COIS 440 METHODOLOGIES AND TECHNOLOGIES OF ELECTRONIC COMMERCE METODOLOGIAS Y TECNOLOGIAS DE COMERCIO ELECTRONICO

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1 Sistema Universitario Ana G. Méndez, Inc. School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, and Universidad del Turabo COIS 440 METHODOLOGIES AND TECHNOLOGIES OF ELECTRONIC COMMERCE METODOLOGIAS Y TECNOLOGIAS DE COMERCIO ELECTRONICO Sistema Universitario Ana G. Méndez, Inc Derechos Reservados Ana G. Méndez University System, Inc All rights reserved Non-Education Courses December 7, 2011.

2 COIS 440 Methodologies and Technologies of Electronic Commerce 2 Please include all applicable information below: Prepared based on the course syllabus (2008) of the School of Business Administration, with the collaboration of: Fernando Wilches Ms, Module Development Specialist Loydaliz Calvo, MS - Content Evaluator Luis Díaz, English Language Specialist Bárbaro Forteza, Spanish Language Specialist Joe Hernández, Curriculum and Instructional Designer

3 COIS 440 Methodologies and Technologies of Electronic Commerce 3 TABLA DE CONTENIDO/TABLE OF CONTENTS Página/Page Prontuario....3 Guia de Estudio/Study Guide....4/15 Taller Uno Workshop Two.. 32 Taller Tres. 37 Workshop Four Taller Cinco/Workshop Five Apéndice A/Appendix A: Second Language Proficiency Scoring Rubrics. 54 Apéndice B/Appendix B: Writing Process: 6-Traits Writing Rubric 59 NOTE: Appendixes A and B cannot be omitted or modified. Additional appendixes can be added by the facilitator. However, they must be referenced within the body of the module so that the reader will know how they will be utilized. GUÍA DE ESTUDIO

4 COIS 440 Methodologies and Technologies of Electronic Commerce 4 (PARTE DEL PRONTUARIO SE COPIARÁ Y PEGARÁ AL MÓDULO) (No cambie nada del prontuario si así se indica. Sólo puede corregir errores gramaticales o de sintaxis, de haber alguno.) Título del Curso: Metodologías y Tecnologías de Comercio Electrónico Codificación: COIS 440 Créditos: Duración: Tres 5 Semanas Prerrequisito: COIS 250 Descripción: Este curso proporciona una comprensión de las tecnologías de Internet y las metodologías para la planificación y el desarrollo del comercio electrónico o e-business. El curso explora los diversos modelos de ingresos que se han introducido en los últimos años, y analiza sus fundamentos económicos y de gestión. Además de la adquisición de habilidades básicas para navegar por Internet, el curso ofrece algunas habilidades prácticas para la construcción de aplicaciones de comercio electrónico con la utilización extensible de HyperText Markup Language; también trata temas jurídicos, sociales y de seguridad Objetivos de Contenido Generales Al finalizar el curso, el estudiante: 1. Alcanzar un conocimiento de las teorías y conceptos que subyacen en el comercio electrónico. 2. Describirá los elementos claves del negocio y la tecnología del comercio electrónico 3. Aplicará las teorías del comercio electrónico y los conceptos de e-marketing que están teniendo lugar en el "mundo real". 4. Entenderá el conocimiento de los retos y problemas actuales en el comercio electrónico Objetivos de Lenguaje Generales

5 COIS 440 Methodologies and Technologies of Electronic Commerce 5 a. Escuchar: Los estudiantes escucharán atentamente los conceptos, funciones y material discutido en el curso relacionado a las Metodologías y Tecnologías del Comercio Electrónico. b. Hablar: Los estudiantes discutirán verbalmente el material relacionado con las Metodologías y Tecnologías del Comercio Electrónico. c. Leer: Los estudiantes leerán artículos, textos y otros documentos relacionados con las Metodologías y Tecnologías del Comercio Electrónico, interpretando con exactitud su significado. d. Escribir: Los estudiantes escribirán sin errores gramaticales, sus logros, dudas y comentarios sobre las Metodologías y Tecnologías del Comercio Electrónico en su portafolio personal. Apéndice C. Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net Tutor, Wimba Voice, Biblioteca Virtual y Voice .) 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.

6 COIS 440 Methodologies and Technologies of Electronic Commerce 6 Descripción del Proceso de Evaluación: Trabajos Individuales, Grupales y Presentaciones Orales Pruebas Participación, Asistencia, y uso de Laboratorio Electrónico (5) 20 puntos (c/u) Materiales Creados (20 puntos), participación en Blackboard (20 puntos) y Portafolio (60 puntos) Proyecto Total Puntuación 100 puntos 100 puntos 100 puntos 100 puntos 100 puntos = 500 puntos Escala: A B C D F Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al menos un libro electrónico de la Biblioteca Virtual 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) Morris, T. (2011). Web development and design foundations with XHTML. Harlow: Pearson Education. (5th ed.). Reading, MA: Addison Wesley Awad, E. M. (2007). Electronic commerce: From vision to fulfillment (3rd ed.). Upper Saddle River, NJ: Prentice. Chaffey, D. (2010). E-Business and E-Commerce management: strategy, implementation and practice (4 th ed.). Upper Saddle River, NJ: Prentice Hall. Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice Hall.

7 COIS 440 Methodologies and Technologies of Electronic Commerce 7 Libro(s) Electrónico(s) ] Becker, S. A., & IGI Global. (2008). Electronic commerce: Concepts, methodologies, tools and applications. Hershey PA: Information Science Reference. Morris, T., & Morris, T. (2011). Web development and design foundations with XHTML. Boston: Addison-Wesley. 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

8 COIS 440 Methodologies and Technologies of Electronic Commerce 8 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. Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas. 4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones: a. Si es a dos talleres, el facilitador reducirá la nota existente en un grado. b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota existente en dos grados. 5. La asistencia y participación en actividades de la clase y en presentaciones orales es extremadamente importante pues éstas no se pueden reponer. Si el estudiante provee una excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad que requiera repuesta. 6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los estudiantes también recibirán una calificación individual.

9 COIS 440 Methodologies and Technologies of Electronic Commerce 9 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales. Se espera un comportamiento ético en todas las actividades del curso. Esto implica que TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de documentos y trabajos pues va en contra de la ética profesional. 8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la primera clase. Es requisito que el facilitador discuta y entregue una copia de los cambios a los estudiantes al principio del primer taller.

