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Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
COIS 106
Programming in Basic (Visual Basic)
Programación en Basic (Visual Basic)
© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved.
COIS 106 Programming in Visual Basic 2
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página-Page
Guía de Estudio ................................................................................................................... 4
Study Guide ...................................................................................................................... 14
Workshop One .................................................................................................................. 25
Taller Dos.......................................................................................................................... 30
Workshop Three................................................................................................................ 34
Taller Cuatro ..................................................................................................................... 38
Workshop Five .................................................................................................................. 41
Taller Seis ......................................................................................................................... 44
Workshop Seven ............................................................................................................... 47
Taller Ocho ....................................................................................................................... 50
Anejo A/Appendix A ........................................................................................................ 54
Anejo B/Appendix B......................................................................................................... 56
Anejo C/Appendix C......................................................................................................... 57
Anejo D/Appendix D ........................................................................................................ 58
Anejo E/Appendix E ......................................................................................................... 60
Anejo F/ Appendix F ........................................................................................................ 61
Anejo G/Appendix G ........................................................................................................ 62
Anejo H/Appendix H ........................................................................................................ 64
Anejo I/Appendix I ........................................................................................................... 65
Anejo J/Appendix J ........................................................................................................... 66
Anejo K/Appendix K ........................................................................................................ 67
COIS 106 Programming in Visual Basic 3
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Anejo L/Appendix L ......................................................................................................... 68
Anejo M/Appendix M ....................................................................................................... 70
Anejo N/Appendix N ........................................................................................................ 72
Anejo O/Appendix O ........................................................................................................ 76
COIS 106 Programming in Visual Basic 4
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Guía de Estudio
Título del Curso Programación en Basic (Visual Basic)
Codificación COIS 106
Duración Ocho Semanas o según aplique
Pre-requisito Ninguno
Descripción
Principios de programación, con énfasis en aplicaciones comerciales, utilizando el
lenguaje BASIC (Visual Basic). Se estudia el uso de técnicas estructuradas de
programación y la documentación apropiada de los programas con recursos tales
como: diagramas de flujo (flujogramas), diagramas de jerarquía, tablas de decisión y
otros, que sirven para la documentación del programa y de los módulos que lo
componen. Requiere laboratorio.
Objetivos Generales
1. Describir los aspectos teóricos y prácticos para la configuración de un programa de
computadoras.
2. Presentar los conceptos e instrucciones básicas para la elaboración de programas de
computadoras
3. Capacitar al estudiante para utilizar los recursos apropiados de análisis y
documentación, en la elaboración de programas de computadoras en Visual
BASIC.
Texto y Recursos
Halvorson, M. (2010). Microsoft Visual Basic 2010 Step by Step. Redmond, WA:
Microsoft Press. (ISBN-10: 0735626693) $30.00
COIS 106 Programming in Visual Basic 5
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Programa de Visual Basic
Baje la versión 2010 o la más reciente a su máquina.
Libro Electrónico
Deitel, P.J., & Deitel, H.M. (2010). Visual Basic 2010: How to Program [e-book].
Prentice Hall. ISBN 0132546868.
Evaluación: Puntos
Asistencia y Participación 8 Talleres a 10 pts c/u 80
Ejercicios de Práctica 140
Examen o Avalúo 100
Asignaciones 100
Proyecto Final/Presentación 80
Total 500 pts
La Curva Estándar a ser usada es la siguiente:
A 100 90 %
B 89 80 %
C 79 70 %
D: 69 60 %
F: 59 0 %
COIS 106 Programming in Visual Basic 6
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Asistencia y Participación en clase
1. Demostrar responsabilidad por su proceso de aprendizaje
2. Traer materiales asignados
3. Estar presente en la clase.
4. Cantidad y calidad de preguntas hechas en clase
5. Habilidad para responder efectivamente a preguntas.
6. Participó frecuentemente en las discusiones del salón de clase.
7. Mostró destrezas a través del reconocimiento de hechos, conceptos y teorías
presentadas en el curso.
8. Utilizó laboratorio de lenguaje o Tell Me More como fue requerido por facilitador
(mínimo 20 horas, 4 horas por taller).
Programas de Visual Basic
En cada taller se trabajará en uno o varios programas de Visual Basic utilizando la
versión más reciente del programa. Los mismos serán entregados a el (la) Facilitador(a)
en el mismo taller o de acuerdo a lo acordado con el (la) Facilitador (a).
Proyecto (Programa en Visual Basic y Presentación oral)
1. Trabajo Escrito en grupo. Cada grupo preparará un programa en Visual Basic de
un sistema en particular. El (La) Facilitador(a) podrá proveer casos para análisis
o los estudiantes podrán utilizar sus propios proyectos, con la aprobación de el
(la) Facilitador (a).
COIS 106 Programming in Visual Basic 7
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a. Este informe debe ser entregado en el Taller Ocho. El informe y el programa
tienen un valor de 80 puntos para cada estudiante.
b. El programa debe incluir sus respectivos flujogramas.
2. Cada miembro del grupo debe participar en la presentación. Es requisito utilizar
medios audiovisuales y estrategias de presentación variadas.
Examen o Avaluó
Los estudiantes tomarán un examen escrito o una técnica de avalúo determinada por el
facilitador. La evaluación seleccionada incluirá conocimientos de conceptos y
programación.
