Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría
La arquitectura de software, como componente clave de la educación en ingeniería de software, requiere que el estudiante desarrolle un conjunto de habilidades técnicas y sociales. En el curso de maestría Arquitecturas de Software Ágiles se decidió utilizar la modalidad Blended Learning. Es relevante...
- Autores:
-
Pérez, Boris
Castellanos, Camilo
Correal, Darío
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Universidad Francisco de Paula Santander
- Repositorio:
- Repositorio Digital UFPS
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.ufps.edu.co:ufps/1587
- Acceso en línea:
- http://repositorio.ufps.edu.co/handle/ufps/1587
- Palabra clave:
- educación en ingeniería de software
arquitectura de software
metodologías ágiles
percepción estudiantes
software engineering education
software architecture
agile methodology
blended learning
students’ perception
- Rights
- openAccess
- License
- Copyright © 2021 ProQuest LLC.
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Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
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Teaching software architecture in blended learning model: Analysis of perception of master’s students |
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Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
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Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría educación en ingeniería de software arquitectura de software metodologías ágiles percepción estudiantes software engineering education software architecture agile methodology blended learning students’ perception |
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Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
| title_full |
Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
| title_fullStr |
Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
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Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
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Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestría |
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Pérez, Boris Castellanos, Camilo Correal, Darío |
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Pérez, Boris Castellanos, Camilo Correal, Darío |
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educación en ingeniería de software arquitectura de software metodologías ágiles percepción estudiantes |
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educación en ingeniería de software arquitectura de software metodologías ágiles percepción estudiantes software engineering education software architecture agile methodology blended learning students’ perception |
| dc.subject.proposal.eng.fl_str_mv |
software engineering education software architecture agile methodology blended learning students’ perception |
| description |
La arquitectura de software, como componente clave de la educación en ingeniería de software, requiere que el estudiante desarrolle un conjunto de habilidades técnicas y sociales. En el curso de maestría Arquitecturas de Software Ágiles se decidió utilizar la modalidad Blended Learning. Es relevante, por tanto, conocer la percepción de los estudiantes de esta modalidad, de quienes están tomando el curso y de quienes lo vieron hace varios meses o años. Este artículo analiza la percepción de los estudiantes sobre el curso Arquitecturas de Software Ágiles enseñado en la Univ. de los Andes. La percepción de los estudiantes se midió mediante una encuesta anónima a los estudiantes que estuvieron matriculados en el curso para los períodos 2015-2018. Los resultados mostraron que 39,7% de los encuestados consideraron que aprendieron mejor en comparación con cursos presenciales. Adicionalmente, el aspecto más valorado por los encuestados fue el uso de los problemas de la industria. |
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2020 |
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2020-03 |
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2021-11-30T20:46:49Z |
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2021-11-30T20:46:49Z |
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Artículo de revista |
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1646-9895 |
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eng |
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eng |
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RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação |
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No.E27.(2020) |
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358 |
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346 |
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Pérez, B., Castellanos, C., & Correal, D. (2020). Enseñanza de Arquitectura de Software en Modalidad Blended Learning: Análisis de la Percepción de Estudiantes de Maestría. Revista Ibérica de Sistemas e Tecnologias de Informação, (E27), 346-358. |
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14 páginas |
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RISTI - Revista Ibérica de Sistemas e Tecnologias de Informação |
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Portugal |
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Pérez, Boris5f8eefcb353d2bcee77cbc03779190c3Castellanos, Camilo4ad1e5d360d6088ab3e427630cc200b5Correal, Darío78160e90ea288e0825f224c0f95b74642021-11-30T20:46:49Z2021-11-30T20:46:49Z2020-031646-9895http://repositorio.ufps.edu.co/handle/ufps/1587La arquitectura de software, como componente clave de la educación en ingeniería de software, requiere que el estudiante desarrolle un conjunto de habilidades técnicas y sociales. En el curso de maestría Arquitecturas de Software Ágiles se decidió utilizar la modalidad Blended Learning. Es relevante, por tanto, conocer la percepción de los estudiantes de esta modalidad, de quienes están tomando el curso y de quienes lo vieron hace varios meses o años. Este artículo analiza la percepción de los estudiantes sobre el curso Arquitecturas de Software Ágiles enseñado en la Univ. de los Andes. La percepción de los estudiantes se midió mediante una encuesta anónima a los estudiantes que estuvieron matriculados en el curso para los períodos 2015-2018. Los resultados mostraron que 39,7% de los encuestados consideraron que aprendieron mejor en comparación con cursos presenciales. Adicionalmente, el aspecto más valorado por los encuestados fue el uso de los problemas de la industria.Software