Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia

El e-learning se ha venido convirtiendo en una herramienta que facilita el acceso a la educación educarse logrando que el conocimiento llegue a más personas. En el campo de la ingeniería civil, existen diferentes metodologías y filosofías sobre el modelado de información que son aprendidas en mejora...

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Autores:
Monroy Gomez, Jaime Andres
Arbeláez Álzate, Juanita
Tipo de recurso:
Fecha de publicación:
2023
Institución:
Universidad Libre
Repositorio:
RIU - Repositorio Institucional UniLibre
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OAI Identifier:
oai:repository.unilibre.edu.co:10901/28003
Acceso en línea:
https://hdl.handle.net/10901/28003
Palabra clave:
Building Information Modeling
Lean Construction
MOOC
Educación
Building Information Modeling
Lean Construction
MOOC
Education
Rights
openAccess
License
http://creativecommons.org/licenses/by-nc-nd/2.5/co/
id RULIBRE2_5ab9ba3386713304b1e4e41841057647
oai_identifier_str oai:repository.unilibre.edu.co:10901/28003
network_acronym_str RULIBRE2
network_name_str RIU - Repositorio Institucional UniLibre
repository_id_str
dc.title.spa.fl_str_mv Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
dc.title.alternative.spa.fl_str_mv Impact of MOOCs in BIM and in BIM and Lean Construction on construction professionals in Colombia.
title Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
spellingShingle Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
Building Information Modeling
Lean Construction
MOOC
Educación
Building Information Modeling
Lean Construction
MOOC
Education
title_short Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
title_full Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
title_fullStr Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
title_full_unstemmed Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
title_sort Impacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en Colombia
dc.creator.fl_str_mv Monroy Gomez, Jaime Andres
Arbeláez Álzate, Juanita
dc.contributor.advisor.none.fl_str_mv Osorio Gomez, Cristian camilo
dc.contributor.author.none.fl_str_mv Monroy Gomez, Jaime Andres
Arbeláez Álzate, Juanita
dc.subject.spa.fl_str_mv Building Information Modeling
Lean Construction
MOOC
Educación
topic Building Information Modeling
Lean Construction
MOOC
Educación
Building Information Modeling
Lean Construction
MOOC
Education
dc.subject.subjectenglish.spa.fl_str_mv Building Information Modeling
Lean Construction
MOOC
Education
description El e-learning se ha venido convirtiendo en una herramienta que facilita el acceso a la educación educarse logrando que el conocimiento llegue a más personas. En el campo de la ingeniería civil, existen diferentes metodologías y filosofías sobre el modelado de información que son aprendidas en mejorando las aptitudes profesionales e impulsando la eficiencia del sector construcción, en este caso se abordan dos de las más comunes como lo son BIM y Lean construction. La presente investigación se centra en la implementación de estas en el campo e-learning para la educación superior. Mediante la recolección de datos en una encuesta a 494 profesionales, el análisis de la información se realizó mediante un análisis estadístico descriptivo. Los resultados, evidencian que cerca del 40% de las personas realizan cursos MOOC de BIM y Lean son personas jóvenes, su mayoría ingenieros civiles, además cerca del 20% de los profesionales logro aprobar alguno de los cursos, lo que indica una baja apropiación del conocimiento.
publishDate 2023
dc.date.created.none.fl_str_mv 2023-12-08
dc.date.accessioned.none.fl_str_mv 2024-01-22T21:02:43Z
dc.date.available.none.fl_str_mv 2024-01-22T21:02:43Z
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis de Pregrado
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10901/28003
url https://hdl.handle.net/10901/28003
dc.relation.references.spa.fl_str_mv Al-Saggaf, Y., Burmeister, O., & Schwartz, M. (2017). Qualifications and ethics education: the views of ICT professionals. Australasian Journal of Information Systems, 21. Obtenido de https://doi.org/10.3127/ajis.v21i0.1365
Alarcón, C. H. M., León, C. E. D., Donoso, L. J. G., Tinoco, L. M. E., & Alarcón, F. P. M. (2021). Metodología de formación educativa basada en entornos virtuales de aprendizaje para estudiantes de Ingeniería Civil. Dominio de las Ciencias, 7(2), 530-550. https://dialnet.unirioja.es/servlet/articulo?codigo=8231863
Alizadehsalehi, S., Hadavi, A., & Huang, J. C. (2019). BIM/MR-Lean construction project delivery management system.
