explicando que es la tecnología inalámbrica “Bluetooth”, cuál es la
función de esta tecnología y por qué ha tomado tanta importancia en la
actualidad. (Valor 10 puntos)
4. Investigue y responda: ¿Cuáles son los criterios para la selección de medios de
transportación? Compare con sus compañeros (Valor 10 puntos) (Ejemplo:
Costo, velocidad, expandibilidad etc…)
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5. Entre a la plataforma electrónica Blackboard y usando las
herramientas existentes responda la pregunta publicada por el facilitador.
Compare su respuesta con al menos un compañero de clase. (Valoración a
cargo del facilitador).
6. Continúe con sus cuatro horas mínimas de práctica con los recursos del e-
lab y con su portafolio digital.
Vocabulario clave de la lección:
1. Tecnologia inalámbrica
2. Bluetooh
3. Enrutador (router)
4. Mutiplexers
5. Hubs
6. Puentes
7. Switches
8. Controladores.
9. Protocolos de redes.
10. Topologías LAN
Lista de materiales suplementarios para el taller:
1. La Internet
2. Blackboard
3. Biblioteca Virtual
4. Tell Me More
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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
_x_ Modelaje
_x_ Práctica Dirigida
_x__ Práctica Independiente
_x_ Instrucción Comprensible
C. Opciones para Agrupamiento
_x__ Grupo Completo
_x__ Grupos Pequeños
_x__ Pares
_x__ Trabajo Independiente
D. Integración del Proceso
_x__ Escuchar
_x__ Hablar
_x__ Leer
_x__ Escribir
E. Aplicación
_x__ Actividades Dinámicas de Aplicación
_x__ Significativas y Relevantes
_x__ Rigurosas
_x__ Alineadas a los Objetivos
_x__ Promueven Participación
A. Preparación
___ Adaptación de Contenido
_x__ Enlaces al Conocimiento Previo
_x__ Enlaces al Aprendizaje Previo
_x__ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning Approach)
_x__ Cognoscitivo
_x__ Meta-cognoscitivo
_x__ Socio/Afectivo
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Actividades integradas:
1. El facilitador realizará un breve resumen del taller anterior. Cada estudiante
escribirá en la pizarra o abundará sobre algo aprendido en el taller anterior.
2. En grupos, los estudiantes prepararán un recurso visual (PowerPoint, diagrama,
dibujo, etc.) sobre las topologías LAN más populares. Podrán utilizar para esta
actividad las herramientas del Blackboard como: Wimba, Elab, Netutor.
Puntuación asignada por el facilitador.
3. Los estudiantes realizarán una discusión liderada por el facilitador sobre la
diferencia entre mutiplexers, hubs, puentes, switches, y controladores.
4. Discusion liderada por el facilitador acerca de los protocolos de red. Los
estudiantes por grupos realizaran una tabla en la que resumirán los principales
aspectos relacionados con los protocolos y la entregaran al facilitador Valoración
5 puntos)
5. Guiados por el facilitador, los estudiantes se reunirán en grupos de 2-3 personas,
y utilizando los recursos del blackboard (Wimba, Elab…etc.) investigarán sobre
brouters y gateways. Al final cada grupo compartirá con los otros grupos un
resumen de lo investigado. Para ser entregado al facilitador (Valoración 10
puntos)
6. El facilitador proveerá tiempo para que los estudiantes trabajen en sus Proyectos
Individuales que entregarán en el taller cuatro.
7. Los grupos prepararán un ensayo de 600 palabras sobre la importancia de la
Administración de Redes y las Tecnologías Inalámbricas. (Valoración 10 puntos)
8. El facilitador contestará preguntas sobre las asignaciones para el próximo
taller.
Evaluación:
1. Individual: Resumen analítico (usar apéndice B).
2. Grupal: El facilitador asignará una actividad a desarrollar por grupos, la
que será evaluada según el Apéndice H.