architecture, as a key component of software engineering education, requires the student to develop a set of technical and social skills. In the master course Agile Software Architectures it was decided to use the Blended Learning modality. It is relevant, therefore, to know the students’ perception of this modality, not only while taking the course but after having seen it. This article analyzes the students’ perception of the Agile Software Architectures course taught at University de los Andes. The perception of the students was measured through an anonymous survey of the students who were enrolled in the course for the periods 2015-2018. The results showed that 39.7% of the respondents considered that they learned better compared to face-to-face courses. Additionally, the most valued aspect by respondents was the use of industry problems.14 páginasapplication/pdfengRISTI - Revista Ibérica de Sistemas e Tecnologias de InformaçãoPortugalRISTI - Revista Ibérica de Sistemas e Tecnologias de InformaçãoNo.E27.(2020)358E27(2020)346Pérez, B., Castellanos, C., & Correal, D. (2020). Enseñanza de Arquitectura de Software en Modalidad Blended Learning: Análisis de la Percepción de Estudiantes de Maestría. Revista Ibérica de Sistemas e Tecnologias de Informação, (E27), 346-358.RISTI - Revista Ibérica de Sistemas e Tecnologias de InformaçãoCopyright © 2021 ProQuest LLC.info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2https://www.proquest.com/openview/8a2868ccf43245beb718b0d56817ebb6/1?pq-origsite=gscholar&cbl=1006393Enseñanza de arquitectura de software en modalidad blended learning: Análisis de la percepción de estudiantes de maestríaTeaching software architecture in blended learning model: Analysis of perception of master’s studentsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://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_970fb48d4fbd8a85educación en ingeniería de softwarearquitectura de softwaremetodologías ágilespercepción estudiantessoftware engineering educationsoftware architectureagile methodologyblended learningstudents’ perceptionAngelov, S., & de Beer, P. (2017). Designing and applying an approach to software architecting in agile projects in education. Journal of Systems and Software, 127, 78-90.Bastarrica, M. C., Perovich, D., & Samary, M. M. (2017, May). What can students get from a software engineering capstone course?. In 2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SEET) (pp. 137-145). IEEE.Cleland-Huang, J., Babar, M. A., & Mirakhorli, M. (2014, May). An inverted classroom experience: engaging students in architectural thinking for agile projects. In Companion Proceedings of the 36th International Conference on Software Engineering (pp. 364-371). ACM.Easterbrook, S., Singer, J., Storey, M. A., & Damian, D. (2008). Selecting empirical methods for software engineering research. In Guide to advanced empirical software engineering (pp. 285-311). Springer, London.Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. University of Oklahoma, 27(11).Galster, M., & Angelov, S. (2016, May). What makes teaching software architecture difficult?. In 2016 IEEE/ACM 38th International Conference on Software Engineering Companion (ICSE-C) (pp. 356-359). IEEE.Gehringer, E. F., & Peddycord III, B. W. (2013, March). The inverted-lecture model: a case study in computer architecture. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 489-494). ACM.Glendon, A. I., & Clarke, S. (2015). Human safety and risk management: A psychological perspective. Crc Press.Kitchenham, B. A., & Pfleeger, S. L. (2008). Personal opinion surveys. In Guide to advanced empirical software engineering (pp. 63-92). Springer, London.Lago, P., & Van Vliet, H. (2005, April). Teaching a course on software architecture. In 18th Conference on Software Engineering Education & Training (CSEET’05) (pp. 35-42). IEEE.Mahnič, V. (2011). A capstone course on agile software development using Scrum. IEEE Transactions on Education, 55(1), 99-106.Mahnič, V. (2015). Scrum in software engineering courses: an outline of the literature. Global Journal of Engineering Education, 17(2), 77-83.Mannisto, T., Savolainen, J., & Myllarniemi, V. (2008, February). Teaching software architecture design. In Seventh Working IEEE/IFIP Conference on Software Architecture (WICSA 2008) (pp. 117-124). IEEE.Paasivaara, M., Vodă, D., Heikkilä, V. T., Vanhanen, J., & Lassenius, C. (2018, May). How does participating in a capstone project with industrial customers affect student attitudes?. In Proceedings of the 40th International Conference on Software Engineering: Software Engineering Education and Training (pp. 49-57). ACM.Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs. close-ended questions in web questionnaires. Developments in applied statistics, 19(1), 159-177.Umphress, D. A., Hendrix, T. D., & Cross, J. H. (2002). Software process in the classroom: The capstone project experience. IEEE software, 19(5), 78-81.Urrego, J. S., & Correal, D. (2013, May). Archinotes: A tool for assisting software architecture courses. In 2013 26th International Conference on Software Engineering Education and Training (CSEE&T) (pp. 80-88). IEEE.Van Deursen, A., Aniche, M., Aué, J., Slag, R., De Jong, M., Nederlof, A., & Bouwers, E. (2017, March). A collaborative approach to teaching software architecture. In Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education (pp. 591-596). ACM.Sureka, A., Gupta, M., Sarkar, D., & Chaudhary, V. (2013). A case-study on teaching undergraduate-level software engineering course using inverted-classroom, large-group, real-client and studio-based instruction model. arXiv preprint arXiv:1309.0714.ORIGINALEnseñanza de arquitectura de software en modalidad blended learning, Análisis de la percepción de estudiantes de maestría.pdfEnseñanza de arquitectura de software en modalidad blended learning, Análisis de la percepción de estudiantes de maestría.pdfapplication/pdf522896https://repositorio.ufps.edu.co/bitstream/ufps/1587/1/Ense%c3%b1anza%20de%20arquitectura%20de%20software%20en%20modalidad%20blended%20learning%2c%20An%c3%a1lisis%20de%20la%20percepci%c3%b3n%20de%20estudiantes%20de%20maestr%c3%ada.pdffb86df01e1c942295739f53a05ce012eMD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.ufps.edu.co/bitstream/ufps/1587/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accessTEXTEnseñanza de arquitectura de software en modalidad blended learning, 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 incorporada 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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