Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic
This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remo...
- Autores:
-
Arrieta Barrios, Tatiana Edith
Llinás-Rojas, Shirley
Solórzano Movilla, José
Umaña Ibáñez, Samir Francisco
Huyke Taboada, Aida Patricia
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10811
- Acceso en línea:
- https://hdl.handle.net/11323/10811
https://repositorio.cuc.edu.co/
- Palabra clave:
- Flipped classroom
Education model
Educational resilience
High education
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
| title |
Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic Flipped classroom Education model Educational resilience High education |
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
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Characterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemic |
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Arrieta Barrios, Tatiana Edith Llinás-Rojas, Shirley Solórzano Movilla, José Umaña Ibáñez, Samir Francisco Huyke Taboada, Aida Patricia |
| dc.contributor.author.none.fl_str_mv |
Arrieta Barrios, Tatiana Edith Llinás-Rojas, Shirley Solórzano Movilla, José Umaña Ibáñez, Samir Francisco Huyke Taboada, Aida Patricia |
| dc.subject.proposal.eng.fl_str_mv |
Flipped classroom Education model Educational resilience High education |
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Flipped classroom Education model Educational resilience High education |
| description |
This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics. |
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2024-03-04T16:34:52Z |
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2024-03-04T16:34:52Z |
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Tatiana Arrieta Barrios, Shirley Llinás Rojas, José Solórzano Movilla, Samir Francisco Umaña Ibáñez, Aida Huyke Taboada, Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic, Procedia Computer Science, Volume 203, 2022, Pages 575-582, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2022.07.082 |
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10.1016/j.procs.2022.07.082 |
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Corporación Universidad de la Costa |
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REDICUC – Repositorio CUC |
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Tatiana Arrieta Barrios, Shirley Llinás Rojas, José Solórzano Movilla, Samir Francisco Umaña Ibáñez, Aida Huyke Taboada, Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic, Procedia Computer Science, Volume 203, 2022, Pages 575-582, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2022.07.082 1877-0509 10.1016/j.procs.2022.07.082 Corporación Universidad de la Costa REDICUC – Repositorio CUC |
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eng |
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Procedia Computer Science |
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[1] I. Awidi and M. Paynter, "The impact of a flipped classroom approach on student learning experience," Computer & Education, vol. 128, pp. 269-283, January 2019. [2] K. Coufal, "Flipped learning instructional model: perceptions of video delivery to support engagement in eighth grade math. (Tesis doctoral).," ProQuest, 2014. [3] M. Lage, G. Platt and M. Treglia, "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, pp. 30-43, Diciembre 2000. [4] R. Talbert, "Inverted classroom," Colleagues, vol. 9, pp. 1-2, 2012. [5] R. Talbert , "Inverting the Linear Algebra Classroom," Primus: Problems, Resources, and Issues in Mathematics Undergraduate Studies, vol. 24, pp. 361-374, 2014. [6] T. Bristol, "Flipping the classroom," Teaching and Learning in Nursing, vol. 9, pp. 43-46, 2014. [7] L. López Moreno, "¿Qué es el aula invertida?," 2014. [Online]. Available: www.nubemia.com/aula-invertida-otra-forma-de-aprender/. [8] A. Quiroga, "Observatorio de Educación. Definición de Aula Invertida. [Sitio en Internet]," 11 Abril 2014. [Online]. Available: http://crear.poligran.edu.co/?p=1177. [9] M. Vidal Ledo, N. Rivera Michelena, N. Nolla Cao, I. d. R. Morales Suárez and M. N. Vialart Vidal, "Aula invertida, nueva estrategia didáctica," Educación Médica Superior, vol. 30, no. 3, pp. 678-688, 2016. [10] J. Bergmann and A. Sams, "Flip your classroom. Reach every student in every class every day," in Estados Unidos: International Society for Technology in Education, 2012. [11] R. Gross, «Psychology: The Science of Mind and Behaviour 6TH Edition,» 6th ed., 2012. [12] L. López, «Reflexiones sobre la relación entre pedagogía y ciencias de la educación: anotaciones para una genealogía de la andragogía,» 593 Digital Publisher CEIT, vol. 4, nº 2, pp. 31- 44, 2019. [13] J. A. Garcia, A. Reding Bernal y J. C. López Alvarenga, «Cálculo del tamaño de la muestra en investigación en educación médica,» Investigación en educación médica, vol. 2, nº 8, pp. 217-224, 2012. [14] T. Arrieta Barrios, S. LLinás Rojas, J. Solórzano Movilla y S. Umaña Ibáñez , «Figshare,» 31 Agosto 2021. [En línea]. Available: https://doi.org/10.6084/m9.figshare.16550796.v1. |