10 COIS 440 Methodologies and Technologies of Electronic Commerce El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico de SUAGM, teléfonos, día y horario disponibles. 10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio. 11. La visita de niños y parientes no registrados en el curso no está permitida en el salón de clases. 12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen al SUAGM, al curso y a un adulto profesional. Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Algunas de éstos son: Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar: (alquiler) (alquiler) (compra)

11 COIS 440 Methodologies and Technologies of Electronic Commerce 11 (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 requiere 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: y seleccionar los formularios que necesite. Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la certificación de investigación en línea. Estas certificaciones incluyen: Institutional Review Board (IRB), Health Information Portability and Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR). De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina de Cumplimiento a los siguientes teléfonos: Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento Tel. (787) Ext Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento UMET Tel. (787) Ext. 6366

12 COIS 440 Methodologies and Technologies of Electronic Commerce 12 Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento Turabo Tel. (787) Ext.4126 Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE Tel. (787) Ext Filosofía y Metodología Educativa Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos. Cada uno de nosotros genera sus propias reglas y modelos mentales que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias. Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria. PRINCIPIOS DEL CONSTRUCTIVISMO: 1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado. 2. Para construir un significado se requiere comprender todas las partes: globales y específicas ( from whole to parts ). Ambas partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no en hechos aislados.

13 COIS 440 Methodologies and Technologies of Electronic Commerce 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.

14 COIS 440 Methodologies and Technologies of Electronic Commerce 14 STUDY GUIDE (THE STUDY GUIDE WILL BE TRANSLATED, COPIED, AND PASTED TO THE MODULE) (Do not change anything, if stated.) Course Title: Methodologies and Technologies of Electronic Commerce Code: COIS 440 Credits: Time Length: Three Five Weeks Pre-requisite: COIS 250 Description: This course provides an understanding of the Internet technologies and methodologies for the planning and development of e-commerce or e-business. The course surveys the various revenue models that have been introduced in the last few years and analyzes their economic and managerial foundations. In addition to acquiring basic skills for navigating the Internet, the course provides some practical skills for building electronic commerce applications over the Internet using extensible hypertext markup language. It also covers legal, social, and security issues. General Content Objectives: At the end of the course, students will be able to: 1. Gain an understanding of the theories and concepts underlying electronic commerce. 2. Describe key business and technology elements of electronic commerce. 3. Apply e-commerce theory and concepts to what e-marketers are doing in "the real world". 4. Improve familiarity with current challenges and issues in electronic commerce.. General Language Objectives: a. Listening: Students will carefully listen to course concepts, functions and material related to Methodologies and Technologies of Electronic Commerce.

15 COIS 440 Methodologies and Technologies of Electronic Commerce 15 b. Speaking: Students will verbally discuss the material related to advanced functions of the Methodologies and Technologies of Electronic Commerce. c. Reading: Students will carefully read articles, textbooks, and other documents related to Methodologies and Technologies of Electronic Commerce interpreting its correct meaning. d. Writing: Students will write their achievements, concerns, and comments on Methodologies and Technologies of Electronic Commerce in their personal portfolios without grammatical errors. E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library, & Voice .) Language Lab Minimum Requirement: Students must demonstrate that they have complied with 10 hours of language lab or e-lab usage for each language (English and Spanish) per course. This equates to the use of the language lab or e-lab for two hours weekly for each language per course. The facilitator may require a higher number of hours for language lab practice based on the language needs for listening, speaking, reading, and writing skills in either or both languages. The total amount of language lab or e-lab hours is integrated in the activities for each workshop in the module. Description of the Evaluation Process: Evaluation Individual Assignments, Oral Presentations and Group Activities Exam Participation, Attendance, and electronic lab use (5) 20 points (e/a) 100 points 100 points 100 points

16 COIS 440 Methodologies and Technologies of Electronic Commerce 16 Created Materials (20 points), Blackboard participation (20 points) y Portfolio (60 points) Project Total 100 points 100 points = 500 points Evaluation curve % A 89-80% B 79-70% C 69-60% D 59-00% F 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 Textbooks must have a publication date of 5 years as required by the Florida Commission of Independent Learning. Book(s) Felke-Morris, T. (2011). Web development and design foundations with XHTML (5th ed.). Reading, MA: Addison Wesley Awad, E. M. (2007). Electronic commerce: From vision to fulfillment (3rd ed.). Upper Saddle River, NJ: Prentice. Chaffey, D. (2010). E-Business and E-Commerce management: strategy, implementation and practice (4 th ed.). Upper Saddle River, NJ: Prentice Hall. Laudon, K., & Traver, C. G. (2011). E-Commerce (7th ed.). Upper Saddle River, NJ: Prentice Hall. Turban, E., King, D., & Lang, J. (2011). Introduction to electronic commerce (3rd ed.). Upper Sadder River, NJ: Prentice Hall.

17 COIS 440 Methodologies and Technologies of Electronic Commerce 17 Web Site Resources HTML Tutorial: Video: e-commerce resources: Entrepreneur - archive html Build your website: E-Book (s) Becker, S. A., & IGI Global. (2008). Electronic commerce: Concepts, methodologies, tools and applications. Hershey PA: Information Science Reference. Morris, T., & Morris, T. (2011). Web development and design foundations with XHTML. Boston: Addison-Wesley. 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

18 COIS 440 Methodologies and Technologies of Electronic Commerce 18 that 50% of the course is conducted in English and 50% in Spanish. To maintain this balance, the course module will indicate that both languages must be used during the fifth workshop, dividing the workshop activities between the two languages. The first two hours will be in Spanish and the last two hours in English. The 50/50 model does not apply to language courses where the delivery of instruction must be conducted in the language taught (Spanish or English only). 2. The course is conducted in an accelerated and dual language format. This requires that students prepare in advance for each workshop according to the course module. Students must be structured, organized, committed, and focused to ensure linguistic and academic success. In order to achieve proficiency expectations in English and in Spanish, the student must strive to take advantage of all language resources in the university and in their community since becoming a dual language professional is a complex and challenging task. Each workshop requires an average of ten hours of preparation, but could require more. 3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must present a reasonable excuse to the facilitator who in turn will evaluate the reason for the absence. If it is justified, the facilitator will decide how the student will make up the missing work, if applicable. The facilitator will decide on the following: allow the student to make up the work, or allow the student to make up the work and assign extra work to compensate for the missing class time. Assignments required prior to the workshop must be completed and turned in on the assigned date. The facilitator may decide to adjust the grade given for late assignments and/or make-up work.

