Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study
This research aimed to investigate the impact of Simulation-Based Learning (SBL), specifically within the Model United Nations (MUN) framework, on enhancing critical thinking and improving academic performance in a sample of 42 undergraduate students studying International Relations at a university...
- Autores:
-
Rico, Heidy
De la Puente Pacheco, Mario Alberto
Pabon, Adrian
Portnoy, Ivan
- 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:11323/13626
- Acceso en línea:
- https://hdl.handle.net/11323/13626
https://repositorio.cuc.edu.co/
- Palabra clave:
- Simulation-based learning
Academic outcomes
Case study
Colombia
Critical thinking
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| title |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| spellingShingle |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study Simulation-based learning Academic outcomes Case study Colombia Critical thinking |
| title_short |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| title_full |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| title_fullStr |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| title_full_unstemmed |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| title_sort |
Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study |
| dc.creator.fl_str_mv |
Rico, Heidy De la Puente Pacheco, Mario Alberto Pabon, Adrian Portnoy, Ivan |
| dc.contributor.author.none.fl_str_mv |
Rico, Heidy De la Puente Pacheco, Mario Alberto Pabon, Adrian Portnoy, Ivan |
| dc.subject.proposal.eng.fl_str_mv |
Simulation-based learning Academic outcomes Case study Colombia Critical thinking |
| topic |
Simulation-based learning Academic outcomes Case study Colombia Critical thinking |
| description |
This research aimed to investigate the impact of Simulation-Based Learning (SBL), specifically within the Model United Nations (MUN) framework, on enhancing critical thinking and improving academic performance in a sample of 42 undergraduate students studying International Relations at a university in Northern Colombia. The objectives were to measure the students’ attitudes towards SBL and its impact on their academic achievement in two Economic Development courses. A Student’s t-test was applied to compare the effectiveness of SBL with traditional instruction, and performance values were analyzed using minimum, maximum, and average statistics. The focus was on how effectively SBL encouraged an inquiry-based approach in students and their understanding of a country’s objectives, and how this translated into their academic success. The results indicated that the implementation of simulations significantly boosted the students’ understanding, thereby leading to improved learning outcomes. These findings suggest that SBL within the Model of United Nations (MUN) framework can be an effective tool in fostering critical thinking and enhancing academic performance among International Relations students. |
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2023 |
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2023-08-13 |
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2024-11-05T12:21:06Z |
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2024-11-05T12:21:06Z |
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Heidy Rico, Mario Alberto de la Puente Pacheco, Adrian Pabon & Ivan Portnoy (2023) Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study, Cogent Education, 10:2, 2236450, DOI: 10.1080/2331186X.2023.2236450 |
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https://hdl.handle.net/11323/13626 |
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10.1080/2331186X.2023.2236450 |
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2331-186X |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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Heidy Rico, Mario Alberto de la Puente Pacheco, Adrian Pabon & Ivan Portnoy (2023) Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study, Cogent Education, 10:2, 2236450, DOI: 10.1080/2331186X.2023.2236450 10.1080/2331186X.2023.2236450 2331-186X Corporación Universidad de la Costa REDICUC - Repositorio CUC |
| url |
https://hdl.handle.net/11323/13626 https://repositorio.cuc.edu.co/ |
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eng |
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eng |
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Cogent Education |
| dc.relation.references.none.fl_str_mv |
