Generation of programmatic contents by competencies: a technological and systemic view of higher education

This research combines the art of designing programmatic contents by competencies and the technological variable as an innovative resource in the context of higher education. The objective of this study was focused on the development of a technological system for the generation of programmatic conte...

Full description

Autores:
Marín González, Freddy
Senior-Naveda, Alexa
Yamil Ferrer, Luis
Perozo Sierralta, Beatriz
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:11323/14085
Acceso en línea:
https://hdl.handle.net/11323/14085
https://repositorio.cuc.edu.co/
Palabra clave:
Programmatic contents
Competencies
Content generating system
Higher education
Educational innovation
Rights
openAccess
License
Atribución 4.0 Internacional (CC BY 4.0)
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dc.title.eng.fl_str_mv Generation of programmatic contents by competencies: a technological and systemic view of higher education
title Generation of programmatic contents by competencies: a technological and systemic view of higher education
spellingShingle Generation of programmatic contents by competencies: a technological and systemic view of higher education
Programmatic contents
Competencies
Content generating system
Higher education
Educational innovation
title_short Generation of programmatic contents by competencies: a technological and systemic view of higher education
title_full Generation of programmatic contents by competencies: a technological and systemic view of higher education
title_fullStr Generation of programmatic contents by competencies: a technological and systemic view of higher education
title_full_unstemmed Generation of programmatic contents by competencies: a technological and systemic view of higher education
title_sort Generation of programmatic contents by competencies: a technological and systemic view of higher education
dc.creator.fl_str_mv Marín González, Freddy
Senior-Naveda, Alexa
Yamil Ferrer, Luis
Perozo Sierralta, Beatriz
dc.contributor.author.none.fl_str_mv Marín González, Freddy
Senior-Naveda, Alexa
Yamil Ferrer, Luis
Perozo Sierralta, Beatriz
dc.contributor.editor.none.fl_str_mv García Sánchez, Jesús Nicasio
dc.contributor.referee.none.fl_str_mv Hernández Suárez, César Augusto
Cabero Almenara, Julio
dc.subject.proposal.eng.fl_str_mv Programmatic contents
Competencies
Content generating system
Higher education
Educational innovation
topic Programmatic contents
Competencies
Content generating system
Higher education
Educational innovation
description This research combines the art of designing programmatic contents by competencies and the technological variable as an innovative resource in the context of higher education. The objective of this study was focused on the development of a technological system for the generation of programmatic contents by competencies in the curricular units of university careers. This research was carried out under the empirical approach; it is of an applicative type, since it generates a proposal and it was structured methodologically by phases: Phase I of approaching the manual system and user requirements was deployed under a field design in which the current situation and user expectations were described through the techniques of participant observation and meetings of experts in the area of educational technology (teaching staff of the different academic programs, heads of departments and coordinators of the Curriculum Commission), in order to carry out business rounds as a strategy of characterization and permanent consultation of the evolution of the system design to generate agreements. Phase II led to the establishment of the structural components of the prototype, and integrated the essentials from the systems theory, software engineering, and pedagogical didactic theories. Phase III was based on the methodology of system design by prototyping. As for the results, it was evidenced that the stakeholders considered feasible the use of the system to generate programmatic contents by competence, and finally the functionality of the system and the operational advantages for the generation of programmatic contents were demonstrated.
publishDate 2022
dc.date.issued.none.fl_str_mv 2022-05-27
dc.date.accessioned.none.fl_str_mv 2025-04-04T15:08:17Z
dc.date.available.none.fl_str_mv 2025-04-04T15:08:17Z
dc.type.none.fl_str_mv Artículo de revista
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dc.identifier.citation.none.fl_str_mv Marín-González F, Senior-Naveda A, Ferrer LY and Perozo Sierralta B (2022) Generation of Programmatic Contents by Competencies: A Technological and Systemic View of Higher Education. Front. Educ. 7:915377. doi: 10.3389/feduc.2022.915377
dc.identifier.issn.none.fl_str_mv 2504-284X
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/11323/14085
dc.identifier.doi.none.fl_str_mv 10.3389/feduc.2022.915377
dc.identifier.instname.none.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.none.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.none.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv Marín-González F, Senior-Naveda A, Ferrer LY and Perozo Sierralta B (2022) Generation of Programmatic Contents by Competencies: A Technological and Systemic View of Higher Education. Front. Educ. 7:915377. doi: 10.3389/feduc.2022.915377
2504-284X
10.3389/feduc.2022.915377
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/14085
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.ispartofjournal.none.fl_str_mv Frontiers in Education
dc.relation.references.none.fl_str_mv Ahmad, A. (2020). Application of Learning Objects for Computer ProgrammingBased Problem Solving. Can. J. Learn. Technol. 41, 1–15.