19 COIS 440 Methodologies and Technologies of Electronic Commerce If a student is absent to more than one workshop, the facilitator will have the following options: a. If a student misses two workshops, the facilitator may lower one grade level based on the student s existing grade. b. If the student misses three workshops, the facilitator may lower two grade levels based on the student s existing grade. 5. Student attendance and participation in oral presentations and special class activities are extremely important as it is not possible to assure that they can be made up. If the student provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation activity if he/she understands that an equivalent activity is possible. This activity must include the same content and language components as the oral presentation or special activity that was missed. 6. In cooperative learning activities, the group will be assessed for their final work as a group. However, each member will have to collaborate to assure the success of the group. Students will also receive an individual grade for their work. 7. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own. SafeAssign TM, 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

20 COIS 440 Methodologies and Technologies of Electronic Commerce 20 student, read Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals. Ethical behavior is expected from the students in all course related activities. This means that ALL papers submitted by the student must be original work, and that all references used will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in case of detecting an incidence, the student will obtain a zero in the assignment or activity and could be referred to the Discipline Committee. 8. In order for the Facilitator to make changes to activities and the study guide, the Faculty and Curriculum Director must approve such changes before the first day of class. The Facilitator must discuss the approved changes with students in the first class workshop. A written copy of the changes must also be provided to students at the beginning of the first workshop. 9. The facilitator will establish a means of contacting students by providing the SUAGM address, phone number, hours to be contacted, and days available. 10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be on vibrate or silent mode during class session. 11. Children or family members that are not registered in the course are not allowed in the classrooms. 12. All students are subject to the policies regarding behavior at the university community established by the institution, and in this course. Note: If for any reason you cannot access the URL s presented in the module, notify the facilitator immediately but do not stop your investigation. There are many search engines and other links you can use to search for information. These are some examples:

21 COIS 440 Methodologies and Technologies of Electronic Commerce To buy or rent new or used textbooks or references you can visit: (rent) (rent) (buy) (buy) 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 interview individuals, he/she must comply with the norms and procedures of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms from the IRB Office or for additional information, visit the following link: and select the forms needed. Furthermore, in this Web site the student/facilitator will find instructions for several online

22 COIS 440 Methodologies and Technologies of Electronic Commerce 22 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) Ext Miss. Carmen Crespo, IRB Institutional Coordinator UMET Tel. (787) Ext Sra. Josefina Melgar, IRB Institutional Coordinator Turabo Tel. (787) Ext.4126 Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE Tel. (787) Ext 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

23 COIS 440 Methodologies and Technologies of Electronic Commerce 23 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 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.

24 COIS 440 Methodologies and Technologies of Electronic Commerce 24 TALLER UNO Objetivos específicos de contenido: Los estudiantes serán capaces de: 1. Describir la historia de la Web y el comercio Electrónico (E-commerce) 2. Definir conceptos básicos utilizados en el Comercio Electrónico. 3. Establecer las ventajas de operar un E-commerce comparado con los negocios tradicionales. 4. Identificar los modelos de E-commerce más populares. 5. Identificar los diferentes tipos de Web sites Objetivos específicos de lenguaje: Los estudiantes serán capaces de: 1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten, discutan o lean, para comprender y recordar lo más significante. 2. Hablar: Expresarse claramente durante conversaciones en clase sobre el Comercio Electrónico. 3. Leer: Leer y analizar el material relacionado con el Comercio Electrónico. 4. Escribir: Escribir un ensayo de una página (300 palabras) sobre el impacto y la funcionalidad del comercio electrónico en nuestra sociedad moderna. Enlaces electrónicos: Biblioteca Virtual Historia de la Web Tipos de Comercio Electrónico

25 COIS 440 Methodologies and Technologies of Electronic Commerce 25 Tipos de Web Site Asignaciones antes del taller: 1. Asegúrese de leer y familiarizarse con todo el módulo antes del primer taller. 2. Lea y analice sobre: a. Concepto e historia de la Internet y el e-commerce b. Qué es un e-commerce? c. Qué productos se pueden vender en un e-commerce? d. Cuáles son los modelos más populares de e-commerce?. 3. Prepare la siguiente asignación para entregar (valor total: 20 puntos): a. Prepara una tabla donde establezca cinco diferencias básicas entre el e-commerce y el comercio tradicional (20 pts). 4. Lea y analice sobre: a. La red social en la Web y su impacto en las relaciones sociales y el mercadeo (marketing) b. Tipos de Web sites semejanzas y diferencias entre sí. 5. Prepare un ensayo de una página (300 palabras aproximadamente) describiendo el impacto y la funcionalidad del e-commerce en nuestra sociedad moderna. 6. Prepare un glosario con cinco a siete términos y sus definiciones relacionados con los temas de la asignaciones antes del taller (Apéndice A Can Do Writing ). 7. Entre al laboratorio electrónico (e-lab) y abra su cuenta con Tell Me More. Comience tomando los exámenes para medir su nivel en inglés y español. Complete sus dos horas de práctica en español con los recursos del e-lab. 8. Comience a trabajar con el Portafolio (ver Apéndice G.

26 COIS 440 Methodologies and Technologies of Electronic Commerce 26 Vocabulario clave de la lección:) 1. Web 2. e-commerce 3. Tienda en línea 4. subasta en línea 5. publicidad basada en e-commerce 6. B2B-B2C-B2E-C2C 7. Lista de materiales suplementarios para el taller: 1. La Internet - Blackboard 2. Biblioteca Virtual

27 COIS 440 Methodologies and Technologies of Electronic Commerce 27 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. A. Preparación Adaptación de Contenido _x Enlaces al Conocimiento Previo _x Enlaces al Aprendizaje Previo _x Estrategias Incorporadas B. Andamiaje _x_ Modelaje _x_ Práctica Dirigida _x Práctica Independiente _x_ Instrucción Comprensible Estrategias de CALLA (Cognitive Academic Language Learning Approach) _x Cognoscitivo _x Meta-cognoscitivo _x Socio/Afectivo 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

28 COIS 440 Methodologies and Technologies of Electronic Commerce 28 Actividades integradas: Actividades integradas de contenido y lenguaje para lograr los objetivos del taller (Contenido y Lenguaje): 1. El facilitador comenzará la clase con una actividad "rompe hielo". Luego verificará que todos los estudiantes estén registrados en el curso. 2. El facilitador discutirá los criterios de evaluación, se atenderán otros asuntos administrativos y se seleccionará la persona que será Representante Estudiantil para la clase. 3. El facilitador discutirá los objetivos del curso y dará a conocer el texto guía y las direcciones de consulta en la Web. 4. El facilitador explicará los detalles del proyecto a presentarse en el Taller Cinco (100 Puntos). a. El proyecto final consiste en crear una tienda virtual, la cual irá desarrollando a partir del primer taller según los conocimientos adquiridos en clase. 5. Los estudiantes se reunirán en grupos de tres y discutirán el ensayo preparado como asignación. Prepararán brevemente una lista grupal sobre la importancia del E-commerce en nuestra sociedad moderna. Un miembro del grupo la compartirá verbalmente con la clase. Ver (Apéndice A) Can do listening rubric. 6. Con base en lo leído para este taller, entre todos/as se definirán los conceptos asignados en las tarea a realizar antes del taller. 7. Divididos en tres grupos, cada grupo compartirá los hallazgos encontrados para las preguntas y actividades asignadas antes del taller y preparará un resumen de esos hallazgos para compartirlos con el resto del grupo. Cada estudiante se asegurará de completar sus notas con aquellos hallazgos que no tenga anotados. 8. Cada estudiante presentará una semejanza o diferencia entre los diferentes tipos de Web sites. Una persona anotará en la pizarra los hallazgos. 9. El facilitador introducirá los siguientes conceptos al grupo: a. Comercio Electrónico. b. Almacenes Online. c. Subasta en línea