Abramowitz, S., McKune, S. L., Fallah, M., Monger, J., Tehoungue, K., & Omidian, P. A. (2017). The opposite of denial: Social learning at the onset of the Ebola emergency in liberia. Journal of Health Communication, 22(sup1), 59–65. https://doi.org/10. 1080/10810730.2016.1209599 Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate education. OJIN: The Online Journal of Issues in Nursing, 23(2), 1–1. https://doi.org/10.3912/OJIN.Vol23No02PPT39 Agllias, K., Pallas, P., Blakemore, T., & Johnston, L. (2021). Enhancing child protection practice through experience-based simulation learning: The social work big day in. Social Work Education, 40(8), 1024–1037. https://doi.org/10.1080/02615479.2020.1771301 Aldriwesh, M. G., Alyousif, S. M., & Alharbi, N. S. (2022). Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: A systematic review. BMC Medical Education, 22(1), 1–14. https://doi.org/10.1186/ s12909-021-03073-0 Allen, L. M., Hay, M., Armstrong, E., & Palermo, C. (2020). Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs. Medical Teacher, 42(10), 1–8. https://doi.org/10.1080/0142159X.2020.1795097 Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated social cognitive theory with learning input factors: The effects of problem-solving skills and critical thinking skills on learning performance sustainability. Sustainability, 15(5), 3978. https://doi.org/10.3390/ su15053978 Alshutwi, S., Alsharif, F., Shibily, F., Wedad, M., Almotairy, A., & Algabbashi, M. (2022). Maintaining clinical training continuity during COVID-19 pandemic: Nursing students’ perceptions about simulation-based learning. International Journal of Environmental Research and Public Health, 19(4), 2180. https://doi.org/10.3390/ijerph19042180 Bandura, A. (1977). Social learning theory. General Learning Press. Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall. Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33, 100584. https://doi.org/10.1016/j.tsc.2019.100584 Bonesso, S., Cortellazzo, L., & Gerli, F. (2023). Developing leadership behaviours in higher education: A quasi-experimental study on the effect of experiential learning. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/ 14703297.2023.2214125 Carlos, V., Reses, G., & Soares, S. C. (2023). Active learning spaces design and assessment: A qualitative systematic literature review. Interactive Learning Environments, 1–18. https://doi.org/10.1080/ 10494820.2022.2163263 Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. Review of Educational Research, 90(4), 499–541. https://doi. org/10.3102/0034654320933544 de la Puente Pacheco, M. A., de Oro Aguado, C. M., & Lugo Arias, E. (2020). Understanding the effectiveness of the PBL method in different regional contexts: The case of Colombia. Interactive Learning Environments, 30(9), 1–14. https://doi.org/10.1080/10494820.2020. 1740745 de la Puente Pacheco, M., de Oro Aguado, C. M., Lugo Arias, E., Rico, H., Cifuentes, D., & Tafur, M. (2022). Effectiveness of model ASEAN meeting in enhancing critical thinking: A Colombia case study. Interactive Learning Environments, 1–23. https://doi.org/10. 1080/10494820.2022.2046109 de la Puente Pacheco, M. A., Guerra, D., de Oro Aguado, C. M., Alexander McGarry, C., & Tinoca, L. (2019). Undergraduate students’ perceptions of project-based learning (PBL) effectiveness: A case report in the Colombian Caribbean. Cogent Education, 6(1), 1616364. https://doi.org/10.1080/2331186X.2019.1616364 de la Puente Pacheco, M. A., Guerra Florez, D., de Oro Aguado, C. M., & Llinas Solano, H. (2021). Does project-based learning work in different local contexts? A Colombian Caribbean case study. Educational Review, 73(6), 733–752. https://doi.org/ 10.1080/00131911.2019.1694489 Del Olmo-Muñoz, J., Bueno-Baquero, A., Cózar-Gutiérrez, R., & González-Calero, J. A. (2023). Exploring gamification approaches for enhancing computational thinking in young learners. Education Sciences, 13(5), 487. https://doi.org/10.3390/educsci13050487 Dulun, Ö., & Lane, J. F. (2023). Supporting critical thinking skills needed for the international baccalaureate diploma programme: A content analysis of a national and two international education programs in Turkey. Thinking Skills and Creativity, 47, 101211. https://doi. org/10.1016/j.tsc.2022.101211 Dunn, J. P. (2019). A “model” for active learning and leadership development: International model NATO. Journal of Political Science Education, 15(4), 528–534. https://doi.org/10.1080/15512169.2018.1544907 El Soufi, N., & See, B. H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140–162. https://doi.org/ 10.1016/j.stueduc.2018.12.006 Guzmán-Valenzuela, C., Chiappa, R., Tagle, A. R. M., Ismail, N., & Pedraja-Rejas, L. (2023). Investigating critical thinking in higher education in Latin America: Acknowledging an epistemic disjuncture. Critical Studies in Teaching and Learning (CriStal), 11(si1), 71–99. https://doi.org/10.14426/cristal.v11iSI.624 Lázaro Lorente, L. M. (2022). La UNESCO y los futuros de la educación superior hasta 2050. Por una ampliación del derecho a la educación que incluya a la educación superior. Revista Española de Educación Comparada, 41. https://eds.p.ebscohost. com/abstract?site=eds&scope=site&jrnl= 11378654&AN=160038807&h=cCozojx0% 2bO7uxrhwfi8sSiqP7zf4EEPFPxFI8X740e% 2fdKWeVYTanZOjTEaK0HdgkO0sIa9i5yv% 2brRrlB902HEA%3d%3d&crl=c&resultLocal= ErrCrlNoResults&resultNs=Ehost&crlhashurl=login. aspx%3fdirect%3dtrue%26profile%3dehost% 