Akpan, C. (2018). Types of Educational Planning/Reasons for Planning Education. Dept. of Educational Administration and Planning. Calabar: University of Calabar
Aldarbesti, H., and Saxena, J. P. (2014). Management Information System for Education. IOSR Int. J. Res. Method Educ. 4, 36–44.
Arrieta, M., Aguas, R., Cohen, A., Buelvas, K., and Pérez, A. (2019). “Diseño y prototipado de Sistema de información web para gestión de asignaturas basado en la metodología Backward Design,” in Conference: V Conferencia Internacional de Innovación en Ingeniería de Sistemas, (CINSIS 2019). Available Online at: https://www.researchgate.net/publication/336471536_Diseno_y_ prototipado_de_Sistema_de_informacion_web_para_gestion_de_asignaturas_ basado_en_la_metodologia_Backward_Design (accessed on April 1, 2022).
Balza, V. (2016). Formulation and design of a model for a technological monitoring curriculum for engineering programs in Colombia. Rev. de Educ. Super. 45, 55–77. doi: 10.1016/j.resu.2016.04.008
Battistoni, C., and Barbero, S. (2017). Diseño sistémico del contenido a la estructura educativa: nuevo modelo educativo. Des. J. 20, 1336–1354. doi: 10.1080/ 14606925.2017.1352661
Byron, S.(s/f). (2013). Elementos clave de un diccionario de base de datos. techlandia. 2001-2021. Available online at: https://techlandia.com/elementosclave-diccionario-base-datos-info_371929/ (accessed on July 25, 2020).
Cabrera, C. A., Caldas, J., and Rivera, D. (2019). Diseño del programa de bienestar psicológico de educación en salud online “Florece” para contextos universitarios. AVFT Arch. Venez. Farmacol. Ter. 38, 533–539.
Canto, J., Ojeda, R., and Mul, J. (2022). Importancia de las competencias digitales directivas para la formación de talentos en la Industria 4.0. Cult. Educ. y Soc. 13, 177–192. doi: 10.17981/cultedusoc.13.1.2022.11
Carreño, M., Sandoval, A., Estrada, I., Cosío, J., De Casso, A., and Durán, I. (2015). “Entorno web como herramienta de apoyo para el diseño de algoritmos en pseudocódigo durante el proceso enseñanza-aprendizaje,” in Anais da X Conferência Latino-Americana de Objetos e Tecnologias de Aprendizagem (LACLO 2015), 296–305. Available Online at: https://xdoc.mx/ preview/articulo-laclo-2015-camera-ready-5ccdf1eb45d79 (accessed on Oct 21, 2019).
Castro, E. (2008). El Curriuculum Crítico: una Pedagogía Transformativa para la educación Latinoamericana. Rolando Pinto Con-treras. REXE Rev. de Estud. y Exp. Educ. 2008, 133–137
Chisholm, O. (2019). Curriculum Transformation: from Didactic to CompetencyBased Programs in Pharmaceutical Medicine. Front. Pharmacol. 10:278. doi: 10.3389/fphar.2019.00278
Ciriza, C., Mendioroz, A., and Hernandez, J. (2022). Technological Pedagogical Content Knowledge (TPACK). Implementation of a Didactic Proposal for Preservice History Teachers. Front. Educ. 7:852801. doi: 10.3389/feduc.2022. 852801
Clarke, R. (2020). The Challenges Involved in Establishing a Research Technique. Australas. J. Inf. Syst. 20, 1–22. doi: 10.3127/ajis.v24i0.2515
De Aguiar, A. (2007). Propuesta de estructuración de los Contenidos Programáticos de las Materias Técnicas de la carrera Hotelería y Restauración, bajo un régimen semipresencial. Ph.D thesis. Venezuela: Universidad Nacional Experimental del Táchira.