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo 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 ofrece 50% en inglés y 50% en español. Para mantener un balance, el
módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el
COIS 106 Programming in Visual Basic 8
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facilitador deberá contestar la misma en el idioma designado para ese taller. Esto
deberá ser una excepción a las reglas pues es importante que los estudiantes
utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará
si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo
perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle
al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo
a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado
en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
COIS 106 Programming in Visual Basic 9
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una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente
o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor
de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de
otro será calificado con cero. 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 el 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 de toda referencia
utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. 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
COIS 106 Programming in Visual Basic 10
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institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar
incurrir en el plagio de documentos y trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá
utilizar para la búsqueda de la información deseada. Entre ellas están:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
COIS 106 Programming in Visual Basic 11
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Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
• http://www.chegg.com/ (alquiler)
• http://www.bookswim.com/ (alquiler)
• http://www.allbookstores.com/ (compra)
• http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir
algunas de ser necesario.
Nota: Del facilitador o el estudiante requerir o desear una investigación o la
administración de cuestionarios o entrevistas, deben referirse a las normas y
procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a
los formularios de la Oficina de Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para
la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board,
Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for
Research Act (RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
COIS 106 Programming in Visual Basic 12
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión
entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También,
intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros
estudiantes y motivar a los mismos a analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
COIS 106 Programming in Visual Basic 13
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
COIS 106 Programming in Visual Basic 14
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Study Guide
Course Title Programming in BASIC (Visual Basic)
Code COIS 106
Time Length Eight Weeks
Pre-requisite None
Description
This course covers the use of BASIC (Visual Basic) programming principles with
emphasis on business applications. It studies the use of structured programming
techniques and proper documentation of programs. Flowcharts, hierarchy diagrams,
decision tables, and others are used as resources for programmers. These tools are used
for proper program documentation. Requires computer laboratory.
General Objectives
1. To describe the concepts and practical aspects used in the design of a computer
program.
2. To present basic terminology and instructions for the development of a computer
program.
3. To prepare each student in the proper use of resources for the analysis and
documentation of BASIC programs.
Text and Resources
Halvorson, M. (2010). Microsoft Visual Basic 2010 Step by Step. Redmond, WA:
Microsoft Press. (ISBN-10: 0735626693) $30.00
Visual Basic Software Application
Download the 2010 version or higher.
COIS 106 Programming in Visual Basic 15
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
E-Book
Deitel, P.J., & Deitel, H.M. (2010). Visual Basic 2010: How to Program [e-book].
Prentice Hall. ISBN 0132546868.
Evaluation Points
Attendance and Participation (8 Workshops 10 pts each) 80
Practice Exercise 140
Test or Assessment 100
Assignments 100
Final Project/Presentation 80
Total 500 points
The Standard Grade Curve to be used is:
A 100 90 %
B 89 80 %
C 79 70 %
D: 69 60 %
F: 59 0 %
COIS 106 Programming in Visual Basic 16
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Attendance and Class Participation
1. Show responsibility for his/her learning process
2. Bring the assigned materials
3. Attend and participate in every class.
4. Amount and quality of questions made in class.
5. Ability to respond correctly to questions.
6. Proper use of language.
7. Use of language laboratory as required by the facilitator (minimum of 20
hours – 5 hours per workshop).
Final Project (Program in Visual Basic and Oral Presentation)
1. This is a group project. Every group will prepare a Visual Basic Program for a
particular system and a written description (Appendix M). The facilitator will
provide examples for analysis or students can use their own ideas (once approved by
the facilitator).
a. This project will be handed at the end of the class (Workshop Eight). It must
include a presentation of the program. A maximum of 80 points will be
assigned to this project.
b. The project will be properly documented with flowcharts or other
programming tools.
2. Each member of the group must participate in the presentation. It is required to use
audiovisual equipment and different presentation strategies.
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Exam or Assessment
Students will take a written exam or another kind of assessment as determined by the
facilitator. This evaluation will cover both, theory and programming concepts.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a
Dual Language Professional. Workshops will be facilitated in English and Spanish,
strictly using the 50/50 model. This means that each workshop will be conducted
entirely in the language specified. The language used in the workshops will alternate
to insure that 50% of the course will be conducted in English and 50% in Spanish. To
maintain this balance, the course module may specify that both languages will be
used during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the target
language in which the activity is being conducted, students may choose to use their
preferred language for that particular question. However, the facilitator must answer
in the language assigned for that particular day. This should only be an exception as it
is important for students to use the assigned language. The 50/50 model does not
apply to language courses where the delivery of instruction must be conducted in the
language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires
an average ten hours of preparation but could require more.
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3. Attendance at all class sessions is mandatory. A student that is absent to a workshop
must present the facilitator a reasonable excuse. The facilitator will evaluate if the
absence is justified and decide how the student will make up the missing work, if
applicable. The facilitator will decide on the following: allow the student to make up
the work, or allow the student to make up the work and assign extra work to
compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities
are extremely important as it is not possible to assure that they can be made up. If the
student provides a valid and verifiable excuse, the facilitator may determine a
substitute evaluation activity if he/she understands that an equivalent activity is
possible. This activity must include the same content and language components as the
oral presentation or special activity that was missed.
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6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the student’s
responsibility to read the university’s plagiarism policy. If you are a UT student, read
Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to
Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. If the Facilitator makes changes to the study guide, such changes should be discussed
with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
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10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop
your investigation. There are many search engines and other links you can use to search
for information. These are some examples:
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
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• http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
• http://www.chegg.com/ (rent)
• http://www.bookswim.com/ (rent)
• http://www.allbookstores.com/ (buy)
• http://www.alibris.com/ (buy)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar
libros.