Alvarenga, T. W., da Silva, E. N., & de Brito Mello, L. C. B. (2017). BIM and lean construction: the evolution obstacle in the Brazilian civil construction industry. Engineering, Technology & Applied Science Research, 7(5), 1904-1908 , 1792-8036.
Andújar, M., Galiano, A., Rizo, C., & Echarri, V. (2019). Bim and lean construction interactions: A state-of-the-art review. WIT Transactions on the Built Environment, 192, 1-13. Doi: http://dx.doi.org/10.2495/BIM190011
Aranda, G. (2017). BIM integration in architecture studios: The G-Lab milano.
Aslam, M. (2019). Introducing Kolmogorov–Smirnov tests under uncertainty: an application to radioactive data. ACS omega, 5(1), 914-917. Obtenido de https://doi.org/10.1021/acsomega.9b03940
Azhar, S. (2011). Building information modeling (BIM): Trends, benefits, risks, and challenges for the AEC industry. Leadership and management in engineering, 11(3), 241-252. Doi: https://doi.org/10.1061/(ASCE)LM.1943-5630.0000127
Construyored. (2023). Cursos. Obtenido de https://construyored.com/cursos/categorias/1-bim
Dallasega, P., Revolti, A., Sauer, P. C., Schulze, F., & Rauch, E. (2020). BIM, Augmented and Virtual Reality empowering Lean Construction Management: a project simulation game. Procedia manufacturing, 45, 49-54 , 2351-9789.
García, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32. Doi: https://doi.org/10.5944/ried.24.1.28080
Ghosh, S., & Burghart, J. (2021). Lean construction: experience of US contractors. International journal of construction education and research, 17(2), 133-153 , 1557-8771.
Gudmundsdottir, G., & Hatlevik, O. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. Obtenido de Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.
Heigermoser et al. (2019). BIM-based Last Planner System tool for improving construction project management. Automation in Construction, 104, 246-254. Obtenido de https://doi.org/10.1016/j.autcon.2019.03.019
Hu, M. (2019). BIM-enabled pedagogy approach: using BIM as an instructional tool in technology courses. Journal of Professional Issues in Engineering Education and Practice, 145(1), 05018017, 05011052-05013928.
Kivilä et al. (2017). ustainable project management through project control in infrastructure projects. International Journal of Project Management, 35(6), 1167-1183. Obtenido de https://doi.org/10.1016/j.ijproman.2017.02.009
Madriz, J. L. (2016). Factores que promueven la deserción del aula virtual. Revista Científica Ciencias Humanas, 12(35), 18-40.: http://www.redalyc.org/articulo.oa?id=70948484003
Markova et al. (2017). uality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685-691. Obtenido de https://doi.org/10.1016/j.sbspro.2017.02.043
Nguyen, P., & Akhavian, R. (2019). Synergistic effect of integrated project delivery, lean construction, and building information modeling on project performance measures: a quantitative and qualitative analysis. Advances in Civil Engineering, 2019, 1687-8086.
O’Doherty et al. (2018). arriers and solutions to online learning in medical education–an integrative review. BMC medical education, 18(1), 1-11. Obtenido de https://doi.org/10.1186/s12909-018-1240-0
Onur, A. Z., & Nouban, F. (2019). Software in the architectural presentation and design of buildings: State-of-the-art. International Journal of Innovative Technology and Exploring Engineering (IJITEE)[Online], 8(10).
Patel et al. (2023). Sustainable construction by using novel frameworks using BIM, LEED, and Lean methods. Obtenido de Materials Today: Proceedings.
Pineda, P., & Celis, J. (2018). The Maelstrom of Online Programs in Colombian Teacher Education. Education Policy Analysis Archives, 26, 1068-2341.
Rayner, J., & Livingston Jr, G. (2020). The Kruskal–Wallis tests are Cochran–Mantel–Haenszel mean score tests. Metron, 78(3), 353-360. Obtenido de https://doi.org/10.1007/s40300-020-00192-4
Senaratne, S., & Wijesiri, D. (2008). Lean Construction as a Strategic Option: Testing its Suitability and Acceptability in Sri Lanka. Lean Construction Journal, 1555-1369.