29 COIS 440 Methodologies and Technologies of Electronic Commerce 29 d. Sitio Web. e. Motor de búsqueda f. Portal Web 10. Entre todos se aclararán dudas y se completará el Apéndice C: Diario Reflexivo Evaluación: 1. Individual: Ensayo escrito de 300 palabras. Utilizar Apéndice B Six Writing Traits para evaluación 2. Grupal: Lista grupal de la importancia del Comercio Electronico. Apéndice B Can do Writing. 3. Escrito: Diligenciar el portafolio personal 4. Oral/Auditivo: Discusión verbal sobre material aprendido en taller (Apéndice A Listening, Speaking ). Cierre del taller: 1. Individual: Cada estudiante entrará a Blackboard antes de la próxima clase y escribirá sobre dos temas aprendidos durante el taller. 2. Grupal: La clase se dividirá en tres grupos. Cada grupo preparará un mapa conceptual en la pizarra sobre e-commerce. Luego discutirán los mismos.

30 COIS 440 Methodologies and Technologies of Electronic Commerce 30 Specific Content Objectives: ( WORKSHOP TWO At the end of the workshop, students will be able to :) 1. Describe the four most common options for legally organizing a business. 2. Review the licenses and identification numbers needed when starting a business. 3. Review how effective customer policies can help improve business. 4. Describe the means and methods of online store development within the context of social media. Specific Language Objectives 1. Listening: Students will listen attentively to the new concepts discussed in class about the Law, ethics, and customer policies to create an E-commerce. 2. Speaking: The student will effectively discuss the workshop s material according to the facilitator activities 3. Reading: Students will read aloud their assignments with fluency and accuracy. 4. Writing: Students will write in their reflective Journal. Appendix C Electronic Links (URLs):) UT Virtual Library Law, ethics and customer policies to create an E-commerce Assignments before the Workshop: 1. Prepare a list of advantages and disadvantages of various legal options for organizing a business. 2. Prepare to hand in the following assignments (20 points): a. List five topics that should be addressed in every partnership agreement. b. What are the major advantages in forming a corporation rather than a sole

31 COIS 440 Methodologies and Technologies of Electronic Commerce 31 proprietorship or partnership? 3. What are the four key issues to consider when selecting a business s legal form? 4. Name the other two legal organization options and describe them. 5. Be ready to work on the individual Project. Think of a topic that interests you in terms of developing a personal interest. a. Select your topic. Every successful Business begins with that first idea. b. Find information on the subject in order to document and learn more about it. c. Ask yourself if the subject is exciting and interesting. That is the key to enthusiasm with the project. d. Identify the elements that include (potential for sale online, who is the target audience?, how does the product or service address the needs, wants, or interest of potential consumers?, what type of design and content will a web site need in order to cater to the target audience, what will be the best ways to promote and advertise the web site to reach the target audience etc.). e. Sketch a preliminary business plan and bring it to class. 6. You will work in the individual Project that will be presented at Workshop Three. Take the opportunity to plan and organize your idea so you can work with it. You also will have an opportunity to receive suggestions from your peers 7. Continue using Tell Me More and the e-lab links to practice your English language skills. You must complete a minimum of two hours of practice (use e-lab resources). 8. The facilitator may require more hours of practice according to your specific needs. 9. Continue working with your portfolio (see Appendix G).. Key Core Vocabulary: (Must reflect objectives and important concepts of the workshop.) 1. Liability 2. Ownership 3. Taxes 4. Sole proprietorship 5. Financing 6. Partnerships

32 COIS 440 Methodologies and Technologies of Electronic Commerce Agreement 8. Corporation List of Supplementary Materials for the Workshop: 1. Tell Me More 2. E-lab Language Links 3. Blackboard 4. Discussion Board

33 COIS 440 Methodologies and Technologies of Electronic Commerce 33 SIOP Components - Place a checkmark ( ) on the ( ) for ALL strategies that will be used in the workshop. A. Preparation _x Adaptation of Content _x Links to Background Knowledge _x Links to Past Learning _x Strategies Incorporated B. Scaffolding Modeling _x Guided Practice _x Independent Practice _x Comprehensible Input CALLA Strategies (Cognitive Academic Language Learning Approach) _x Cognitive _x Meta-cognitive _x Social/Affective 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 Integrated Activities: Integrated Activities of Content and Language to achieve Content and Language Objectives: 1. The facilitator will start the class with a short review of programming concepts from workshop one. Every student will mention something discussed or practiced during the previous workshop. 2. The facilitator will discuss details of the final project, formally presented in Workshop Five (100 Points.)

34 COIS 440 Methodologies and Technologies of Electronic Commerce The facilitator will introduce the following concepts to the group: a. C corporation. b. S corporation Limited. c. Liability Company 4. The facilitator will divide the class in to small groups to work on the following scenarios. What would you do? a. The owner of an e-commerce site is frustrated because a transaction has gone wrong several different ways and the customer is now very angry. What steps should be taken to fix this situation? b. A friend launching an e-commerce selling gourmet pet treats is organizing as a sole proprietorship to save time and money exploring other options. Briefly explain the disadvantages of sole proprietorship. 5. In pairs, work on the following activity. Students will verbally share their answers with the class: a. Choose an online store and spend some time exploring it. In two pages, describe your experience. Make sure you discuss the positives and negatives, how easy it was to find information, and any methods the marketer took that compel you to buy. Would you make future purchases from that store? Why or why not? 6. The Students will verbally share their assignments (Appendix A Can Do Speaking). A session of questions and answers will follow each presentation. 7. The students will work on their portfolios or ask questions about their final project. 8. Continue working on the reflexive journal Appendix L. 9. The facilitator will discuss the assignments for the next workshop. Assessment: 1. Individual: Students will complete their Reflective Journal (see Appendix C). 2. Group: Brainstorm activity Appendix D - Rubric to evaluate Class Participation. 3. Written: Reflective diary Appendix C and Appendix B for the activity Description. 4. Oral: Appendix A Can Do Speaking for verbal assignments.