3. Escrito: Ensayo en grupo sobre la importancia de la Administración de
Redes y las Tecnologias Inalámbricas. (Ver apéndice G).
COIS 433 WIRELESS LOCAL AREA NETWORK 41
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4. Oral/Auditivo: El facilitador usará la matriz de Valoración (Apéndice A
“Listening, Speaking”) para evaluar la descripción oral breve dada por los
estudiantes destacando los aspectos más relevantes del taller. Apéndice H
Cierre del taller:
1. Individual: Cada estudiante expresará lo aprendido durante el taller,
escribiendo su diario reflexivo.
2. Grupal: La clase se dividirá en grupos y por medio de una actividad
breve escogida por los grupos resaltarán los puntos más relevantes del
taller.
COIS 433 WIRELESS LOCAL AREA NETWORK 42
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WORKSHOP FOUR
Specific Content Objectives:
At the end of the workshop, students will be able to:
1. Identify how WLAN performance can be improving
2. Describe the advantages and disadvantages of WLAN design
3. Compare and contrast WLAN security SSID, WEP, WPA and WPA2
4. Differentiate between war driving and war chalking.
5. Identify the advantages of working with WLAN security WAP
6. Compare the different types of WLAN technologies.
Specific Language Objectives)
1. Listening: The student will carefully listen to the class discussion and
especially to their classmates’ project presentations and will follow the
facilitator’s instructions.
2. Speaking: The student will effectively discuss the workshop’s
material according to the facilitator’s activities.
3. Reading: The student will carefully read course related material and
will summarize it using technical vocabulary.
4. Writing: The students will write a summary of their individual project
using technical vocabulary without grammatical or syntax errors.
Electronic Links (URLs):)
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
How to improve performance in a wireless network
http://help.virginmedia.com/system/selfservice.controller?CONFIGURATION=1002&PARTITI
ON_ID=1&TIMEZONE_OFFSET&USERTYPE=1&VM_CUSTOMER_TYPE=Cable&CMD=
VIEW_ARTICLE&ARTICLE_ID=245803
http://www.ehow.com/how_4592839_improve-speed-slow-wireless-network.html
http://www.home-network-help.com/wireless-network-performance.html
COIS 433 WIRELESS LOCAL AREA NETWORK 43
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Wi-Fi Standards
http://www.makeuseof.com/tag/understanding-common-wifi-standards-technology-explained/
Wireless security
http://ptgmedia.pearsoncmg.com/images/9781587132179/samplechapter/1587132176_Day6.pdf
Differentiate between war driving and war chalking.
http://mll.csie.ntu.edu.tw/papers/AnalysisAndComparisonBetweenWarDrivingAndWarWalkingI
nMetropolitanWiFiRadioMaps_Ubicomp08.pdf
Assignments before the Workshop:
1. Make sure you complete your Final Project. It should be submitted and presented
orally during workshop five. The oral presentation will be in English and the
written project in Spanish.
2. Prepare a Venn diagram to compare and contrast the difference between war
driving and war chalking. Summarize it and bring it to class for discussion.
(Value 5 pts.)
a. Using the virtual library find the definition of WLAN designs (Value 5
pts.)
b. Submit to the facilitator the exercises mentioned above.
3. Why is security important for WLANs?
4. What do you think WLAN security will look like in 3 years?
5. Are today’s WLAN secure? Explain
6. List the .IEEE.802.11b/a/g/n standards in order of lowest transmission to highest
transmission speed
a. Answer the following questions by groups: And bring them to class for
discussion (Value 5 pts)
7. How many different types of conducted media are in place in your business or
school? How are they used? Draw a rough diagram showing the approximate
locations and types of wire.
8. Using any sources possible, investigate a company that can offer a microwave
service in your area. Report on what kinds of applications can be supported, what
equipment will be necessary, where the equipment will be located, and what
services this company offers.