Du Preez, P. (2020). Ethical Curriculum Leadership and Alain Badiou’s Ethics. Educ. Chang. 24:12. doi: 10.25159/1947-9417/5633
Espada, M., Navia, J., Rocu, P., and Gómez, M. (2020). Development of the learning to learn competence in the university con-text: flipped classroom or traditional method? Res. Learn. Technol. 28, 1–11. doi: 10.25304/rlt.v28.2251
Esteban, S. (2016). La Renovación Pedagógica en España: un movimiento Social más allá del didacticismo. Rev. Tendencias Pedagógicas 27, 259–284.
Goncalves, L., Mendes, R., and Kiyoshi, A. (2015). Ict strategic planning at public higher educational organizations: building an approach through action research at unirio. JISTEM J. Inf. Syst. Technol. Manag. 12, 351–370. doi: 10.4301/S1807- 17752015000200009
González, M., Estevez, I., and Souto, A. (2020). Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario. Rev. Cient. de Educ. 62, 9–18. doi: 10.3916/C62-2020-011
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dc.rights.eng.fl_str_mv © 2022 Marín-González, Senior-Naveda, Ferrer and Perozo Sierralta.
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rights_invalid_str_mv Atribución 4.0 Internacional (CC BY 4.0)
© 2022 Marín-González, Senior-Naveda, Ferrer and Perozo Sierralta.
https://creativecommons.org/licenses/by/4.0/
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spelling Atribución 4.0 Internacional (CC BY 4.0)© 2022 Marín-González, Senior-Naveda, Ferrer and Perozo Sierralta.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Marín González, Freddyvirtual::1008-1Senior-Naveda, Alexavirtual::1009-1Yamil Ferrer, LuisPerozo Sierralta, BeatrizGarcía Sánchez, Jesús NicasioHernández Suárez, César AugustoCabero Almenara, Julio2025-04-04T15:08:17Z2025-04-04T15:08:17Z2022-05-27Marín-González F, Senior-Naveda A, Ferrer LY and Perozo Sierralta B (2022) Generation of Programmatic Contents by Competencies: A Technological and Systemic View of Higher Education. Front. Educ. 7:915377. doi: 10.3389/feduc.2022.9153772504-284Xhttps://hdl.handle.net/11323/1408510.3389/feduc.2022.915377Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This research combines the art of designing programmatic contents by competencies and the technological variable as an innovative resource in the context of higher education. The objective of this study was focused on the development of a technological system for the generation of programmatic contents by competencies in the curricular units of university careers. This research was carried out under the empirical approach; it is of an applicative type, since it generates a proposal and it was structured methodologically by phases: Phase I of approaching the manual system and user requirements was deployed under a field design in which the current situation and user expectations were described through the techniques of participant observation and meetings of experts in the area of educational technology (teaching staff of the different academic programs, heads of departments and coordinators of the Curriculum Commission), in order to carry out business rounds as a strategy of characterization and permanent consultation of the evolution of the system design to generate agreements. Phase II led to the establishment of the structural components of the prototype, and integrated the essentials from the systems theory, software engineering, and pedagogical didactic theories. Phase III was based on the methodology of system design by prototyping. As for the results, it was evidenced that the stakeholders considered feasible the use of the system to generate programmatic contents by competence, and finally the functionality of the system and the operational advantages for the generation of programmatic contents were demonstrated.13 páginasapplication/pdfengFrontiers Media SASwitzerlandhttps://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.915377/fullGeneration of programmatic contents by competencies: a technological and systemic view of higher educationArtículo 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_970fb48d4fbd8a85Frontiers in EducationAhmad, A. (2020). Application of Learning Objects for Computer ProgrammingBased Problem Solving. Can. J. Learn. Technol. 