35 COIS 440 Methodologies and Technologies of Electronic Commerce 35 Lesson Wrap-Up: 1. Individual: Students will have a minute to draw what they believe was the most important thing they learned during the workshop. 2. Group: The facilitator will divide the class in to two groups and will hand to each group an index card. Each member of the group must write two things they have learned today.

36 COIS 440 Methodologies and Technologies of Electronic Commerce 36 TALLER TRES Objetivos específicos de contenido: Al finalizar el taller, el estudiante será capaz de: 1. Definir que son los sitios de redes sociales 2. Identificar cómo y por qué los medios de comunicación social juegan un papel tan importante en la Web 3. Diferenciar los tipos y clases de audiencias de los sitios de redes sociales 4. Identificar como los comerciantes utilizan estos tipos de redes sociales para construir una audiencia. Objetivos específicos de lenguaje: 1. Escuchar: El estudiante escuchará cuidadosamente el material discutido por el facilitador y sus compañeros sobre las redes sociales y reaccionará ante el mismo de forma verbal o escrita de acuerdo a las instrucciones del taller. 2. Hablar: El estudiante se expresará verbalmente con el vocabulario técnico adecuado en cada una de las actividades del taller. 3. Leer: Los estudiantes realizarán su investigación utilizando la biblioteca virtual para luego analizar y resumir el material encontrado. 4. Escribir: Los estudiantes resumirán, por escrito y sin errores gramaticales, las ideas principales sobre las redes sociales y su relación con el comercio electrónico. Enlaces electrónicos: Biblioteca Virtual Redes sociales Redes sociales y audiencia Redes sociales y comercio electrónico

37 COIS 440 Methodologies and Technologies of Electronic Commerce 37 Asignaciones antes del taller: () 1. Lea la información que aparece en los enlaces sugeridos en las direcciones electrónicas. 2. Acceda las direcciones electrónicas del módulo o en Internet y/o libros e investigue sobre: a. Sitios de Redes sociales b. Medios de comunicación social c. Prepare un informe sobre las diferencias y semejanzas entre sitios de redes sociales y medios de comunicación social. La asignación para entregar (20 Puntos): 3. Prepárese para la discusión sobre el uso de las redes sociales en el "marketing". 4. Continúe con sus dos horas de práctica con Tell Me More o con los enlaces del e-lab. 5. Entre a Blackboard y conteste la pregunta del facilitador relacionada al tema. Comente sobre lo que opinan algunos de sus compañeros. 6. Continúe trabajando con su portafolio Apéndice G. Vocabulario clave de la lección: 1. Sitios de redes sociales 2. Medios de comunicación social 3. Blogs y Vlogs 4. Wikis 5. RSS 6. Mashups 7. Marcadores sociales 8. Nicho Lista de materiales suplementarios para el taller: 1. Biblioteca Virtual 2. Blackboard

38 COIS 440 Methodologies and Technologies of Electronic Commerce 38 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. A. Preparación _x_ Adaptación de Contenido _x_ Enlaces al Conocimiento Previo _x_ Enlaces al Aprendizaje Previo _x_ Estrategias Incorporadas B. Andamiaje Modelaje _x_ Práctica Dirigida _x_ Práctica Independiente _x_ Instrucción Comprensible Estrategias de CALLA (Cognitive Academic Language Learning Approach) _x Cognoscitivo _x Meta-cognoscitivo _x Socio/Afectivo 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

39 COIS 440 Methodologies and Technologies of Electronic Commerce 39 Actividades integradas de contenido y lenguaje para lograr los objetivos del taller (Contenido y Lenguaje): 1. Foro de discusión en Blackboard, la participación corresponde para todos los estudiantes. (20 puntos). Temas a discutirse: a. Aplicaciones y herramientas de los medios sociales: i. Correo electrónico ii. Mensajes instantáneos iii. Blogs y Vlogs iv. Foro de Internet v. Tablones de anuncios vi. Intercambio de archivos 2. El(la) facilitador(a) dividirá la clase en grupos de hasta cuatro estudiantes, cada grupo preparará una mini presentación (cinco minutos) sobre: a. Wikis b. Sitios de redes sociales y aplicaciones c. Los mundos virtuales d. RSS e. Comentarios de productos y servicios f. Mashups 3. Discusión liderada por el (la) facilitador(a) sobre: a. La popularidad y beneficios de las herramientas de medios sociales y los sitios Web b. Los beneficios significativos que brinda los medios sociales a los comerciantes. 4. En parejas los estudiantes identificarán las diferencias entre redes sociales y sitios de redes sociales. Prepararán un resumen escrito para compartir con el resto de la clase 5. En grupo los estudiantes analizarán las tres categorías en las cuales está dividida los sitios de redes sociales: a. Redes sociales generalistas

40 COIS 440 Methodologies and Technologies of Electronic Commerce 40 b. Los sitios de nicho de mercado de las redes sociales c. Marcadores sociales 6. Los estudiantes trabajarán en sus portafolios y aclararán las dudas con el facilitador 7. El facilitador aclarará dudas y hablará sobre examen y proyecto final 8. Llena el Anejo C (Diario Reflexivo) y entrégalo a tu facilitador / a junto con las tareas asignadas antes de cada. Evaluación: a. Individual: Resumen analítico (usar Apéndice B). b. Grupal: Práctica dirigida (usar Apéndice D). c. Escrito: Los estudiantes realizarán una evaluación escrita de la actividad dos. d. Oral/Auditivo: El facilitador pedirá a los estudiantes una descripción oral breve, donde destaquen los aspectos más relevantes del taller. Ver Apéndice E Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los objetivos del taller.) 1. Individual: El facilitador realizará preguntas a los estudiantes relacionadas con el material presentado durante el taller 2. Grupal: Cada grupo de estudiante presentará una actividad breve donde destaquen algunos puntos relevantes del taller

41 COIS 440 Methodologies and Technologies of Electronic Commerce 41 WORKSHOP FOUR Specific Content Objectives: At the end of the workshop, students will be able to: 1. Define the term: HTML. 2. Analyze the structure of HTML. 3. Identify the functions of HTML. 4. Work with the computer language HTML Specific Language Objectives: 1. Listening: The student will carefully listen to the class discussion and will follow instructions. Appendix A 2. Speaking: The student will effectively discuss the workshop s material according to the facilitator activities. 3. Reading: The student will carefully read course related material and will summarize it using technical vocabulary. Appendix A 4. Writing: Students will perform a written evaluation Appendix B. Electronic Links (URLs): Virtual Library Introducción a HTML Tutorial Exercises using HTML