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9. Using any sources possible, investigate a company that can offer VSAT satellite
service in your area. Report on what kinds of applications can be supported, what
equipment will be necessary, where the equipment will be located, and what
services this company offers.
a. Prepare to take a written exam in order to assess the knowledge acquired
during this class.
b. Go to Blackboard and answer the question posted by the facilitator.
Reply to at least one of your classmates’ postings.
c. Continue working with your digital portfolio.
d. Complete the e-lab hours.
Key Core Vocabulary:
1. WLAN design
2. WLAN security
3. WLAN security SSID
4. WLAN security WEP
5. WLAN security WAP
6. War driving
7. War chalking
List of Supplementary Materials for the Workshop:
1. The internet
2. Blackboard
3. Digital Portfolio
COIS 433 WIRELESS LOCAL AREA NETWORK 45
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
Integrated Activities:
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will engage students in a whole class review activity. Each
student will be given a piece of paper to write one question based on previous
workshop’s material. Once finished writing, student will hand the questions to
another classmate. The classmate will read and answer the question.
2. The facilitator will clarify the doubts about the topics covered and about the
project.
B. Scaffolding
_x__ Modeling
___ Guided Practice
_x__ Independent Practice
_x__ Comprehensible Input
C. Grouping Options
_x__ Whole Class
_x__ Small Groups
___ Partners
_x__ Independent Work
D. Integration of Processes
_x__ Listening
_x__ Speaking
_x__ Reading
_x__ Writing E. Application
_x__ Hands-on
_x__ Meaningful/Relevant
___ Rigorous
_x__ Link to Objectives
_x__ Promote Engagement
A. Preparation
_x__ Adaptation of Content
_x__ Links to Background Knowledge
_x__ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_x__ Cognitive
_x__ Meta-cognitive
___ Social/Affective
COIS 433 WIRELESS LOCAL AREA NETWORK 46
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3. Students will conduct a discussion led by the facilitator on the advantages and
disadvantages of WLAN design. Students will make a table to compare and
summarize the results. (Value 5 pts)
4. Students will meet in groups of 2-3 people using the virtual library to search the
difference between WLAN security SSID, WEP, WAP and WAP2. Students will
share the results in a short PowerPoint presentation. ( Value 20 pts)
5. Students will meet in small groups to describe and explain types of WLAN
technologies and the advantages of working with it. One representative of each
group will share the results with the rest of the class. (Example IEEE 802.11b)
(Value 20 pts)
6. Continue working on the Final Project. This project will be presented and
submitted at workshop five.
7. The facilitator will discuss the assignments for the next workshop and will clarify
any doubts about the digital portfolio (see Portfolio Handbook) and will clarify
questions related the final exam.
Assessment:
1. Individual: Each student will write a question that will be answered
randomly by a fellow student about the workshop material presented.
2. Group: Groups will make an oral presentation about the most important
aspects of networks in general. They will be evaluated with rubric of the
appendix J
3. Written: Students will complete their Reflective Journal. Appendix M
4. Oral: The facilitator will ask the students to give a brief oral description
highlighting the most important aspects of their written report.
Lesson Wrap-Up:
1. Individual: The facilitator will ask individual students random questions
related to the material covered.
2. Group: Students will meet in groups of three. Each group will ask class related
questions to the other groups.
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TALLER CINCO/WORKSHOP FIVE
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea y
actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN LENGUAJE
A LA VEZ! Las primeras dos horas serán en
español. Las últimas dos horas serán en
inglés.
NOTE: This is a bilingual workshop. Both the
facilitator and the student must use the language
assigned for each homework and activity. Do
not mix both languages! USE ONE
LANGUAGE AT A TIME- KEEP BOTH
LANGUAGES SEPARATE! The first two
hours must be in Spanish. The last two hours
must be in English.
Objetivos específicos de contenido:
Al final del taller, los estudiantes serán capaces de:
1. Describir detalladamente las formas más seguras de proteger información en la
red.
2. Identificar que es el punto de acceso y su función.
3. Comparar y contrastar los tipos de protocolos que garantizan la seguridad en las
redes.
