Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA
This work is based on the systematization of academic processes at Universidad de la Costa, making a valuable contribution to pedagogical reflection on the significance of evaluation as a process that ensures learning through classroom-based support. The objective is to describe the tensions, challe...
- Autores:
-
Camargo Romero, Gilma
Marin Gonzalez, Freddy
Marín González, Freddy
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13795
- Acceso en línea:
- https://hdl.handle.net/11323/13795
https://repositorio.cuc.edu.co/
- Palabra clave:
- Learning assessment
Learning outcomes
Teaching practice
Tensions and challenges
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| title |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| spellingShingle |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA Learning assessment Learning outcomes Teaching practice Tensions and challenges |
| title_short |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| title_full |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| title_fullStr |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| title_full_unstemmed |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| title_sort |
Assessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA |
| dc.creator.fl_str_mv |
Camargo Romero, Gilma Marin Gonzalez, Freddy Marín González, Freddy |
| dc.contributor.author.none.fl_str_mv |
Camargo Romero, Gilma Marin Gonzalez, Freddy Marín González, Freddy |
| dc.subject.proposal.eng.fl_str_mv |
Learning assessment Learning outcomes Teaching practice Tensions and challenges |
| topic |
Learning assessment Learning outcomes Teaching practice Tensions and challenges |
| description |
This work is based on the systematization of academic processes at Universidad de la Costa, making a valuable contribution to pedagogical reflection on the significance of evaluation as a process that ensures learning through classroom-based support. The objective is to describe the tensions, challenges, and achievements among the individuals who drive the evaluation process. While all elements of learning assessment are important, formative assessment has garnered significant interest. It involves teachers providing continuous feedback to students, enabling them to be aware of their learning progress. This empowers students to identify their current situation, needs, and the necessary actions to develop their general and specific skills. To achieve this, a comprehensive integration of actions and transformations was undertaken, involving all institutional stakeholders involved in learning assessment. This led to teachers strengthening their diagnostic, formative, and summative functions, recognizing the fundamental roles of teachers and students in the learning process. This process allowed for the identification of uncertainties and challenges in the culture of learning assessment, and facilitated institutional actions aimed at enhancing assessment practices through the analysis of learning outcomes. These outcomes serve as a basis for continuous improvement. |
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2023 |
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2023 |
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2024-11-25T16:00:32Z |
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2024-11-25T16:00:32Z |
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Gilma Camargo Romero, Freddy Marín González, Assessment for Learning: Tensions and Challenges in the Framework of Learning Outcomes Energized Through Teaching Practice - Case of Universidad de la Costa-UNICOSTA, Procedia Computer Science, Volume 224, 2023, Pages 519-524, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2023.09.075. |
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10.1016/j.procs.2023.09.075 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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https://repositorio.cuc.edu.co/ |
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Gilma Camargo Romero, Freddy Marín González, Assessment for Learning: Tensions and Challenges in the Framework of Learning Outcomes Energized Through Teaching Practice - Case of Universidad de la Costa-UNICOSTA, Procedia Computer Science, Volume 224, 2023, Pages 519-524, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2023.09.075. 1877-0509 10.1016/j.procs.2023.09.075 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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[1] Cáceres Mesa, Maritza Librada, Pérez Maya, Coralia Juana, & Callado Pérez, Jennifer. (2019). El papel de la evaluación del aprendizaje en la renovación de los procesos de enseñanza y aprendizaje. Conrado, 15(66), 38-44. Epub 02 de marzo de 2019. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442019000100038&lng=es&tlng=es. [2] Cedeño, M. I., Barreiro, M. P. R., y Acosta, J. Z. (2022). El aprendizaje significativo en la educación superior. Digital Publisher CEIT, 7(1), 418-429. https://dialnet.unirioja.es/servlet/articulo?codigo=8292505 [3] Consejo Nacional de Educación Superior [CESU]. (2020). Acuerdo 02 de 2020 Por el cual se actualiza el modelo de acreditación en alta calidad. https://siteal.iiep.unesco.org/sites/default/files/sit_accion_files/11147.pdf [4] Domingo, À., & Serés, M. V. G. (2014). La práctica reflexiva: Bases, modelos e instrumentos. Revista Complutense de Educación, 26 (2): 485-494. [5] Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research and Evaluation, 14: 1 – 11. [6] Espinoza Freire, E. E. (2021). Importancia de la retroalimentación formativa en el proceso de enseñanza-aprendizaje. Revista Universidad y Sociedad, 13(4), 389-397. [7] García Acosta, J. G., & García González, M. (2022). La evaluación por competencias en el proceso de formación. Revista Cubana de Educación Superior, 41(2). [8] García, J. M., Farfán, J. F, Fuertes, L. C., y Montellanos, A. R. (2021). Evaluación formativa: Un reto para el docente en la educación a distancia. Delectus, 4(2), 45-54. https://doi.org/10.36996/delectus.v4i2.130 [9] Gómez, H. M. R., & Salinas, M. L. (2020). La evaluación para el aprendizaje en la educación superior: Retos de la alfabetización del profesorado. Revista Iberoamericana de Evaluación Educativa, 13(1), 111-137. [10] Marín-González, F., & Alfaro Escobar, L. C. (2021). Gestión y liderazgo: enfoque desde una célula educativa. Revista Venezolana De Gerencia, 26(96), 1041-1057. https://doi.org/10.52080/rvgluz.26.96.4 [11] Martínez-Mínguez, L., Moya, L., Nieva, C., & Cañabate, D. (2019). Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados. Revista Iberoamericana de Evaluación Educativa, 12(1), 59-84, e-ISSN: 1989-0397. Recuperado de: http://dx.doi.org/10.15366/riee2019.12.1.004 [12] Moreno, J., Candela, A., & Bañuelos, P. (2019). Evaluaciones Formativas en el Aula: Análisis Discursivo de la Actividad de Retroalimentación en la Práctica Supervisada de Psicólogos Educativos en Formación. Revista Iberoamericana de Evaluación Educativa, 12(1), 121-137, e-ISSN: 1989-0397. Recuperado de: https://doi.org/10.15366/riee2019.12.1.007 [13] Mula-Falcón, J., Cruz-González, C., y Caballero, K. (2021). Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática. REDU. Revista de Docencia Universitaria. https://polipapers.upv.es/index.php/REDU/article/view/15841 [14] Ramírez Molina, Reynier Israel., Monsalve Castro, Lady Carolina., Villalobos Antúnez, José Vicente., Lay Raby, Nelson David., Severino-González, Pedro., y Báez Palencia, Diego Alberto. (2022). Human management by competencies in competitive and complex scenarios: A reflective theoretical approach. Procedia Computer Science, 203, 678-682 https://www.sciencedirect.com/science/article/pii/S1877050922007050 [15] Reyes García, C. I., Díaz Megolla, A., Pérez Solis, R., Marchena Gómez, R., & Sosa Moreno, F.. (2020). La evaluación del aprendizaje: Percepciones y prácticas del profesorado universitario. Profesorado, Revista De Currículum Y Formación Del Profesorado, 24(1), 136–162. https://doi.org/10.30827/profesorado.v24i1.8449[14] |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)© 2023 The Author(s). Published by Elsevier B.V.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Camargo Romero, GilmaMarin Gonzalez, FreddyMarín González, Freddyvirtual::364-1Universidad de la Costa2024-11-25T16:00:32Z2024-11-25T16:00:32Z2023Gilma Camargo Romero, Freddy Marín González, Assessment for Learning: Tensions and Challenges in the Framework of Learning Outcomes Energized Through Teaching Practice - Case of Universidad de la Costa-UNICOSTA, Procedia Computer Science, Volume 224, 2023, Pages 519-524, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2023.09.075.1877-0509https://hdl.handle.net/11323/1379510.1016/j.procs.2023.09.075Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This work is based on the systematization of academic processes at Universidad de la Costa, making a valuable contribution to pedagogical reflection on the significance of evaluation as a process that ensures learning through classroom-based support. The objective is to describe the tensions, challenges, and achievements among the individuals who drive the evaluation process. While all elements of learning assessment are important, formative assessment has garnered significant interest. It involves teachers providing continuous feedback to students, enabling them to be aware of their learning progress. This empowers students to identify their current situation, needs, and the necessary actions to develop their general and specific skills. To achieve this, a comprehensive integration of actions and transformations was undertaken, involving all institutional stakeholders involved in learning assessment. This led to teachers strengthening their diagnostic, formative, and summative functions, recognizing the fundamental roles of teachers and students in the learning process. This process allowed for the identification of uncertainties and challenges in the culture of learning assessment, and facilitated institutional actions aimed at enhancing assessment practices through the analysis of learning outcomes. These outcomes serve as a basis for continuous improvement.6 páginasapplication/pdfengElsevier B.V.Netherlandshttps://www.sciencedirect.com/science/article/pii/S1877050923011225?via%3DihubAssessment for learning: Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTAArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Procedia Computer Science[1] Cáceres Mesa, Maritza Librada, Pérez Maya, Coralia Juana, & Callado Pérez, Jennifer. (2019). El papel de la evaluación del aprendizaje en la renovación de los procesos de enseñanza y aprendizaje. Conrado, 15(66), 38-44. Epub 02 de marzo de 2019. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1990-86442019000100038&lng=es&tlng=es.