The facilitator may make changes or add additional web resources if deemed
necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs
to administer a questionnaire or an interview, he/she will need to refer to the norms and
procedures of the Institutional Review Board Office (IRB) and ask for authorization. To
access the forms from the IRB Office or for additional information, visit the following
link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional
Review Board, Health Information Portability Accounting Act (HIPAA), y
Responsibility Conduct for Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
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Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
COIS 106 Programming in Visual Basic 23
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students with
information on the quality of their learning.
COIS 106 Programming in Visual Basic 24
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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.
COIS 106 Programming in Visual Basic 25
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Workshop One
Specific Objectives
At the end of this workshop, the student will be able to:
1. Mention commonly used programming languages, including Visual Basic.
2. Describe the history of Visual Basic and the design and development process of a
Visual Basic program.
3. Define terminology related to Visual Basic programming techniques.
4. Use and recognize different VB controls contained in the Toolbox including text
box, frame, label, check box, option button, image, shape, line, and others.
5. Identify the components of VB environment, insert appropriate controls and work
with the Code and Designer windows.
6. Distinguish between variables, constants, and controls.
7. Carefully differentiate among different data types.
8. Correctly use the flowcharting process.
Language Objectives
1. Students will be able to develop ideas in writing in order to address Visual Basic
problems in an effective way.
2. Students will be able to read and summarize in writing different data types using
proper grammar and syntax.
3. Students will verbally discuss different flowcharting techniques using proper
pronunciation.
Electronic Links URLs
COIS 106 Programming in Visual Basic 26
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Introduction
http://www.seattlecentral.edu/faculty/jdressler/intro/ghc/cis110/Book/Sample_Chapte
r01.pdf
http://nia.ecsu.edu/ureoms2007/teams/artica/artica_team_report.pdf
http://people.morrisville.edu/~smitht/Cita140_Notes/Week1.ppt
Tutorials
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
Development Center (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Assignments before Workshop One
1. Download Visual Basic Express edition and install it in your computer.
2. Prepare a two pages essay about the history of Basic and its contribution to the
business and academic world. SafeAssign will be used to check for plagiarism.
3. Visit the language lab or Blackboard’s e-lab section to start practicing your
language skills (2.5 hours per workshop)
COIS 106 Programming in Visual Basic 27
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4. The student will identify every Toolbox Control and will write a very brief
description of their use.
5. Look for the symbols of the flowchart. Include two examples.
6. Using the examples found, prepare a flowchart for the enrollment process of a
student. You can use the one at our university system.
7. With the help of URLs, Text books and other resources, the student will search
for the following information:
a. Difference between variables and constants.
b. Arithmetic operators in Visual Basic
c. How to name objects in Visual Basic
d. Different types of variables.
e. Pseudocode
Prepare a written summary of the information found.
Activities
1. The facilitator will start the class with an icebreaking activity. He/she will
verify that the students are enrolled in the class.
2. The student representative will be selected.
3. The facilitator will clarify any doubts and will begin the class by asking
students to discuss the assignments.
4. The facilitator will divide the class into groups of up to 3 students. Each group
will prepare a mini presentation (15 minutes maximum). Topics will be
assigned by the facilitator. The suggested topics are:
a. Applications of Visual Basic in Education.
COIS 106 Programming in Visual Basic 28
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b. Visual Basic Applications in Health.
c. Computer Programs.
d. Good Programming Techniques.
e. Components of the Visual Basic Environment.
f. A comparison of different Visual Basic Versions (BASIC, Qbasic, Visual
Basic.net, and others).
3. The facilitator will discuss other Visual Basic language elements and functions.
4. Students will practice using the flowchart and its symbols.
5. Lab exercise: With the facilitator’s guide, students will develop a program in
Visual Basic to be used in an educational environment.
Suggestions when writing a Visual Basic Program:
a. Set Up Your Visual Basic Workspace
b. Plan the Project. Draw a prototype of the program or use pseudocode.
c. Define the User Interface
d. Set the Properties
e. Write code in the Code window, execute, save and print the project.
f. Visual Basic Code Important Facts
• Project remarks are used for documentation.
• Assignment statements assign a value to a property or a variable.
• The End statement terminates project execution.
6. The Facilitator will show students how to reply to a Blackboard post and will talk
about the portfolio (Appendixes A-K).
7. Additional practice exercises will be offered by the facilitator.
COIS 106 Programming in Visual Basic 29
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
8. The Facilitator will assign the topic for the Final Project. Groups will be divided
in accordance to the amount of students. The topic could be suggested by the
students; however, it has to be approved by the facilitator.
Assessment
1. The student will make his/her assessment filling out a copy of the Muddiest
Points form.
2. The Muddiest Points form will be given to the facilitator at the end of the
workshop.
3. Written report rubric.
4. Oral Presentation rubric.
COIS 106 Programming in Visual Basic 30
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Taller Dos
Objetivos Específicos
Al finalizar el Taller, el estudiante será capaz de:
1. Conocer el uso de las instrucciones para controlar el flujo de la lógica, decisiones
y para mostrar o esconder pantallas.
2. Poder identificar los operadores relacionales usados en VB.
3. Diferenciar un menú de un submenú en el control del programa.
4. Leer y crear diagramas de flujo que demuestran la lógica en un proceso de
selección.
5. Crear un proyecto con múltiples formularios.
6. Diseñar y codificar un archivo ejecutable en el ambiente de Windows.
Objetivos de Lenguaje
1. Los estudiantes serán capaces de discutir verbalmente instrucciones relacionadas
al flujo de lógica utilizando pronunciación correcta.