4. Distinguir el concepto de protocolo
5. Diferenciar conceptos sobre filtrado de MAC e IPSEC
Objetivos específicos de lenguaje:
1. Escuchar: El estudiante escuchará atentamente la presentación de sus
compañeros y del facilitador, y aportará a la discusión.
2. Hablar: El estudiante se expresará verbalmente utilizando el vocabulario
técnico en las correspondientes actividades del taller o respondiendo
preguntas del facilitador.
3. Leer: El estudiante leerá cuidadosamente el material recomendado para
hacer las asignaciones antes del taller.
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4. Escribir: El estudiante escribirá una tabla comparativa sin cometer errores
ortográficos.
Enlaces electrónicos:)
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Seguridad de redes:
http://www.abcdatos.com/tutoriales/tutorial/o149.html
http://www.microsoft.com/spanish/MSDN/estudiantes/redes/seguridadredes/default.asp
Descripción de encriptación (encryption):
http://www.terra.cl/info/index.cfm?subtel=3
http://www.geocities.com/CapeCanaveral/2566/encrip/encrip.html
Descripción de virus, antivirus y firewalls:
http://www.lawebdelprogramador.com/cursos/mostrar.php?id=123&texto=Virus/Antivirus
http://www.henciclopedia.org.uy/autores/Bortagaray/internet.htm
Asignaciones antes del taller:
Asignaciones a discutirse durante las primeras dos horas de instrucción (2).
1. Termine su portafolio para entregarlo durante el taller. Utilice el manual de portafolio
para más detalles.
2. Describa que son: (Prepárese para discutir en clase valor 5 pts.)
a. Filtrado de MAC b. IPSEC
3. Recuerde tener listo su Proyecto final. Debe entregarlo y presentarlo oralmente en
este taller. Refiérase a las instrucciones al inicio del módulo.
Assignments to be discussed during the last two hours of instruction (2).
1. Describe: The secure ways of protecting information online. Be prepared to discuss it
in class. (Value 5 pts)
2. Research online tools to save information. Give at least 3 examples.
3. Prepare a table in Word to compare and contrast the types of protocols that ensure
network security. Be prepared to discuss it in class. (Value 10 points).
COIS 433 WIRELESS LOCAL AREA NETWORK 49
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4. Go to Blackboard and answer the question posted by the facilitator. Reply to at
least one of your classmates’ postings.
5. Complete the e-lab hours as recommended by the facilitator.
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. Punto de Acceso
2. Protocolos
3. Filtrado de MAC
4. IPSEC
Academic Core Vocabulary (Must reflect
objectives and important concepts of the
workshop.) Verify that the student masters
the core vocabulary in both languages.
a. Access Point
b. Protocols
c. MAC Filtering
d. IPSEC
List of Supplementary Materials for the Workshop:
1. La Internet
2. Blackboard
3. Biblioteca Virtual
4. Tell Me More
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in the
workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
___ Modeling
_X__ Guided Practice
_X__ Independent Practice
_X__ Comprehensible Input
C. Grouping Options
X__ Whole Class
X___ Small Groups
___ Partners
X___ Independent Work
D. Integration of Processes
_X__ Listening
_X__ Speaking
_X__ Reading
_X__ Writing E. Application
_X__ Hands-on
_X__ Meaningful/Relevant
___ Rigorous
_X__ Link to Objectives
_X__ Promote Engagement
A. Preparation
___ Adaptation of Content
_X__ Links to Background Knowledge
_X__ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies
(Cognitive Academic Language Learning Approach)
_X__ Cognitive
_X__ Meta-cognitive
_X__ Social/Affective
COIS 433 WIRELESS LOCAL AREA NETWORK 51
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
Actividades en español para las primeras dos horas del taller:
1. El facilitador comenzará la clase con un breve repaso. Todos los estudiantes aportarán
a la discusión.
2. El facilitador liderará una discusión para explicar como se realiza el diagnóstico de
problemas en la red local inalambrica.