26scope%3dsite%26authtype%3dcrawler%26jrnl% 3d11378654%26AN%3d160038807 Levin, O., Frei-Landau, R., & Goldberg, C. (2023 May). Development and validation of a scale to measure the simulation-based learning outcomes in teacher education. In Frontiers in education. (Vol. 8, p. 1116626). Frontiers. https://doi.org/10.3389/feduc.2023.1116626. Lugo Arias, E. R., de la Puente Pacheco, M. A., & Lugo Arias, J. (2020). An examination of palm oil export competitiveness through price-nominal exchange rate. The International Trade Journal, 34(5), 1–15. https://doi.org/10.1080/08853908.2020.1766604 MacLennan, K., Minehart, R. D., Vasco, M., & Eley, V. A. (2023). Simulation-based training in obstetric anesthesia: An update. International Journal of Obstetric Anesthesia, 54, 103643. https://doi.org/10. 1016/j.ijoa.2023.103643 Mejía-Cáceres, M. A., Rieckmann, M., & Folena Araújo, M. L. (2023). Political discourses as a resource for climate change education: Promoting critical thinking by closing the gap between science education and political education. Sustainability, 15(8), 6672. https://doi.org/10.3390/su15086672 Meneses, A., Nussbaum, M., Veas, M. G., & Arriagada, S. (2023). Practice-based 21st-century teacher education: Design principles for adaptive expertise. Teaching & Teacher Education, 128, 104118. https:// doi.org/10.1016/j.tate.2023.104118 Moslehi, S., Masoumi, G., & Barghi-Shirazi, F. (2022). Benefits of simulation-based education in hospital emergency departments: A systematic review. Journal of Education and Health Promotion, 11. https://doi.org/10.4103/jehp.jehp_558_21 Murillo-Zamorano, L. R., López-Sánchez, J. Á., López-Rey, M. J., & Bueno-Muñoz, C. (2023). Gamification in higher education: The ECOn+ star battles. Computers & Education, 194, 104699. https://doi.org/10.1016/j. compedu.2022.104699 Ocampo-López, C., Muñoz-Blandón, O., Rendón-Castrillón, L., & Ramírez-Carmona, M. (2023). Post-digital learning for rural development: A case study of open biotec MOOCs in Colombia. Future Internet, 15(4), 141. https://doi.org/10.3390/ fi15040141 Okolie, U. C., Igwe, P. A., Mong, I. K., Nwosu, H. E., Kanu, C., & Ojemuyide, C. C. (2022). Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South. Higher Education Research & Development, 41(4), 1184–1198. https://doi. org/10.1080/07294360.2021.1896482 Ortega, J. T., De La Rosa, J. O., & Isaza, Y. I. (2022). Panel data approach: Macroeconomic variables and first enrollment in private higher education institutions in Colombia. Procedia computer science, 203, 610–614. https://doi.org/10.1016/j.procs.2022.07.088 Osei Afriyie, D., Krasniq, B., Hooley, B., Tediosi, F., & Fink, G. (2022). Equity in health insurance schemes enrollment in low and middle-income countries: A systematic review and meta-analysis. International Journal for Equity in Health, 21(1), 21. https://doi.org/ 10.1186/s12939-021-01608-x Pellas, N., & Mystakidis, S. (2020). A systematic review of research about game-based learning in virtual worlds. Journal of Universal Computer Science, 26(8), 1017–1042. https://doi.org/10.3897/jucs.2020.054 Rico, H., Rico, F., de la Puente, M., De Oro, C., & Lugo, E. (2022). SBL effectiveness in teaching entrepreneurship skills to young immigrant mothers head of household in Colombia: An experimental study. Social Sciences, 11(4), 148. https://doi.org/10.3390/ socsci11040148 SIVACI, S., & ALTAŞ, B. (2023). The effect of critical thinking dispositions and democratic values of pre-service EFL teachers on their multicultural self-efficacy: A structural equation modeling approach. Thinking Skills and Creativity, 47, 101221. https://doi.org/10.1016/j.tsc.2022.101221 United Nations. (2023). Model United Nations. Retrieved from https://www.un.org/en/model-united-nations /step-step-outline-organizing-mun Woodward, H., Evins, J., & Lindeman, M. E. (2023). High Stakes, low frequency: simulation-based education to optimize palliative care in the pediatric emergency department (sch433). Journal of Pain and Symptom Management, 65(5), e596–e597. https://doi.org/10. 1016/j.jpainsymman.2023.02.170 Xu, E., Wang, W., & Wang, Q. (2023). The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanities and Social Sciences Communications, 10(1), 1–11. https://doi.org/10. 1057/s41599-023-01508-1 Yablon, Y. B., Iluz, S., & Hershkowitz, S. (2022). Simulationbased learning for rabbi-teachers dealing with conflicts in education. British Journal of Religious Education, 44(3), 315–324. https://doi.org/10.1080/ 01416200.2021.1973371 Yeung, M. M. Y., Yuen, J. W. M., Chen, J. M. T., & Lam, K. K. L. (2023). The efficacy of team-based learning in developing the generic capability of problem-solving ability and critical thinking skills in nursing education: A systematic review. Nurse Education Today, 105704, 105704. https://doi.org/10. 1016/j.nedt.2022.105704 |