2. Los estudiantes escribirán pseudocódigos utilizando vocabulario técnico
apropiado.
3. Los estudiantes buscarán y leerán documentos relacionados a decisiones en
programación.
Direcciones Electrónicas
Introducción
http://www.seattlecentral.edu/faculty/jdressler/intro/ghc/cis110/Book/Sample_Chapte
r01.pdf
http://nia.ecsu.edu/ureoms2007/teams/artica/artica_team_report.pdf
COIS 106 Programming in Visual Basic 31
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
http://people.morrisville.edu/~smitht/Cita140_Notes/Week1.ppt
Tutoriales
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
Development Center (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
http://www.tutorialized.com/tutorials/Visual-Basic/1
Tareas a realizar antes del Taller Dos
1. El/la estudiante utilizará las diferentes direcciones de Internet, libros de Texto y
otros recursos para buscar las definiciones relacionadas a los siguientes comandos
y temas del lenguaje de Visual Basic. Un informe escrito no mayor de tres
páginas será realizado para entregar. Recuerde el buen uso de la gramática y la
sintaxis. Cite hasta 5 referencias y parafrasee. SafeAssign va a ser utilizado para
verificar plagio.
a. Múltiples Formularios (más de un formulario en un programa).
b. Menús, Sub-procedimientos, Sub-funciones y botones de comando.
c. Instrucciones utilizadas para decisiones y condiciones en VB.
d. Programa Orientados a Objetos
e. Tipos de Errores en Programación
f. Pseudocódigo
COIS 106 Programming in Visual Basic 32
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2. Diseñe una interfaz (formulario) para su restaurante de comida rápida favorito en
papel o en MS Word. Incluya una variedad de opciones (controles) en la misma.
3. Prepare un flujograma de un proceso en su lugar de trabajo. Si no está trabajando
en estos momentos, prepare uno de su trabajo anterior o del trabajo de algún
familiar o amigo.
4. Entre al foro de discusión (Blackboard) y comente que es lo más difícil que ha
encontrado de Visual Basic hasta el momento. Lea los comentarios de los demás
y comente cómo se puede facilitar o resolver ese problema o situación.
5. Entre a la Tell Me More y continúe practicando de acuerdo a lo asignado por el
profesor (2.5 horas por taller hasta el 8vo taller).
Actividades
1. El Facilitador aclarará dudas y repasará los puntos, conceptos, experiencias y
actividades del Taller anterior.
2. El Facilitador comenzará la discusión de las instrucciones utilizadas para la
evaluación de decisiones y condiciones. El facilitador podrá hacer uso de una
presentación electrónica.
3. Los estudiantes buscarán en la Internet la diferencia entre errores de sintaxis y de
lógica. Estos proveerán ejemplos en la pizarra de estos errores.
4. Ejercicios del Laboratorio. Con la ayuda del Facilitador el estudiante trabajará
con un programa de Visual Basic que incluirá instrucciones para condiciones y
decisiones.
5. La clase se dividirá en dos grupos para un panel de discusión en forma de mesa
redonda (Anejo N) sobre un tema asignado por el facilitador. Estos competirán
COIS 106 Programming in Visual Basic 33
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por un máximo de 10 puntos.
6. El facilitador traerá otros ejercicios de práctica para realizarse en el salón y para
asignación.
7. Cada programa de este taller deberá estar acompañado de un flujograma o un
pseudocódigo.
8. El Facilitador discutirá los detalles de las asignaciones previas a realizarse antes
del Taller Cuatro, al igual que asignará nuevos programas de Visual Basic de ser
necesario.
Avalúo
1. En una hoja en blanco, cada estudiante reflexionará sobre el material aprendido.
2. Entregará la reflexión al finalizar el Taller.
COIS 106 Programming in Visual Basic 34
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Workshop Three
Specific Objectives
At the end of this workshop, the student will be able to:
1. Create, use and enter items into list boxes and combo boxes.
2. Set the different properties of combo and list boxes.
3. Use Do/Loops, For/Next and Select Case statements to iterate through a loop.
4. Display a message using the proper function.
5. Set up and use a control array.
6. Create user-defined data types.
7. Recognize the use of a table in a program.
Language Objectives
1. Students will be able to define in writing several programming related terms using
proper grammar and syntax.
2. Students will verbally discuss the use of list and combo boxes using proper
enunciation.
Electronic Links (URLs)
Introduction
http://www.seattlecentral.edu/faculty/jdressler/intro/ghc/cis110/Book/Sample_Chapte
r01.pdf
http://nia.ecsu.edu/ureoms2007/teams/artica/artica_team_report.pdf
http://people.morrisville.edu/~smitht/Cita140_Notes/Week1.ppt
Tutorials
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
COIS 106 Programming in Visual Basic 35
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
http://www.youtube.com/watch?v=37B_6MeHOko
Development Center (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Assignments before Workshop Three
1. Each student will find information about MsgBox, For/Next, Do/Loops and
Select/Case. Each instruction will be summarized and examples will be included.
This assignment will be sent to the facilitator’s email.
2. The student will come prepared to actively participate in the review for exam or
assessment that will be offered during Workshop Four.
3. Complete the assigned exercises and participate on the discussion board, if
required by the facilitator.
4. Continue using Tell Me More to practice your language skills (five hours
minimum per workshop).
Activities
1. A review of concepts, terminology, and learning activities from last Workshop
will be done.