[2] Cedeño, M. I., Barreiro, M. P. R., y Acosta, J. Z. (2022). El aprendizaje significativo en la educación superior. Digital Publisher CEIT, 7(1), 418-429. https://dialnet.unirioja.es/servlet/articulo?codigo=8292505[3] Consejo Nacional de Educación Superior [CESU]. (2020). Acuerdo 02 de 2020 Por el cual se actualiza el modelo de acreditación en alta calidad. https://siteal.iiep.unesco.org/sites/default/files/sit_accion_files/11147.pdf[4] Domingo, À., & Serés, M. V. G. (2014). La práctica reflexiva: Bases, modelos e instrumentos. Revista Complutense de Educación, 26 (2): 485-494.[5] Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research and Evaluation, 14: 1 – 11.[6] Espinoza Freire, E. E. (2021). Importancia de la retroalimentación formativa en el proceso de enseñanza-aprendizaje. Revista Universidad y Sociedad, 13(4), 389-397.[7] García Acosta, J. G., & García González, M. (2022). La evaluación por competencias en el proceso de formación. Revista Cubana de Educación Superior, 41(2).[8] García, J. M., Farfán, J. F, Fuertes, L. C., y Montellanos, A. R. (2021). Evaluación formativa: Un reto para el docente en la educación a distancia. Delectus, 4(2), 45-54. https://doi.org/10.36996/delectus.v4i2.130[9] Gómez, H. M. R., & Salinas, M. L. (2020). La evaluación para el aprendizaje en la educación superior: Retos de la alfabetización del profesorado. Revista Iberoamericana de Evaluación Educativa, 13(1), 111-137.[10] Marín-González, F., & Alfaro Escobar, L. C. (2021). Gestión y liderazgo: enfoque desde una célula educativa. Revista Venezolana De Gerencia, 26(96), 1041-1057. https://doi.org/10.52080/rvgluz.26.96.4[11] Martínez-Mínguez, L., Moya, L., Nieva, C., & Cañabate, D. (2019). Percepciones de Estudiantes y Docentes: Evaluación Formativa en Proyectos de Aprendizaje Tutorados. Revista Iberoamericana de Evaluación Educativa, 12(1), 59-84, e-ISSN: 1989-0397. Recuperado de: http://dx.doi.org/10.15366/riee2019.12.1.004[12] Moreno, J., Candela, A., & Bañuelos, P. (2019). Evaluaciones Formativas en el Aula: Análisis Discursivo de la Actividad de Retroalimentación en la Práctica Supervisada de Psicólogos Educativos en Formación. Revista Iberoamericana de Evaluación Educativa, 12(1), 121-137, e-ISSN: 1989-0397. Recuperado de: https://doi.org/10.15366/riee2019.12.1.007[13] Mula-Falcón, J., Cruz-González, C., y Caballero, K. (2021). Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática. REDU. Revista de Docencia Universitaria. https://polipapers.upv.es/index.php/REDU/article/view/15841[14] Ramírez Molina, Reynier Israel., Monsalve Castro, Lady Carolina., Villalobos Antúnez, José Vicente., Lay Raby, Nelson David., Severino-González, Pedro., y Báez Palencia, Diego Alberto. (2022). Human management by competencies in competitive and complex scenarios: A reflective theoretical approach. Procedia Computer Science, 203, 678-682 https://www.sciencedirect.com/science/article/pii/S1877050922007050[15] Reyes García, C. I., Díaz Megolla, A., Pérez Solis, R., Marchena Gómez, R., & Sosa Moreno, F.. (2020). La evaluación del aprendizaje: Percepciones y prácticas del profesorado universitario. Profesorado, Revista De Currículum Y Formación Del Profesorado, 24(1), 136–162. https://doi.org/10.30827/profesorado.v24i1.8449[14]524519224Learning assessmentLearning outcomesTeaching practiceTensions and challengesPublication008b0766-3695-47f5-a613-53890b5cf267virtual::364-1008b0766-3695-47f5-a613-53890b5cf267virtual::364-1https://scholar.google.es/citations?user=TmoQZU4AAAAJ&hl=esvirtual::364-10000-0002-3935-8806virtual::364-1ORIGINALAssessment for learning Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA.pdfAssessment for learning Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA.pdfapplication/pdf509132https://repositorio.cuc.edu.co/bitstreams/5fd9a8dd-74f4-4a93-be28-27ac2ba513fe/downloada56f3b5f1784b3785f77d4bc7edf5cc3MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.cuc.edu.co/bitstreams/6cf75b47-ca83-4aaa-82ea-e50f6d01c100/download73a5432e0b76442b22b026844140d683MD52TEXTAssessment for learning Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA.pdf.txtAssessment for learning Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA.pdf.txtExtracted texttext/plain29490https://repositorio.cuc.edu.co/bitstreams/df5b5b42-0878-44e5-aedd-3e5640eb67fd/download9ee1a059a621009a091e448f4a7fcfc8MD53THUMBNAILAssessment for learning Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA.pdf.jpgAssessment for learning Tensions and challenges in the framework of learning outcomes energized through teaching practice - case of Universidad de la Costa-UNICOSTA.pdf.jpgGenerated Thumbnailimage/jpeg12553https://repositorio.cuc.edu.co/bitstreams/06907dff-c9c2-4e58-b5fa-5167b58613da/downloadab345f3dfb6a674801c202391db0fbdbMD5411323/13795oai:repositorio.cuc.edu.co:11323/137952025-02-20 12:21:24.129https://creativecommons.org/licenses/by-nc-nd/4.0/© 2023 The Author(s). 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).</li>
      <li>Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.</li>
      <li>Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.</li>
          <li>Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
        </ol>
      </li>
      <li>Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.</li>
      <li>Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.</li>
      <li>Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.</li>
      <li>Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.</li>
      <li>Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.</li>
    </ol>
  </li>
  <br/>
</ol>
 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