Sepasgozar et al. (2020). Lean practices using building information modeling (Bim) and digital twinning for sustainable construction. Sustainability, 13(1), 161. Obtenido de https://doi.org/10.3390/su13010161
Shah, Z., Shah, J., & Saleem, M. (2021). Online Education and its Effectiveness as an Alternative Approach to Professional Qualification: A Case Study of Overseas Pakistanis in Saudi Arabia. Obtenido de Research Journal of Social Sciences and Economics Review, 2(2), 325-333.: https://doi.org/10.36902/rjsser-vol2-iss2-2021
Soeiro, A. (2014). Recognition of professional qualifications from learning online. IACEE. . Obtenido de https://repositorio-aberto.up.pt/bitstream/10216/75788/2/91858.pdf
Suwal, S., & Singh, V. (2018). Assessing students’ sentiments towards the use of a Building Information Modelling (BIM) learning platform in a construction project management course. European Journal of Engineering Education, 43(4), 492-506, 0304-3797.
Tatum, C. (2018). Construction engineering research: Integration and innovation. ournal of Construction Engineering and Management, 144(3). Obtenido de https://doi.org/10.1061/(ASCE)CO.1943-7862.0001445
Teizer, J., Golovina, O., Embers, S., & Wolf, M. (2020, March). A serious gaming approach to integrate BIM, IoT, and lean construction in construction education. In Construction Research Congress 2020 (pp. 21-30). Reston, VA: American Society of Civil Engineers. Doi: http://dx.doi.org/10.1061/9780784482889.003
Urokova, S. B. (2020). Advantages and disadvantages of online education. ISJ Theoretical & Applied Science, 9(89), 34-37.
van Klyton, A., Tavera-Mesias, J.-F., & Castaño-Muñoz, W. (2021). Value co-creation and co-destruction in the first cashless society in Colombia–a middle range theory approach. Information Technology & People , 0959-3845.
Womack, J., & Jones, D. (2012). Lean Thinking. Gestion 2000.
Wong, J.-Y., Yip, C.-C., Yong, S.-T., Chan, A., Kok, S.-T., Lau, T.-L., Ali, M. T., & Gouda, E. (2020). BIM-VR Framework for Building Information Modelling in Engineering Education. International Journal of Interactive Mobile Technologies, 14(6), 1865-7923).
Wu, W., & Issa, R. R. A. (2014). BIM education and recruiting: Survey-based comparative analysis of issues, perceptions, and collaboration opportunities. Journal of Professional Issues in Engineering Education and Practice, 140(2), Doi: 04011052-04013928.
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spelling Osorio Gomez, Cristian camiloMonroy Gomez, Jaime AndresArbeláez Álzate, JuanitaPereira2024-01-22T21:02:43Z2024-01-22T21:02:43Z2023-12-08https://hdl.handle.net/10901/28003El e-learning se ha venido convirtiendo en una herramienta que facilita el acceso a la educación educarse logrando que el conocimiento llegue a más personas. En el campo de la ingeniería civil, existen diferentes metodologías y filosofías sobre el modelado de información que son aprendidas en mejorando las aptitudes profesionales e impulsando la eficiencia del sector construcción, en este caso se abordan dos de las más comunes como lo son BIM y Lean construction. La presente investigación se centra en la implementación de estas en el campo e-learning para la educación superior. Mediante la recolección de datos en una encuesta a 494 profesionales, el análisis de la información se realizó mediante un análisis estadístico descriptivo. Los resultados, evidencian que cerca del 40% de las personas realizan cursos MOOC de BIM y Lean son personas jóvenes, su mayoría ingenieros civiles, además cerca del 20% de los profesionales logro aprobar alguno de los cursos, lo que indica una baja apropiación del conocimiento.Universidad libre de pereira -- facultad de ingenierias -- ingenieria civilE-learning has become a tool that facilitates access to education and education, making knowledge reach more people. In the field of civil engineering, there are different methodologies and philosophies on information modeling that are learned in improving professional skills and boosting the efficiency of the construction sector, in this case