42 COIS 440 Methodologies and Technologies of Electronic Commerce 42 Assignments before the Workshop: 1. Find information on the Internet, e-library, or books about the following topics: a. Defining HTML (Hypertext Mark-up Language) b. Structure of HTML c. HTML Functions. 2. Using the above URLs, search and be prepared to answer the next question in the following assignment (20 points). a. Is HTML a programming language? In a paper no longer than two pages, give your thoughts on this debate. Make sure you support your opinion with programmingbased facts. 3. Be prepared to discuss functions of HTML. 4. Be prepared to present progress on your final project. 5. Complete your two hours of English language practice in the language lab. Additional hours may be required by the facilitator according to your needs. Use additional language lab resources, if needed. 6. Be prepared to take a written test of the concepts covered in workshops Continue working with your portfolio. Appendix C. Key Core Vocabulary: 1. HTML 2. Tags 3. Opening Tag Closing Tag 4. Brackets 5. Browser 6. Commands 7. Code 8. File 9. Page Layout

43 COIS 440 Methodologies and Technologies of Electronic Commerce 43 List of Supplementary Materials for the Workshop: 1. Virtual Library 2. Blackboard SIOP Components - Place a checkmark ( ) on the ( ) for ALL strategies that will be used in the workshop. A. Preparation _x Adaptation of Content _x Links to Background Knowledge _x Links to Past Learning _x Strategies Incorporated B. Scaffolding _x Modeling _x Guided Practice _x Independent Practice _x Comprehensible Input CALLA Strategies (Cognitive Academic Language Learning Approach) _x Cognitive _x Meta-cognitive _x Social/Affective 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 _x Rigorous _x Link to Objectives _x Promote Engagement

44 COIS 440 Methodologies and Technologies of Electronic Commerce 44 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 the previous workshop s material. Once finished writing, students will hand the questions to another classmate. The classmate will read and answer the question. If needed, the classmate can ask for one tip before answering. 2. Comprehensive discussion led by the facilitator about HTML. a. HTML concept b. Structure of HTML c. Functions of HTML 3. Workshop groups - (20 points) the facilitator will divide the class in to small groups of 3 to 4 people. Assign each group various practical HTML exercises (25-30 minutes). A representative from each group will present their solutions to the class. 4. The facilitator will give the written test to the students. 5. The facilitator will clarify any doubts about the assignment for the next workshop. 6. Student will work on their portfolios 7. Students will clarify doubts about the final project. 8. Complete (Reflective Journal Appendix A) and submit it to your facilitator at the end of class with the assignments for each workshop that apply. Assessment :) 1. Individual: Assignment Evaluation Use Appendix B Can do Writing. 2. Group: Class discussion about workshop group Use Appendix A - Can Do - Speaking. 3. Written: Essay and Reflexive Journal Appendix C Use Appendix B Six Traits of Writing. 4. Oral: Class Review Activity Appendix C Rubric.

45 COIS 440 Methodologies and Technologies of Electronic Commerce 45 Lesson Wrap-Up: 1. Individual: Each student will write down 3 things they think they will remember most about the workshop.. 2. Group: Student will meet in groups of three. Each group will ask class related questions to the other groups.

46 COIS 440 Methodologies and Technologies of Electronic Commerce 46 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: Los estudiantes serán capaces de: 1. Definir el concepto Web Hosting 2. Identificar las funciones, tipos y parámetros para elegir una Web Hosting 3. Saber cómo tratar con el fraude al consumidor y crear un ambiente seguro para los clientes en línea 4. Describir las amenazas de seguridad más importantes que enfrenta el comercio electrónico (ataques de denegación de servicio, los hackers, malware etc) 5. Conocer la importancia de la planificación de la seguridad y las medidas necesarias para la creación de un plan de seguridad 6. Identificar la forma de proteger y respaldar los datos críticos de los clientes Objetivos específicos de lenguaje: Los estudiantes serán capaces de: 1. Escuchar: Cuidadosamente lo que el facilitador y compañeros de clase presenten, discutan o lean; comprendiendo y recordando lo más significante.

47 COIS 440 Methodologies and Technologies of Electronic Commerce Hablar: Expresarse claramente durante conversaciones en clase sobre Web Hosting y sobre seguridad en el comercio electrónico. 3. Leer: Leer y analizar el material proporcionado antes y durante del taller. 4. Escribir: Diligenciar el portafolio personal Apéndice G. Enlaces electrónicos: Biblioteca Virtual Introducción a Web Hosting Tipos de Hosting Web Hosting Gratis, Como escogerlas. Web Hosting Pagadas, Como escogerlas. Como escoger una Web Hosting Seguridad y comercio electrónico Asignaciones antes del taller: Asignaciones a discutirse durante las primeras dos horas de instrucción (2). 1. Termine su portafolio y entrégalo durante el taller. En el portafolio usted debe recopilar, en ambos idiomas (español e inglés) lo siguiente:

48 COIS 440 Methodologies and Technologies of Electronic Commerce 48 a. Documentos entregados por el facilitador; diarios reflexivos; bosquejos, resúmenes, borradores; hojas sueltas de presentaciones; otros (Ver apéndices). 2. Recuerde tener listo su Proyecto. Debe entregarlo y presentarlo oralmente en este taller. 3. Utilizando e-library o las direcciones electrónicas provistas en el módulo para este taller busque y defina los siguientes términos: a. Seguridad en el comercio electrónico b. Web Hosting. 2. Prepare la siguiente asignación para entregar (10 Puntos). a. Identifique las ventajas y desventajas de una Web Hosting Gratis y una Web Hosting Pagada 3. Prepare la siguiente asignación para entregar (10 Puntos). a. Qué se debe tener en cuenta antes de firmar un contrato con una Web Hosting? b. Cuáles son los consejos que se deben tener en cuenta a la hora de escoger una Web Hosting Assignments to be discussed during the last two hours of instruction (2). 4. Prepare a glossary of 5-7 terms with definitions related to the topics discussed in the workshop (Appendix A - "Can Do Writing"). 5. Complete your 2 hours of practice in English with the resources of e-lab. 6. Continue working with the Portfolio (see Appendix G. Vocabulario académico clave (Debe reflejar los objetivos y conceptos claves del taller.) Verifique que el estudiante domine el vocabulario clave en los dos idiomas.