2. The class will be divided in groups of 3 to 4 students for a role playing activity.
Students will pick the role they want to perform during the activity (designer,
programmers or client). The client is going to ask for an specific application. The
COIS 106 Programming in Visual Basic 36
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designer will design the interface with the programmer and together they will find
a solution for the client’s problem or request.
3. Each group will prepare a mini presentation in PowerPoint of a topic given by the
facilitator. The approximate time for group work is 15 minutes.
4. Students will design the interface in VB and will code the instructions for the
following businesses. A flowchart or pseudocode will be part of the deliveries.
� Bank of USA.
� Apopka’s First Dealer.
� Marta’s Office Supply
� Orlando’s Pet Hospital
� Winter Park Music School
� Other businesses’ interfaces may be created by students. Facilitator’s
approval is necessary.
3. The facilitator will clarify all doubts regarding the exercises
4. Internet activity - Students will go online to find information and examples of VB
programs regarding the following functions and commands. The logic of these
programs/examples will be verbally discussed in class.
� List
� Loops
� Print function
� Arrays
COIS 106 Programming in Visual Basic 37
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
5. The Facilitator will provide additional Visual Basic exercises for practice. Each
program will be executed by students and must be accompanied with a Flowchart
or pseudocode.
6. Students will discuss the flowcharts previously created.
7. The Facilitator will review the assignments before the workshop.
Assessment
1. The student will write a short reflection about the material learned in this
workshop. The Muddiest Point Form can be used to complete this assessment.
2. The reflection will be handed to the facilitator or emailed.
COIS 106 Programming in Visual Basic 38
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Taller Cuatro
Objetivos Específicos
Al finalizar el Taller, el estudiante estará en capacidad de:
1. Utilizar terminología orientada a objetos correctamente.
2. Diferenciar entre una clase y un objeto.
3. Añadir y modificar propiedades a un programa.
4. Crear un programa aplicando todo el conocimiento adquirido en talleres previos.
5. Identificar la idea para el proyecto final de la clase y presentarlo al grupo.
Objetivos de Lenguaje
1. Los estudiantes podrán expresarse de forma escrita utilizando el español como el
lenguaje de comunicación haciendo el uso correcto del vocabulario, la gramática
y los verbos.
2. Los estudiantes van a leer diversos materiales en español para preparar un ensayo
que utilice el vocabulario técnico adquirido.
3. Los estudiantes serán capaces de expresarse de forma oral utilizando vocabulario
Direcciones Electrónicas
Visual Basic
http://visualbasic.ittoolbox.com/
E-book
http://www.microsoft.com/learning/en/us/book.aspx?ID=12282&locale=en-us#tab2
Tutoriales
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
COIS 106 Programming in Visual Basic 39
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Centro de Desarrollo (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Tareas a realizar antes del Taller Cuatro
1. Cada estudiante buscará información en Internet y/o en textos sobre la diferencia
entre un objeto, un método y una clase en Visual Basic. Resumir la información y
enviar por correo electrónico. Es importante hacer referencia a los recursos
utilizados en estilo APA.
2. Cada estudiante repasará el material de los talleres anteriores incluyendo los
programas de Visual Basic previamente asignados con el propósito de prepararse
para el examen o avalúo, que cubrirá material teórico y práctico.
3. El/la estudiante creará un listado de términos relacionados a Visual Basic.
4. Revise los ejercicios de práctica enviados durante los talleres anteriores.
Actividades
1. El/la Facilitador(a) dará inicio al Taller Cuatro aclarando dudas sobre las
instrucciones discutidas y repasando el material y los programas discutidos en el
Taller anterior.
2. Ejercicios de Práctica. El estudiante trabajará con tres programas del lenguaje
Visual Basic a ser asignados por el/la facilitador(a) Estos ejercicios tendrán un
valor de 10 puntos cada uno.
COIS 106 Programming in Visual Basic 40
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3. Los estudiantes entrarán a Blackboard y utilizarán el foro de discusión para
contestar una pregunta posteada por el facilitador.
4. Cada grupo presentará a los demás el tema seleccionado para su proyecto final y
mostrará el progreso de su investigación.
5. Los estudiantes se reunirán en grupos de tres para practicar con un flujograma que
envuelve mas de una decisión.
6. El facilitador entregará ejercicios de práctica y luego de realizados, los estudiantes
los discutirán verbalmente.
7. El facilitador ofrecerá el examen o la técnica de avalúo seleccionada.
8. Los estudiantes llenarán la hoja de puntos más confusos y la enviarán por correo
electrónico.
Avalúo
1. El estudiante hará su auto evaluación llenando la Hoja de Puntos más Confusos
(Anejo O).
2. La hoja será entregada al facilitador al final del curso.
3. Examen o actividad de avalúo.
COIS 106 Programming in Visual Basic 41
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Workshop Five
Specific Objectives
At the end of this workshop, the student will be able to:
1. Use and recognize different VB controls contained in the Toolbox.
2. Change the properties of several objects.
3. Create different variables, constants, and controls.
4. Effectively use the flowcharting process while creating programs.
Language Objectives
1. Students will be able to use technical vocabulary without errors in enunciation.
2. Students will be to develop a concept map in writing using proper vocabulary.
3. Students will be able to verbally discuss several VB controls without problems.
Electronic Links (URLs)
Visual Basic 2008 Express Edition E-book
http://blog.mynetx.net/wp-content/uploads/files/mspress-vb2008expr.pdf
Tutorials
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
Development Center (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Concept Maps
COIS 106 Programming in Visual Basic 42
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http://www.udel.edu/chem/white/teaching/ConceptMap.html
https://www.msu.edu/~luckie/ctools/
Assignments before Workshop Five
1. The student will prepare a table that will include every Toolbox control. This
table will be divided into two columns: controls and description.