two of the most common are addressed, such as BIM and Lean construction. The present research focuses on the implementation of these in the field of e-learning for higher education. By collecting data in a survey of 494 professionals, the analysis of the information was performed through a descriptive statistical analysis. The results show that about 40% of people take BIM and Lean MOOC courses are young people, mostly civil engineers, in addition about 20% of professionals managed to pass some of the courses, which indicates a low appropriation of knowledge.PDFhttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Building Information ModelingLean ConstructionMOOCEducaciónBuilding Information ModelingLean ConstructionMOOCEducationImpacto de los MOOC en BIM y Lean Construction en profesionales de la construcción en ColombiaImpact of MOOCs in BIM and in BIM and Lean Construction on construction professionals in Colombia.Tesis de Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fAl-Saggaf, Y., Burmeister, O., & Schwartz, M. (2017). Qualifications and ethics education: the views of ICT professionals. Australasian Journal of Information Systems, 21. Obtenido de https://doi.org/10.3127/ajis.v21i0.1365Alarcón, C. H. M., León, C. E. D., Donoso, L. J. G., Tinoco, L. M. E., & Alarcón, F. P. M. (2021). Metodología de formación educativa basada en entornos virtuales de aprendizaje para estudiantes de Ingeniería Civil. Dominio de las Ciencias, 7(2), 530-550. https://dialnet.unirioja.es/servlet/articulo?codigo=8231863Alizadehsalehi, S., Hadavi, A., & Huang, J. C. (2019). BIM/MR-Lean construction project delivery management system.Alvarenga, T. W., da Silva, E. N., & de Brito Mello, L. C. B. (2017). BIM and lean construction: the evolution obstacle in the Brazilian civil construction industry. Engineering, Technology & Applied Science Research, 7(5), 1904-1908 , 1792-8036.Andújar, M., Galiano, A., Rizo, C., & Echarri, V. (2019). Bim and lean construction interactions: A state-of-the-art review. WIT Transactions on the Built Environment, 192, 1-13. Doi: http://dx.doi.org/10.2495/BIM190011Aranda, G. (2017). BIM integration in architecture studios: The G-Lab milano.Aslam, M. (2019). Introducing Kolmogorov–Smirnov tests under uncertainty: an application to radioactive data. ACS omega, 5(1), 914-917. Obtenido de https://doi.org/10.1021/acsomega.9b03940Azhar, S. (2011). Building information modeling (BIM): Trends, benefits, risks, and challenges for the AEC industry. Leadership and management in engineering, 11(3), 241-252. Doi: https://doi.org/10.1061/(ASCE)LM.1943-5630.0000127Construyored. (2023). Cursos. Obtenido de https://construyored.com/cursos/categorias/1-bimDallasega, P., Revolti, A., Sauer, P. C., Schulze, F., & Rauch, E. (2020). BIM, Augmented and Virtual Reality empowering Lean Construction Management: a project simulation game. Procedia manufacturing, 45, 49-54 , 2351-9789.García, L. (2021). COVID-19 y educación a distancia digital: preconfinamiento, confinamiento y posconfinamiento. RIED. Revista Iberoamericana de Educación a Distancia, 24(1), 9-32. Doi: https://doi.org/10.5944/ried.24.1.28080Ghosh, S., & Burghart, J. (2021). Lean construction: experience of US contractors. International journal of construction education and research, 17(2), 133-153 , 1557-8771.Gudmundsdottir, G., & Hatlevik, O. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. Obtenido de Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.Heigermoser et al. (2019). BIM-based Last Planner System tool for improving construction project management. Automation in Construction, 104, 246-254. Obtenido de https://doi.org/10.1016/j.autcon.2019.03.019Hu, M. (2019). BIM-enabled pedagogy approach: using BIM as an instructional tool in technology courses. Journal of Professional Issues in Engineering Education and Practice, 145(1), 05018017, 05011052-05013928.Kivilä et al. (2017). ustainable project management through project control in infrastructure projects. International Journal of Project Management, 35(6), 1167-1183. Obtenido de