3. Guiados por el facilitador, los estudiantes investigarán en la biblioteca virtual sobre la
solución de problemas en la red local inalámbrica. (Ejemplo: lentitud, conectividad,
seguridad, acceso, y costo).
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. Each group will have the opportunity to present their projects orally. Other students will
have the opportunity to comment on the presentations.
2. The facilitator will hand in the final exam.
3. The students will fill out and submit the end of course evaluation. (Spanish or English)
Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY SECOND
LANGUAGE PROFICIENCY LEVELS)
1. Individual: Students will complete their Reflective Journal.
2. Group: Students will perform peer evaluations.
3. Written: The facilitator will use Appendix G to evaluate the writing process.
4. Oral: Students will verbally discuss the main topics learned during this class. The
facilitator will use Appendix H.
Lesson Wrap-Up:
1. Individual: Students will write a three paragraphs summary of the most important
aspects of the course.
2. Group: Students will meet in groups of three to share their individual summaries. They
will prepare a group summary of what they learned in class. To be submitted to the
facilitator.
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APÉNDICES / APPENDIXES
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
1. Identifies objects
2. Names concrete objects
3. Points to picture/object of the word heard
4. Follows simple commands
5. Repeats words or simple phrases
6. Understands simple messages – gestures, pointing
Emerging
1. Draws a picture
2. Requires continuous repetition
3. Follows verbal dictations
4. Checks-off words that were heard
5. Repeats information heard to determine comprehension
6. Understands slow speech and multiple repetitions
Developing 1. Understands more details of spoken language
2. Needs limited or no repetition and slow speech
3. Understands basic academic vocabulary which is frequently used in class
discussions
4. Understands class discussions with some difficulty
5. Understands most of what was said
Expanding 1. Needs limited or no repetition at normal speed speech
2. Understands academic vocabulary used in class discussions
3. Understands class discussions with little difficulty
4. Understands nearly everything said
Bridging 1. Needs no repetition at normal speed speech
2. Understands elaborate academic vocabulary used in class discussions
3. Understands class discussions with no difficulty
4. Demonstrates a native-like English speaker’s understanding of what is
said
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“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
COIS 433 WIRELESS LOCAL AREA NETWORK 55
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies, resolve
deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts that
bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g., skimming,
scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g., definition,
restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-evidence of
emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to identify
literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
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.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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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
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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/
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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. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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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. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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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. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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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/
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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. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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APPENDIX C
MATRIZ DE VALORACIÓN PARA ENSAYOS Nombre/Grupo ________________________________________________
Curso: __________ ___________ Fecha: ________________________
Tema: ______________________ Tiempo: ________________________
Criterios Valor Puntuación del Estudiante
Contenido
El ensayo está bien organizado y es fácil de leer. 3
El ensayo incluye detalles e información específica, relevante
y descriptible.
3
El ensayo contiene abundante lenguaje descriptivo. 3
El ensayo incluye abundantes imágenes verbales que ayudan al
lector a visualizar lo que se presente describir.
3
El ensayo contiene abundante lenguaje figurado, tales como la
metáfora, el símil, etc. y brinda comparaciones interesantes.
3
Crea una impresión importante y memorable apoyada con el
uso efectivo de detalles sensoriales relevantes.
3
Se utiliza precisa y consistentemente el estilo APA en el
informe y en la página de referencias. Las referencias del
listado concuerdan con las citas en el texto y todas han sido
escritas adecuadamente usando el estilo APA.
3
Lenguaje
Demuestra habilidad en el manejo del idioma inglés estándar
(vocabulario, sintaxis y flujo de ideas).
3
Usa estructuras de oraciones variadas y hace un excelente uso
del vocabulario.