2. With the help of URLs, Text books and other resources the student will search for
the following information:
� What is a ToolTip?
� What is a list box?
� What is a combo box?
� Mention three styles of combo boxes.
� How can you make scroll bars appear on a list box or combo box?
3. The students will prepare a concept map of the process of creating a program in
Visual Basic.
Activities
1. The facilitator will clarify any doubt and ask students to summarize concepts,
experiences and learning activities of the previous workshop.
2. The facilitator will divide the class in groups of up to 3 students. Each group will
design an interface for a local business. Students will select the business such as a
school, police department, government agency, or grocery store. In the design,
students will create multiple forms for the specific business.
3. The facilitator will discuss other Visual Basic language elements.
4. Lab exercise: With the facilitator’s guide, students will write a program in Visual
COIS 106 Programming in Visual Basic 43
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Basic. All previously discussed Toolbox controls and techniques will be applied
in this exercise.
Suggestions when writing a Visual Basic Program:
a. Set Up Your Visual Basic Workspace
b. Plan the Project. Draw a prototype of the program or use pseudocode.
c. Define the User Interface
d. Set the Properties
e. Write code in the Code window, execute, save and print the project.
5. Students will practice using the Flowchart and will discuss the symbols used
(advance flowcharting techniques).
6. The facilitator will clarify doubts and will discuss additional concepts and
definitions related to Visual Basic.
7. Additional practice exercises will be offered by the facilitator. Other exercises
may be assigned.
8. The facilitator will clarify any doubts related to the final project.
Assessment
1. The student will make his/her assessment filling out a copy of the Muddiest
Points form.
2. The Muddiest Points form will be given to the facilitator at the end of the
workshop.
3. Concept Map
COIS 106 Programming in Visual Basic 44
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Taller Seis
Objetivos Específicos
Al finalizar el Taller, el estudiante será capaz de:
1. Conocer el uso de las variables públicas y las variables de formularios.
2. Crear módulos en VB usando la opción de Module.
3. Trabajar con variables públicas en un programa.
4. Crear un reloj digital utilizando el control llamado Timer.
Objetivos de Lenguaje
1. Los estudiantes serán capaces de discutir verbalmente el uso de variables públicas
y de formularios utilizando pronunciación correcta y vocabulario técnico
apropiado..
2. Los estudiantes serán capaces de buscar, leer y resumir información sobre la
creación de un módulo en Visual Basic.
Direcciones Electrónicas
Visual Basic
http://visualbasic.ittoolbox.com/
E-book #2
http://www.microsoft.com/learning/en/us/book.aspx?ID=12282&locale=en-us#tab2
Tutoriales
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
Centro de Desarrollo (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
COIS 106 Programming in Visual Basic 45
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Tareas a realizar antes del Taller Seis
1. Entre a Blackboard y conteste las preguntas provistas por el facilitador.
2. Prepare un flujograma y un pseudocódigo de un proceso relacionado a una
escuela o universidad. Por ejemplo, matrícula, registro, compra de materiales, etc.
3. Busque el significado de el “Debug Toolbar” y de “Arrays” o arreglos, números
de dimensiones y números de elementos. Prepare una breve definición de estos
términos (en sus propias palabras).
4. Realice los dos ejercicios de práctica asignados por el facilitador.
Actividades
1. El Facilitador aclarará dudas y repasará los puntos, conceptos, experiencias y
actividades del Taller anterior.
2. Ejercicios del Laboratorio. Con la ayuda del Facilitador el estudiante trabajará con
varios programas de Visual Basic que incluirá instrucciones para condiciones y
decisiones, entre otras.
3. Los estudiantes se reunirán en grupos de 2 para discutir los flujogramas creados
para los procesos relacionados a la escuela o universidad.
4. El Facilitador traerá otros ejercicios de práctica para realizarse en el salón.
5. El Facilitador discutirá los detalles de las asignaciones previas a realizarse antes
del Taller, al igual que asignará nuevos programas de Visual Basic de ser
necesario.
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Avalúo
1. En una hoja en blanco, cada estudiante reflexionará sobre el material aprendido.
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Workshop Seven
Specific Objectives
At the end of the workshop, the student will be able to:
1. Create a project with multiple forms using several functions.
2. Modify instructions in the code area.
3. Design and code an executable file in Windows environment.
4. Print files using proper instructions in Visual Basic.
Language Objectives
Students will be able to:
1. Communicate effectively orally and in writing using proper enunciation and
grammar.
2. Read and summarize the assigned material without grammar errors.
3. Listen to instructions, analyze and discuss several Visual Basic exercises.
Electronic Links
Visual Basic
http://visualbasic.ittoolbox.com/
E-book #2
http://www.microsoft.com/learning/en/us/book.aspx?ID=12282&locale=en-us#tab2
Tutoriales
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
Centro de Desarrollo (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
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Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Assignments before Workshop Seven
1. Complete the practice exercises assigned by the facilitator.
2. Review all Visual Basic instructions you have use in previous workshops.
3. Find information about multiple forms, instructions to print in Visual Basic and
executable files. Write a brief description and bring it to class.
Activities
1. The facilitator will start the class with a short review and will answer questions
regarding the assignments.
2. Students will discuss their findings regarding multiple forms, instructions to print
in Visual Basic and executable files.