https://doi.org/10.1016/j.ijproman.2017.02.009Madriz, J. L. (2016). Factores que promueven la deserción del aula virtual. Revista Científica Ciencias Humanas, 12(35), 18-40.: http://www.redalyc.org/articulo.oa?id=70948484003Markova et al. (2017). uality issues of online distance learning. Procedia-Social and Behavioral Sciences, 237, 685-691. Obtenido de https://doi.org/10.1016/j.sbspro.2017.02.043Nguyen, P., & Akhavian, R. (2019). Synergistic effect of integrated project delivery, lean construction, and building information modeling on project performance measures: a quantitative and qualitative analysis. Advances in Civil Engineering, 2019, 1687-8086.O’Doherty et al. (2018). arriers and solutions to online learning in medical education–an integrative review. BMC medical education, 18(1), 1-11. Obtenido de https://doi.org/10.1186/s12909-018-1240-0Onur, A. Z., & Nouban, F. (2019). Software in the architectural presentation and design of buildings: State-of-the-art. International Journal of Innovative Technology and Exploring Engineering (IJITEE)[Online], 8(10).Patel et al. (2023). Sustainable construction by using novel frameworks using BIM, LEED, and Lean methods. Obtenido de Materials Today: Proceedings.Pineda, P., & Celis, J. (2018). The Maelstrom of Online Programs in Colombian Teacher Education. Education Policy Analysis Archives, 26, 1068-2341.Rayner, J., & Livingston Jr, G. (2020). The Kruskal–Wallis tests are Cochran–Mantel–Haenszel mean score tests. Metron, 78(3), 353-360. Obtenido de https://doi.org/10.1007/s40300-020-00192-4Senaratne, S., & Wijesiri, D. (2008). Lean Construction as a Strategic Option: Testing its Suitability and Acceptability in Sri Lanka. Lean Construction Journal, 1555-1369.Sepasgozar et al. (2020). Lean practices using building information modeling (Bim) and digital twinning for sustainable construction. Sustainability, 13(1), 161. Obtenido de https://doi.org/10.3390/su13010161Shah, Z., Shah, J., & Saleem, M. (2021). Online Education and its Effectiveness as an Alternative Approach to Professional Qualification: A Case Study of Overseas Pakistanis in Saudi Arabia. Obtenido de Research Journal of Social Sciences and Economics Review, 2(2), 325-333.: https://doi.org/10.36902/rjsser-vol2-iss2-2021Soeiro, A. (2014). Recognition of professional qualifications from learning online. IACEE. . Obtenido de https://repositorio-aberto.up.pt/bitstream/10216/75788/2/91858.pdfSuwal, S., & Singh, V. (2018). Assessing students’ sentiments towards the use of a Building Information Modelling (BIM) learning platform in a construction project management course. European Journal of Engineering Education, 43(4), 492-506, 0304-3797.Tatum, C. (2018). Construction engineering research: Integration and innovation. ournal of Construction Engineering and Management, 144(3). Obtenido de https://doi.org/10.1061/(ASCE)CO.1943-7862.0001445Teizer, J., Golovina, O., Embers, S., & Wolf, M. (2020, March). A serious gaming approach to integrate BIM, IoT, and lean construction in construction education. In Construction Research Congress 2020 (pp. 21-30). Reston, VA: American Society of Civil Engineers. Doi: http://dx.doi.org/10.1061/9780784482889.003Urokova, S. B. (2020). Advantages and disadvantages of online education. ISJ Theoretical & Applied Science, 9(89), 34-37.van Klyton, A., Tavera-Mesias, J.-F., & Castaño-Muñoz, W. (2021). Value co-creation and co-destruction in the first cashless society in Colombia–a middle range theory approach. Information Technology & People , 0959-3845.Womack, J., & Jones, D. (2012). Lean Thinking. Gestion 2000.Wong, J.-Y., Yip, C.-C., Yong, S.-T., Chan, A., Kok, S.-T., Lau, T.-L., Ali, M. T., & Gouda, E. (2020). BIM-VR Framework for Building Information Modelling in Engineering Education. International Journal of Interactive Mobile Technologies, 14(6), 1865-7923).Wu, W., & Issa, R. R. A. (2014). BIM education and recruiting: Survey-based comparative analysis of issues, perceptions, and collaboration opportunities. 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