49 COIS 440 Methodologies and Technologies of Electronic Commerce Servidor Web 2. Web Hosting Provider ((Web Hosting) 3. Espacio en disco (almacenamiento Web) 4. Ancho de banda (transferencia de datos) 5. Servicio de estadísticas 6. Panel de control (CPanel) 7. Cuentas de correo (buzones) 8. Soporte Técnico Academic Core Vocabulary (Must reflect objectives and important concepts of the workshop.) Verify that the student masters the core vocabulary in both languages. 1. Web server 2. Web Hosting Provider ((Web Hosting) 3. Disk space (storage site) 4. Bandwidth (data transfer) 5. Web Statistics 6. Control Panel (CPanel) 7. Mail accounts (mailboxes) 8. Technical Support Lista de materiales suplementarios para el taller: 1. La Internet - Blackboard 2. Biblioteca Virtual

50 COIS 440 Methodologies and Technologies of Electronic Commerce 50 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. A. Preparación Adaptación de Contenido _x Enlaces al Conocimiento Previo _x Enlaces al Aprendizaje Previo _x Estrategias Incorporadas B. Andamiaje _x_ Modelaje _x_ Práctica Dirigida _x Práctica Independiente _x_ Instrucción Comprensible Estrategias de CALLA (Cognitive Academic Language Learning Approach) _x Cognoscitivo _x Meta-cognoscitivo _x Socio/Afectivo 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

51 COIS 440 Methodologies and Technologies of Electronic Commerce 51 Actividades integradas de contenido y lenguaje para lograr los objetivos del taller (Contenido y Lenguaje): Actividades en español para las primeras dos horas del taller: 1. Discusión amplia liderada por el (la) Facilitador(a) sobre Web Hosting : a. Web Hosting Compartido b. VPS (Servidores Privados Virtuales) 2. En parejas discutir y analizar sus hallazgos sobre: a. Hosting Dedicado b. Managed Hosting Integrated content and language activities aligned to achieve workshop objectives: Activities in English for the last two hours of the workshop: 3. Prepare to hand the next assignment: a. What are the legitimate reasons for which customers can request a charge-back? List three ways to minimize credit card fraud. b. List four types of information customers will want to know about how data is managed. 4. By groups explain three categories of concern to be considered when developing a privacy policy. 5. Question to be answered by the entire class: a. What is an SSL certificate and how does it work? 6. In pairs, explain how an e-commerce receives a seal of approval? Why are seals of approval important? 7. Each group will have the opportunity to present their projects. Other students will have the opportunity to comment on each presentation. 8. A session of questions and answers will follow each presentation. 9. The facilitator will answer questions and clarify doubts. 10. The students will complete the end of course evaluation. (Spanish or English)

52 COIS 440 Methodologies and Technologies of Electronic Commerce 52 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 using Appendix K. 3. Written: The facilitator will use Appendix B, the written process. 4. Oral: Students will verbally discuss the main topics learned during this class. The facilitator will use Appendix K. 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 (see Appendices A, B).

53 COIS 440 Methodologies and Technologies of Electronic Commerce 53 APÉNDICES / APPENDIXES

54 COIS 440 Methodologies and Technologies of Electronic Commerce 54 APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION Retrieved from: WIDA Consortium

55 COIS 440 Methodologies and Technologies of Electronic Commerce 55 Can Do Listening Rubric National Proficiency Levels Starting Emerging Developing Expanding Bridging Criteria Identifies objects Names concrete objects Points to picture/object of the word heard Follows simple commands Repeats words or simple phrases Understands simple messages gestures, pointing Draws a picture Requires continuous repetition Follows verbal dictations Checks-off words that were heard Repeats information heard to determine comprehension Understands slow speech and multiple repetitions Understands more details of spoken language Needs limited or no repetition and slow speech Understands basic academic vocabulary which is frequently used in class discussions Understands class discussions with some difficulty Understands most of what was said Needs limited or no repetition at normal speed speech Understands academic vocabulary used in class discussions Understands class discussions with little difficulty Understands nearly everything said Needs no repetition at normal speed speech Understands elaborate academic vocabulary used in class discussions Understands class discussions with no difficulty Demonstrates a native-like English speaker s understanding of what is said

56 COIS 440 Methodologies and Technologies of Electronic Commerce 56 Can Do Speaking Rubric National Proficiency Levels Starting Emerging Developing Expanding Bridging Criteria 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 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 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. 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 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

57 COIS 440 Methodologies and Technologies of Electronic Commerce 57 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, comparex/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 Expanding Bridging 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. 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 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)

58 COIS 440 Methodologies and Technologies of Electronic Commerce 58 Can Do Writing Rubric National Proficiency Levels Criteria Starting Emerging Developing Expanding Bridging 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 makes 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. 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. 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). 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 appropriate transitional words that are in order to allow the proper flow of ideas. Selects and uses vocabulary words that are much 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. 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 hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and is 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.

59 COIS 440 Methodologies and Technologies of Electronic Commerce 59 APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC

60 COIS 440 Methodologies and Technologies of Electronic Commerce 60 Appendix B Six-Traits of Writing Rubric Student s Name: Date: Facilitator: Course: Assignment: Instructions: This rubric will be used to evaluate all written work done by the student in both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content) and write the score in the appropriate box. Select the criteria per level (6= highest, 1=lowest) that best reflects the student s writing ability. Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are evaluating in order to complete this rubric properly. Criteria per Level (From Highest to Lowest) Writing Traits 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: points = A Very Good: points = B Satisfactory: points =C Fair: points =D Poor: 0-18 points = F

61 COIS 440 Methodologies and Technologies of Electronic Commerce 61 Six Traits for Analytic Writing Rubrics Criteria per Level Trait #1: Idea and Content Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/ 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. 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. A 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. 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. 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. 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. 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/

62 62 COIS 440 Methodologies and Technologies of Electronic Commerce Criteria per Level Trait #2: Organization 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 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.. 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. 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. 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. 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/

63 63 COIS 440 Methodologies and Technologies of Electronic Commerce Criteria per Level Trait #3: Voice 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. 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. 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. 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. 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. 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/

64 64 COIS 440 Methodologies and Technologies of Electronic Commerce Criteria per Level Trait #4: Word Choice 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. 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 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. 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. 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. 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/

65 65 COIS 440 Methodologies and Technologies of Electronic Commerce Criteria per Level Trait #5: Sentence Fluency 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. 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. 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. 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. 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. 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/

66 66 COIS 440 Methodologies and Technologies of Electronic Commerce Criteria per Level Trait #6: Conventions 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. 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. 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. 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. 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. 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.

67 67 COIS 440 Methodologies and Technologies of Electronic Commerce

68 68 COIS 440 Methodologies and Technologies of Electronic Commerce Apéndice C/Appendix C Reflective Journal

69 COIS 440 Methodologies and Technologies of Electronic Commerce 69 Apéndice C/Appendix C 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...

70 COIS 440 Methodologies and Technologies of Electronic Commerce 70 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...