3. The facilitator will assign students to discuss the practice exercises.
4. Laboratory exercise: with the help of the facilitator, students will write and
execute several Visual Basic programs.
5. Students will meet in groups to discuss the programming instructions they have
learned.
6. Each group will make a list of instructions covered during the class (workshops
one thru seven). This list will be verbally shared with the rest of the class for
review.
7. Students will clarify their doubts regarding the final project.
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8. The facilitator will discuss the specifications for the final presentation and will
assign one or two practice exercises.
Assessment
1. Students will fill out the Muddiest Point Form.
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Taller Ocho
Objetivos Específicos
Al finalizar el Taller, el estudiante será capaz de:
1. Conocer el uso de las varias instrucciones y funciones avanzadas en Visual Basic.
2. Realizar una presentación en PowerPoint para discusión del proyecto final.
3. Diseñar interfaz y programación de un servicio en un hospital.
Objetivos de Lenguaje
1. Los estudiantes serán capaces de discutir verbalmente varias funciones avanzadas
de programación en Visual Basic.
2. Los estudiantes serán capaces de buscar, leer y resumir información sobre
funciones avanzadas en Visual Basic.
Direcciones Electrónicas
Visual Basic
http://visualbasic.ittoolbox.com/
E-book
http://www.microsoft.com/learning/en/us/book.aspx?ID=12282&locale=en-us#tab2
Tutoriales
http://visualbasic.about.com/od/learnvbnet/a/LVBE_L1.htm
http://www.youtube.com/watch?v=37B_6MeHOko
Centro de Desarrollo (Microsoft)
http://msdn.microsoft.com/en-us/vbasic/default.aspx
Videos
http://www.youtube.com/watch?v=sG3gX_dLEIY
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http://www.youtube.com/watch?v=hANKeZi0ahk&feature=related
Tareas a realizar antes del Taller Ocho
1. Realice los ejercicios de práctica asignados por el facilitador.
2. Dele los toques finales a su proyecto escrito. Utilice referencias en estilo APA.
3. Prepare una presentación sobre su proyecto escrito. Incluya imágenes de su
programa, programación y fuentes utilizadas para la investigación.
4. Déle los toques finales a su portafolio.
Actividades
1. El facilitador aclarará dudas y repasará los puntos, conceptos, experiencias y
actividades del Taller anterior.
2. Ejercicios del Laboratorio. Con la ayuda del facilitador los estudiantes trabajarán
con varios programas de Visual Basic y discutirán los ejercicios asignados.
3. Los estudiantes se reunirán en grupos de 3 para discutir los flujogramas creados
para los procesos relacionados al hospital. Luego diseñarán una interfaz en Visual
Basic.
4. El facilitador traerá otros ejercicios de práctica para realizarse en el salón.
5. Los estudiantes entregarán su proyecto final.
6. Los estudiantes realizarán sus presentaciones sobre el proyecto.
7. Una sesión de preguntas y respuestas será realizada luego de cada presentación.
8. Entregue su portafolio.
9. Actividad de cierre.
Avalúo
1. En una hoja en blanco, cada estudiante reflexionará sobre el material aprendido.
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2. Matriz valorativa de Trabajos Escritos (Anejo M).
3. Matriz valorativa de Presentaciones Orales (Anejo L).
4. Matrices valorativas del portafolio (Anejos A-K)
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Anejos/Appendixes
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Anejo A/Appendix A
Guidelines to Prepare the Portfolio
1. Determination of sources of content
The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
2. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix B).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at your campus. This cover page will be placed at
the beginning of the portfolio.
• A log of entries that can be expanded with each new entry properly numbered.
The table, which should be located at the beginning, should include a brief
description, date produced, date submitted, and date evaluated (Appendix C).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and reflection process (Appendix D) required in each
workshop.
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• Self assessment of the portfolio (Appendix E).
• A list of references and appendices of all assignments included will be added
to the end of the portfolio.
• Letter of Use and Return or Use and Discard of Portfolio (Appendices F &
G)
• The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication Manual of
the APA, Fifth Edition.”
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Anejo B/Appendix B: PORTFOLIO INFORMATIONAL SHEET (to be placed in front)
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
Anejo C/Appendix C: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Student can also build a Table of Contents instead.
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Anejo D/Appendix D: Reflective Diary
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
I think this exercise has been very helpful for my learning because:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________________________________________________
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Diario Reflexivo
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
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Anejo E/Appendix E: Overall Portfolio Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:
1. _______________________________________________________________________ 2. _______________________________________________________________________
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Anejo F/ Appendix F
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid
judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student learning?
Does the portfolio include students’ self-evaluations and reflections on
what was learned?
Does the portfolio enable one to determine learning progress and current
level of learning?
Does the portfolio provide clear evidence of learning to users of the
portfolio?
Does the portfolio provide for student participation and responsibility?
Does the portfolio present entries in a well-organized and useful manner?
Does the portfolio include assessments based on clearly stated criteria of
successful performance?
Does the portfolio provide for greater interaction between instruction and
assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,
Inc.
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Anejo G/Appendix G: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas
expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio
language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly
locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of the
portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough understanding of growth and development related
to their field of concentration? Do items show what the student has learned?
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� Collaboration: Do items show examples of both individual and group work? Does the student provide
clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective
thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and professional
conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential
employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
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Anejo H/Appendix H: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
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Anejo I/Appendix I: Letter to students
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Date Dear Student,
Greetings from Sistema Universitario Ana G. Méndez!