41, 1–15.Akpan, C. (2018). Types of Educational Planning/Reasons for Planning Education. Dept. of Educational Administration and Planning. Calabar: University of CalabarAldarbesti, H., and Saxena, J. P. (2014). Management Information System for Education. IOSR Int. J. Res. Method Educ. 4, 36–44.Arrieta, M., Aguas, R., Cohen, A., Buelvas, K., and Pérez, A. (2019). “Diseño y prototipado de Sistema de información web para gestión de asignaturas basado en la metodología Backward Design,” in Conference: V Conferencia Internacional de Innovación en Ingeniería de Sistemas, (CINSIS 2019). Available Online at: https://www.researchgate.net/publication/336471536_Diseno_y_ prototipado_de_Sistema_de_informacion_web_para_gestion_de_asignaturas_ basado_en_la_metodologia_Backward_Design (accessed on April 1, 2022).Balza, V. (2016). Formulation and design of a model for a technological monitoring curriculum for engineering programs in Colombia. Rev. de Educ. Super. 45, 55–77. doi: 10.1016/j.resu.2016.04.008Battistoni, C., and Barbero, S. (2017). Diseño sistémico del contenido a la estructura educativa: nuevo modelo educativo. Des. J. 20, 1336–1354. doi: 10.1080/ 14606925.2017.1352661Byron, S.(s/f). (2013). Elementos clave de un diccionario de base de datos. techlandia. 2001-2021. Available online at: https://techlandia.com/elementosclave-diccionario-base-datos-info_371929/ (accessed on July 25, 2020).Cabrera, C. A., Caldas, J., and Rivera, D. (2019). Diseño del programa de bienestar psicológico de educación en salud online “Florece” para contextos universitarios. AVFT Arch. Venez. Farmacol. Ter. 38, 533–539.Canto, J., Ojeda, R., and Mul, J. (2022). Importancia de las competencias digitales directivas para la formación de talentos en la Industria 4.0. Cult. Educ. y Soc. 13, 177–192. doi: 10.17981/cultedusoc.13.1.2022.11Carreño, M., Sandoval, A., Estrada, I., Cosío, J., De Casso, A., and Durán, I. (2015). “Entorno web como herramienta de apoyo para el diseño de algoritmos en pseudocódigo durante el proceso enseñanza-aprendizaje,” in Anais da X Conferência Latino-Americana de Objetos e Tecnologias de Aprendizagem (LACLO 2015), 296–305. Available Online at: https://xdoc.mx/ preview/articulo-laclo-2015-camera-ready-5ccdf1eb45d79 (accessed on Oct 21, 2019).Castro, E. (2008). El Curriuculum Crítico: una Pedagogía Transformativa para la educación Latinoamericana. Rolando Pinto Con-treras. REXE Rev. de Estud. y Exp. Educ. 2008, 133–137Chisholm, O. (2019). Curriculum Transformation: from Didactic to CompetencyBased Programs in Pharmaceutical Medicine. Front. Pharmacol. 10:278. doi: 10.3389/fphar.2019.00278Ciriza, C., Mendioroz, A., and Hernandez, J. (2022). Technological Pedagogical Content Knowledge (TPACK). Implementation of a Didactic Proposal for Preservice History Teachers. Front. Educ. 7:852801. doi: 10.3389/feduc.2022. 852801Clarke, R. (2020). The Challenges Involved in Establishing a Research Technique. Australas. J. Inf. Syst. 20, 1–22. doi: 10.3127/ajis.v24i0.2515De Aguiar, A. (2007). Propuesta de estructuración de los Contenidos Programáticos de las Materias Técnicas de la carrera Hotelería y Restauración, bajo un régimen semipresencial. Ph.D thesis. Venezuela: Universidad Nacional Experimental del Táchira.Du Preez, P. (2020). Ethical Curriculum Leadership and Alain Badiou’s Ethics. Educ. Chang. 24:12. doi: 10.25159/1947-9417/5633Espada, M., Navia, J., Rocu, P., and Gómez, M. (2020). Development of the learning to learn competence in the university con-text: flipped classroom or traditional method? Res. Learn. Technol. 28, 1–11. doi: 10.25304/rlt.v28.2251Esteban, S. (2016). La Renovación Pedagógica en España: un movimiento Social más allá del didacticismo. Rev. Tendencias Pedagógicas 27, 259–284.Goncalves, L., Mendes, R., and Kiyoshi, A. (2015). Ict strategic planning at public higher educational organizations: building an approach through action research at unirio. JISTEM J. Inf. Syst. Technol. Manag. 12, 351–370. doi: 10.4301/S1807- 17752015000200009González, M., Estevez, I., and Souto, A. (2020). Ecologías digitales de aprendizaje y desarrollo profesional del docente universitario. Rev. 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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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