71 COIS 440 Methodologies and Technologies of Electronic Commerce 71 Apéndice D/Appendix D Matriz de Valoración para la Participación en Clase/Class Participation Rubric

72 COIS 440 Methodologies and Technologies of Electronic Commerce 72 Matriz de Valoración para la Participación en Clase NOMBRE: NOTA FINAL FECHA: Asistencia y puntualidad: 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres 4= No faltó a los talleres pero llegó tarde a uno o dos talleres 5= No faltó ni llegó tarde a los talleres 0-No Cumplió 1- Deficiente 2- Regular 3- Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica CRITERIOS N/A 1. Contribuye frecuentemente a las discusiones en clase. 2. Demuestra interés en las discusiones en clase. 3. Contesta preguntas del facilitador y sus compañeros. 4. Formula preguntas pertinentes al tema de la clase. 5. Viene preparado(a) a clase. 6. Contribuye a la clase con material e información adicional. 7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase 8. Demuestra atención y apertura a los puntos y argumentos de sus compañeros. 9. Contesta preguntas y planteamientos de sus compañeros. 10. Demuestra iniciativa y creatividad en las actividades de clase. Comentarios:

73 COIS 440 Methodologies and Technologies of Electronic Commerce 73 RUBRIC TO EVALUATE CLASS PARTICIPATION NAME: FINAL GRADE DATE: Attendance and Punctuality: 0=Absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops 1=Absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops 2=Absent in 2 workshops or absent in 1 workshops and was late in 3 or more workshops 3=Absent in 1 workshop or attended all workshops but was late in 3 workshops 4=Attended all workshops but was late in 1 or 2 workshops 5=Perfect attendance 0-Not Observed 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent N/A- Not Apply CRITERIA N/A 1. Contributes frequently to class discussion. 2. Demonstrates interest in class discussion. 3. Answers questions made by the facilitator and classmates. 4. Asks questions pertinent to the class subject. 5. Arrives prepared to class. 6. Contributes to class with additional material and information. 7. Presents arguments based on class lecture and work. 8. Demonstrates attention and open towards arguments from classmates. 9. Answers questions and expositions from classmates. 10. Demonstrates initiative and creativity in class activities. Comments:

74 COIS 440 Methodologies and Technologies of Electronic Commerce 74 Apéndice E/Appendix E MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES/ RUBRIC TO EVALUATE ORAL PRESENTATIONS

75 COIS 440 Methodologies and Technologies of Electronic Commerce 75 Anejo E/Appendix E MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORALES NOMBRE: FECHA: NOTA FINAL: TITULO: 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica CRITERIOS N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas principales que se incluyen en la presentación. 3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia. 4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase. 5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique. 6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado. 7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique LENGUAJE 8. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical. 9. Dicción clara, sin muletillas o barbarismos y tono adecuado. 10. La presentación es organizada y coherente y puede seguirse con facilidad. Comentarios:

76 COIS 440 Methodologies and Technologies of Electronic Commerce 76 RUBRIC TO EVALUATE ORAL PRESENTATIONS NAME: FINAL GRADE: DATE: TITLE: 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5- EXCELLENT N/A-NOT APPLY CRITERIA N/A 1. Performs an effective introduction of the theme to be discussed. 2. Identifies purpose, objectives, and principal ideas included in the presentation. 3. Effective projection, adequate body posture and audience management. 4. The presentation ideas and arguments are based on sources presented, consulted or discussed in class. 5. Captures audience attention and interest and/or promotes participation, depending on which applies. 6. The summary of principal points and/or the presentation of conclusions are clear and appropriate. 7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented. LANGUAGE 8 Utilized appropriate language with syntactical and grammatical correctness. 9 Clear diction, without pet phrases or misuse of words and with the appropriate tone. 10 Presentation is organized, coherent and can be easily followed. Comments:

77 COIS 440 Methodologies and Technologies of Electronic Commerce 77 Apéndice F/Appendix F Gráfica KWL/ KWL Chart

78 COIS 440 Methodologies and Technologies of Electronic Commerce 78 KWL Chart K What you know/lo que sabes W What you want to learn/lo que quieres saber L What you learned/lo que aprendiste

79 COIS 440 Methodologies and Technologies of Electronic Commerce 79 APÉNDICE G / APPENDIX G PORTFOLIO RUBRIC/MATRIZ VALORATIVA DE PORTAFOLIO

80 COIS 440 Methodologies and Technologies of Electronic Commerce 80 Portfolio Rubric PORTFOLIO APPEARANCE Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics? Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner? Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information? PORTFOLIO CONTENT AND FUNCTION Content: Are all required entries included in the portfolio? Are entries relevant to the content of the portfolio? Do all entries contain the student s reaction or reflection on the selected topics? Do entries provide a thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making. Authenticity: Are the samples and illustrations a true reflection of the student s efforts and abilities? Growth/Development: Do samples provide a thorough

81 COIS 440 Methodologies and Technologies of Electronic Commerce 81 understanding of growth and development related to their field of concentration? Do items show what the student has learned? Collaboration: Do items show examples of both individual and group work? Does the student provide a clear understanding of collaboration, and uses collaboration to support his/her learning? Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning? Professional Conduct: Do items show a clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work? Overall Portfolio Impact Is this portfolio an asset in demonstrating the student s value (skills, abilities, knowledge) to a potential employer or college representative? Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from on February 10th, Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement Metro Orlando Campus

82 COIS 440 Methodologies and Technologies of Electronic Commerce 82 APÉNDICE H / APPENDIX H PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE/PLANTILLA DE AVALUO DE PORTAFOLIO

83 COIS 440 Methodologies and Technologies of Electronic Commerce 83 APÉNDICE H / APPENDIX H: PORTFOLIO ASSESSMENT FEEDBACK TEMPLATE Portfolio Assessment Feedback Template Facilitator s comments Strengths Weaknesses Improvement Ideas Student s response and comments

84 COIS 440 Methodologies and Technologies of Electronic Commerce 84 APÉNDICE I / APPENDIX I USE AND RETURN OF PORTFOLIO/USO Y REGRESO DE PORTAFOLIO

85 COIS 440 Methodologies and Technologies of Electronic Commerce 85 APÉNDICE I / APPENDIX I: USE AND RETURN OF PORTFOLIO 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

86 COIS 440 Methodologies and Technologies of Electronic Commerce 86 APÉNDICE J / APPENDIX J USE AND DISCARD OF PORTFOLIO/USO Y DESECHO DEL PORTAFOLIO

87 COIS 440 Methodologies and Technologies of Electronic Commerce 87 APÉNDICE J / APPENDIX J: USE AND DISCARD OF PORTFOLIO Use and Discard 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 Placement and Assessment to keep a copy of my portfolio for six months and discard it at the end of this period of time. Student s Name (print) Student s Signature Date Date

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