3
Usa la puntuación y la ortografía correctamente. 3
Total 100 ( 70%
contenido y
30%
lenguaje)
Puntuación Total:
El nombre del estudiante: ______________________________
Firma del facilitador: _________________________
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APPENDIX D
MATRIZ DE VALORACIÓN PARA PRESENTACIONES ORALES
Nombre/Grupo ________________________________________________
Curso: ___________________ Fecha: ________________________
Tema: ______________________ Tiempo: ________________________
Criterios Valor Puntuación del Estudiante
Presentación
Mantiene la atención de toda la audiencia utilizando el
contacto visual directo, y mirando las notas raramente.
2
Los movimientos son adecuados y ayudan a la audiencia
a visualizar el contenido de la presentación.
2
El estudiante demuestra estar relajado y tranquilo, sin
hacer errores.
2
El estudiante utiliza una voz clara con buena proyección y
entonación.
2
El estudiante demuestra un conocimiento completo al
responder todas las preguntas con explicaciones y
elaboraciones.
2
El estudiante presenta la información en una secuencia
lógica e interesante la cual la audiencia puede seguir sin
problema.
2
Demuestra una actitud fuerte y positiva acerca del tema
durante toda la presentación.
2
Lenguaje
Demuestra habilidad en el manejo del idioma inglés
estándar (vocabulario, sintaxis y flujo de ideas).
2
Usa la gramática de una manera adecuada y correcta. 2
Usa una pronunciación correcta durante la presentación. 2
Total 100 ( 70%
contenido y 30%
lenguaje)
Puntuación Total:
Student’s Name: _________________ Facilitator’s Signature: _____________________
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APÉNDICE E
INSTRUCCIONES PARA PREPARAR EL INFORME ESCRITO DEL PROYECTO
COLABORATIVO
LEER TODO: CONTIENE INFORMACIÓN IMPORTANTE
Información general e instrucciones
Las actividades asociadas a la realización de este proyecto colaborativo pueden ser realizadas por
reuniones presenciales o a través de la comunicación vía correo electrónico. Cada estudiante tendrá
responsabilidades asignadas, por lo que es responsable de su propio trabajo y de realizarlo, además,
cooperativamente. Los pasos son:
1. Formar grupos de trabajo de no más de 4 personas.
2. Identificar el proyecto a realizar.
3. Cada grupo debe elegir un nombre que les identifique y les distinga.
4. La comunicación puede ser a través de correo electrónico, por lo que deben asegurarse de
tener todas las direcciones de cada integrante del grupo.
5. De cada reunión o comunicación vía e-mail, debe haber evidencia. Puede imprimir los
correos electrónicos enviados y recibidos (e-mails) y preparar una hoja de asistencia para
las reuniones presenciales donde firman los presentes. Esta evidencia formará parte del
informe escrito.
6. Cada uno será responsable de desempeñar tareas como las siguientes:
a. Velar de que todas las personas integrantes del grupo participen activamente
b. Velar por terminar a tiempo la tarea encomendada.
c. Distribuir para compartir cualquier material útil para preparar el proyecto.
d. Tomar nota de los acuerdos y organizar la correspondencia recibida.
e. Velar que ningún integrante del grupo deje de participar o se quede con dudas
sobre lo que debe hacer.
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Una vez realizado el proyecto, el producto final se le entregará al facilitador o facilitadora. Este producto
final debe entregarse en una carpeta y contener lo siguiente:
Proyecto grabado en algún medio magnético
Título del Proyecto
Portada creativa
Índice
Breve resumen de información de referencia encontrada y útil en la preparación del
proyecto y que fue leída y compartida en el grupo. El número de páginas para este
resumen no debe exceder de las cinco páginas.
Análisis grupal. El grupo debe ponerse de acuerdo para presentar un análisis crítico
grupal. En este análisis expresarán su opinión, juicio o cualquier comentario relacionado
con la experiencia de aprendizaje para la realización del proyecto. Lo más importante es
que en este análisis, todos deben participar.
Reflexión final. Cada integrante del grupo incluirá en el proyecto una reflexión
individual. En ella expresarán cómo se sintieron en el proceso de realizar el trabajo y con
el resultado final.