As part of our assessment plan we are collecting a sample of one portfolio from courses
that have portfolios as an assessment tool. We collect these portfolios randomly and your
course may be selected for assessment this PT (Part of Term). The evaluation and
submission of these portfolios is going to be performed by the facilitator. The selected
portfolio has to be evaluated overall as excellent.
Portfolios are essential evidence of coursework and we would like to take that in
consideration for our institutional assessment. We encourage our students to continue
their good work and to follow the guidelines that accompany this letter. In case that your
course is selected for portfolio assessment, your facilitator will provide more information
about what has to be included in your portfolio and details about the process.
Cordially,
Coordinator of Assessment and Placement
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Anejo J/Appendix J: 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 is not going to be disclosed without
my consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo K/Appendix K: 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 is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
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Anejo L/Appendix L
MATRIZ VALORATIVA PARA EVALUAR PRESENTACIONES
Nombre del Estudiante: _______________________ Fecha:_________________
Criterio Puntos Puntuación del estudiante
Contenido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y
30% Lenguaje)
Puntuación del Estudiante:
________
Firma del Estudiante: ______________ Firma del Facilitador: ____________________
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RUBRIC TO EVALUATE PRESENTATIONS
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation. 10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and
30% of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
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Anejo M /Appendix M
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
Total Points 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: _________________ Facilitator’s Signature:___________________
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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha:
_______________
Criterio Puntos Puntuación
Contenido
Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total Puntos 100 (70% contenido y 30% lenguaje)
Puntuación Total: _______
Firma Estudiante: ____________________ Firma Facilitador:___________________
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Anejo N/Appendix N
Matriz de Valoración de la Mesa Redonda
Nombre/Grupo ________________________________________________
Curso: ______________________ Fecha: ________________________
Criterios Valor Puntaje del Estudiante
Contenido
El participante ofrece un análisis suficientemente sólido y sin dudar avanza en la conversación.
1 punto
El participante, a través de sus comentarios, demuestra un conocimiento profundo del tema y un alto entendimiento de las preguntas elaboradas por la audiencia.
1 punto
El participante ha venido preparado para la discusión – con notas y pasajes o textos marcados o anotados.
1 punto
El participante, a través de sus comentarios, demuestra que esta escuchando activamente a los otros participantes.
1 punto
El participante ofrece explicaciones aclaratorias y/o seguimiento que extiende la conversación.
1 punto
Las observaciones del participante frecuentemente se refieren a ideas o argumentos expuestos en la discusión.
1 punto
El participante demuestra una actitud y postura profesional durante la conversación.
1 punto
Lenguaje
Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).
1 punto
Usa la gramática de una manera adecuada y correcta.
1 punto
Ante una idea controversial, presenta un argumento persuasivo para defender su punto de vista personal.
1 punto
Total 10 puntos ( 70% C/ y 30% L)
Puntaje Total:
Nombre del estudiante: _________________ Firma del facilitador: _________________
Nota: El puntaje adquirido por el estudiante podrá anotarse según la siguiente escala:
• Excelente: 1.00 punto • Bueno: 0.75 punto • Regular: 0.50 punto • Necesita mejorar: 0.25 punto
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Round Table Rubric
Student name/Group: _______________________________________________
Course: __________________________ Date: ________________________
Criteria Value Points Student Score
Content
Participants offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.
1 point
Participants –through their comments– show deep knowledge of the discussed topic and a high level of understanding of questions asked by the audience.
1 point
Participants are appropriately prepared for discussion – with notes taken from their reading and passages or textbooks properly highlighted about the topic in discussion.
1 point
Participants, through their comments, show that they are paying close attention to what other participants say about the topic.
1 point
Participants provide explanations and follow up to enrich discussion.
1 point
Participants’ observations are usually related to ideas or arguments presented in this discussion.
1 point
Participants show a professional attitude and posture during the discussion.
1 point
Language
Participants show good use of the standard English language (vocabulary, syntax and flow of ideas).
1 point
Participants use appropriate intonation in making remarks and good projection of the voice toward the audience.
1 point
Given a controversial topic during discussion, participants show a persuasive argument to support their points of view about it.
1 point
Total 10 points ( 70% C & 30% L)
Total Score:
Student name: _____________________ Facilitator’s signature:____________________ Note: The score obtained by the student should be recorded as follows:
• Excellent: 1.00 point • Good: 0.75 point • Fair: 0.50 point • Needs improvement: .25 point
COIS 106 Programming in Visual Basic 74
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Anejo O/Appendix O
Hoja de Puntos más Confusos
(Favor de entregar al Final del Taller)
Nombre: _______________________ Fecha: ________________
COIS 450 Taller: ____________
Favor de indicar cuál fue el punto que mejor entendió sobre el material del Taller:
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Favor de indicar que no entendió bien sobre el material del Taller: ________________________________________________________________
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Indique en que forma puede superar las dificultades que tiene, si alguna:
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Nombre _______________________ Firma ____________________
COIS 106 Programming in Visual Basic 75
Prep. 12-18-03. Sergio Diaz, MBA. Rev. 5-20-2010 Joslyn Hernandez, MBA, Ed.S.
Muddiest Points Form
(Please hand it at the end of the workshop)
Name: ________________________ Date: ________________
COIS 450 Workshop: ____________
Please indicate which point you better understood about the workshop’s material:
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Please indicate what you did not understand well about the workshop’s material: ________________________________________________________________
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Indicate how you can improve the difficulties you experienced, if there is any:
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Name _______________________ Signature ____________________