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Atribución 4.0 Internacional (CC BY 4.0)© 2023 The Author(s).https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Rico, HeidyDe la Puente Pacheco, Mario AlbertoPabon, AdrianPortnoy, Ivan2024-11-05T12:21:06Z2024-11-05T12:21:06Z2023-08-13Heidy Rico, Mario Alberto de la Puente Pacheco, Adrian Pabon & Ivan Portnoy (2023) Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: An experimental study, Cogent Education, 10:2, 2236450, DOI: 10.1080/2331186X.2023.2236450https://hdl.handle.net/11323/1362610.1080/2331186X.2023.22364502331-186XCorporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This research aimed to investigate the impact of Simulation-Based Learning (SBL), specifically within the Model United Nations (MUN) framework, on enhancing critical thinking and improving academic performance in a sample of 42 undergraduate students studying International Relations at a university in Northern Colombia. The objectives were to measure the students’ attitudes towards SBL and its impact on their academic achievement in two Economic Development courses. A Student’s t-test was applied to compare the effectiveness of SBL with traditional instruction, and performance values were analyzed using minimum, maximum, and average statistics. The focus was on how effectively SBL encouraged an inquiry-based approach in students and their understanding of a country’s objectives, and how this translated into their academic success. The results indicated that the implementation of simulations significantly boosted the students’ understanding, thereby leading to improved learning outcomes. These findings suggest that SBL within the Model of United Nations (MUN) framework can be an effective tool in fostering critical thinking and enhancing academic performance among International Relations students.16 páginasapplication/pdfengTaylor and Francis Ltd.United Kingdomhttps://www.tandfonline.com/doi/full/10.1080/2331186X.2023.2236450Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental studyArtículo 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_970fb48d4fbd8a85Colombian caribbeanCogent EducationAbramowitz, S., McKune, S. L., Fallah, M., Monger, J., Tehoungue, K., & Omidian, P. A. (2017). The opposite of denial: Social learning at the onset of the Ebola emergency in liberia. Journal of Health Communication, 22(sup1), 59–65. https://doi.org/10. 1080/10810730.2016.1209599Aebersold, M. (2018). Simulation-based learning: No longer a novelty in undergraduate education. OJIN: The Online Journal of Issues in Nursing, 23(2), 1–1. https://doi.org/10.3912/OJIN.Vol23No02PPT39Agllias, K., Pallas, P., Blakemore, T., & Johnston, L. (2021). Enhancing child protection practice through experience-based simulation learning: The social work big day in. Social Work Education, 40(8), 1024–1037. https://doi.org/10.1080/02615479.2020.1771301Aldriwesh, M. G., Alyousif, S. M., & Alharbi, N. S. (2022). Undergraduate-level teaching and learning approaches for interprofessional education in the health professions: A systematic review. BMC Medical Education, 22(1), 1–14. https://doi.org/10.1186/ s12909-021-03073-0Allen, L. M., Hay, M., Armstrong, E., & Palermo, C. (2020). Applying a social theory of learning to explain the possible impacts of continuing professional development (CPD) programs. Medical Teacher, 42(10), 1–8. https://doi.org/10.1080/0142159X.2020.1795097Almulla, M. A., & Al-Rahmi, W. M. (2023). Integrated social cognitive theory with learning input factors: The effects of problem-solving skills and critical thinking skills on learning performance sustainability. Sustainability, 15(5), 3978. https://doi.org/10.3390/ su15053978Alshutwi, S., Alsharif, F., Shibily, F., Wedad, M., Almotairy, A., & Algabbashi, M. (2022). Maintaining clinical training continuity during COVID-19 pandemic: Nursing students’ perceptions about simulation-based learning. International Journal of Environmental Research and Public Health, 19(4), 2180. https://doi.org/10.3390/ijerph19042180Bandura, A. (1977). Social learning theory. General Learning Press.Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall.Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33, 100584. https://doi.org/10.1016/j.tsc.2019.100584Bonesso, S., Cortellazzo, L., & Gerli, F. (2023). Developing leadership behaviours in higher education: A quasi-experimental study on the effect of experiential learning. Innovations in Education and Teaching International, 1–15. https://doi.org/10.1080/ 14703297.2023.2214125Carlos, V., Reses, G., & Soares, S. C. (2023). Active learning spaces design and assessment: A qualitative systematic literature review. Interactive Learning Environments, 1–18. https://doi.org/10.1080/ 10494820.2022.2163263Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: A meta-analysis. 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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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