Bibliografía electrónica. Deben citarse todas las páginas y referencias electrónicas
utilizadas de acuerdo a las normas establecidas por APA para este propósito. Si tiene
dudas, puede consultar cualquiera de estas dos direcciones:
Página oficial de la American Phicological Association:
http://www.apastyle.org/
Plantilla para crear fichas bibliográficas:
http://www.landmark-project.com/citation_machine/index.php
Auto evaluación grupal. Ésta debe ser entregada como parte del proyecto (ver
rúbrica para la auto-evaluación del grupo).
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APPENDIX F
PORTFOLIO RUBRIC
4 3 2 1
PORTFOLIO APPEARANCE
1. Readable: Are entries typed in an appropriate font and
size? Are entries free of errors? Do ideas expressed in
entries follow a logical sequence with appropriate
transitions among paragraphs and topics?
2. Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language
consistent with professional workplace expectations? Is
the portfolio presented in a neat and orderly manner?
3. Organization: Is the portfolio organized in a manner that
makes it easy to follow and easy to quickly locate
information?
PORTFOLIO CONTENT AND FUNCTION
1. Content: Are all required entries included in the
portfolio? Are entries relevant to the content of the
portfolio? Do all entries contain the student’s reaction or
reflection on the selected topics? Do entries provide
thorough understanding of content? Resume, Activities
List, Varied Samples of Written Work, Evidence of
Problem Solving, and Evidence of Decision Making.
2. Authenticity: Are the samples and illustrations a true
reflection of the student’s efforts and abilities?
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3. Growth/Development: Do samples provide thorough
understanding of growth and development related to their
field of concentration? Do items show what the student
has learned?
4. Collaboration: Do items show examples of both
individual and group work? Does the student provide clear
understanding of collaboration, and use collaboration to
support his/her learning?
5. Reflection and Personal growth: Do items show
exceptional understanding of how to be a reflective thinker
and how to seek opportunities for professional growth?
Does the student include self-reflective comments? Does
the student reflect enthusiasm for learning?
6. Professional Conduct: Do items show clear
understanding of ethical behavior and professional
conduct? Do items display the pride the student has in his
or her work?
Overall Portfolio Impact
1. Is this portfolio an asset in demonstrating the student’s
value (skills, abilities, knowledge) to a potential employer
or college representative?
Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
COIS 433 WIRELESS LOCAL AREA NETWORK 71
Updated 01/20/2013
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted
02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando
Campus
COIS 433 WIRELESS LOCAL AREA NETWORK 72
Updated 01/20/2013
APÉNDICE G / APPENDIX G
PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE/PLANTILLA DE AVALUO DE
PORTAFOLIO
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s
response and
comments
COIS 433 WIRELESS LOCAL AREA NETWORK 73
Updated 01/20/2013]
APÉNDICE H / APPENDIX H
USE AND RETURN OF PORTFOLIO/USO Y REGRESO DE PORTAFOLIO
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and
Placement of the Ana G. Méndez University System, to keep in their records a copy of my
portfolio. I understand that the portfolio is going to be used for accreditation or educational
purposes only, and that it is not going to be disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to keep a copy of
my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
COIS 433 WIRELESS LOCAL AREA NETWORK 74
Updated 01/20/2013]
APPENDIX I
REFLECTIVE JOURNAL
Name: _____________________________ Date: ______________________
Complete the sentences and place it in the portfolio.
My strategy to complete the assignments was:
During Workshop Two I felt...
My experience with creating media (projected or non projected, audio) has been...
COIS 433 WIRELESS LOCAL AREA NETWORK 75
Updated 01/20/2013]
DIARIO REFLEXIVO
Nombre: _____________________________ Fecha: ____________________
Completa las oraciones y coloque en su portafolio.
Hasta hoy he logrado...
Durante el Taller Tres me sentí...
Mi experiencia con procesadores de palabras, hojas de trabajo y PowerPoint ha sido...