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© 2022 The Authors. Published by Elsevier B.V |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) |
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Published by Elsevier B.Vhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Arrieta Barrios, Tatiana EdithLlinás-Rojas, ShirleySolórzano Movilla, JoséUmaña Ibáñez, Samir FranciscoHuyke Taboada, Aida Patricia 2024-03-04T16:34:52Z2024-03-04T16:34:52Z2022Tatiana Arrieta Barrios, Shirley Llinás Rojas, José Solórzano Movilla, Samir Francisco Umaña Ibáñez, Aida Huyke Taboada, Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic, Procedia Computer Science, Volume 203, 2022, Pages 575-582, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2022.07.0821877-0509https://hdl.handle.net/11323/1081110.1016/j.procs.2022.07.082Corporación Universidad de la CostaREDICUC – Repositorio CUChttps://repositorio.cuc.edu.co/This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.8 páginasapplication/pdfengElsevier BVNetherlandshttps://www.sciencedirect.com/science/article/pii/S1877050922006871?via%3DihubCharacterization of flipped classroom model in higher education: a perception from educational resilience during COVID-19 pandemicArtículo 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] I. Awidi and M. Paynter, "The impact of a flipped classroom approach on student learning experience," Computer & Education, vol. 128, pp. 269-283, January 2019.[2] K. Coufal, "Flipped learning instructional model: perceptions of video delivery to support engagement in eighth grade math. (Tesis doctoral).," ProQuest, 2014.[3] M. Lage, G. Platt and M. Treglia, "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, pp. 30-43, Diciembre 2000.[4] R. Talbert, "Inverted classroom," Colleagues, vol. 9, pp. 1-2, 2012.[5] R. Talbert , "Inverting the Linear Algebra Classroom," Primus: Problems, Resources, and Issues in Mathematics Undergraduate Studies, vol. 24, pp. 361-374, 2014.[6] T. Bristol, "Flipping the classroom," Teaching and Learning in Nursing, vol. 9, pp. 43-46, 2014.[7] L. López Moreno, "¿Qué es el aula invertida?," 2014. [Online]. Available: www.nubemia.com/aula-invertida-otra-forma-de-aprender/.[8] A. Quiroga, "Observatorio de Educación. Definición de Aula Invertida. [Sitio en Internet]," 11 Abril 2014. [Online]. Available: http://crear.poligran.edu.co/?p=1177.[9] M. Vidal Ledo, N. Rivera Michelena, N. Nolla Cao, I. d. R. Morales Suárez and M. N. Vialart Vidal, "Aula invertida, nueva estrategia didáctica," Educación Médica Superior, vol. 30, no. 3, pp. 678-688, 2016.[10] J. Bergmann and A. Sams, "Flip your classroom. Reach every student in every class every day," in Estados Unidos: International Society for Technology in Education, 2012.[11] R. Gross, «Psychology: The Science of Mind and Behaviour 6TH Edition,» 6th ed., 2012.[12] L. López, «Reflexiones sobre la relación entre pedagogía y ciencias de la educación: anotaciones para una genealogía de la andragogía,» 593 Digital Publisher CEIT, vol. 4, nº 2, pp. 31- 44, 2019.[13] J. A. Garcia, A. Reding Bernal y J. C. López Alvarenga, «Cálculo del tamaño de la muestra en investigación en educación médica,» Investigación en educación médica, vol. 2, nº 8, pp. 217-224, 2012.[14] T. Arrieta Barrios, S. LLinás Rojas, J. Solórzano Movilla y S. Umaña Ibáñez , «Figshare,» 31 Agosto 2021. [En línea]. 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ada en las Obras Colectivas.

b.	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.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
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).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	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).

b.	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.

c.	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.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	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.

ii.	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.

e.	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.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
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.

6. Limitación de responsabilidad.
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.

7. Término.

a.	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.

b.	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.

8. Varios.

a.	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.

b.	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.

c.	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.

d.	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.
 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