The impact of E-learning and ICT on English language learning: COVID-19 context
Background: E-learning and ICT have developed an innovative way of teaching English. To make sure the learning of this foreign language is effective, educational establishments and universities adjusted their infrastructure and technological devices. Aim: This article aims to present the results fro...
- Autores:
-
Álvarez Martínez, Julio Antonio
Gómez Paniagua, Juan Fernando
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/3952
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/3952
- Palabra clave:
- Aprendizagem
Tecnologia da Informação
COVID-19
Pandemia
Pandemic
Pandémies
E-learning
Aprendizaje electrónico
English language
Idioma en Inglés
ICT
Information Technology
TIC
Tecnología de la Información
Technologie de l'information
Learning
Aprendizaje
Apprentissage
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by/4.0/
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The impact of E-learning and ICT on English language learning: COVID-19 context |
| title |
The impact of E-learning and ICT on English language learning: COVID-19 context |
| spellingShingle |
The impact of E-learning and ICT on English language learning: COVID-19 context Aprendizagem Tecnologia da Informação COVID-19 Pandemia Pandemic Pandémies E-learning Aprendizaje electrónico English language Idioma en Inglés ICT Information Technology TIC Tecnología de la Información Technologie de l'information Learning Aprendizaje Apprentissage |
| title_short |
The impact of E-learning and ICT on English language learning: COVID-19 context |
| title_full |
The impact of E-learning and ICT on English language learning: COVID-19 context |
| title_fullStr |
The impact of E-learning and ICT on English language learning: COVID-19 context |
| title_full_unstemmed |
The impact of E-learning and ICT on English language learning: COVID-19 context |
| title_sort |
The impact of E-learning and ICT on English language learning: COVID-19 context |
| dc.creator.fl_str_mv |
Álvarez Martínez, Julio Antonio Gómez Paniagua, Juan Fernando |
| dc.contributor.author.none.fl_str_mv |
Álvarez Martínez, Julio Antonio Gómez Paniagua, Juan Fernando |
| dc.subject.agrovoc.none.fl_str_mv |
Aprendizagem |
| topic |
Aprendizagem Tecnologia da Informação COVID-19 Pandemia Pandemic Pandémies E-learning Aprendizaje electrónico English language Idioma en Inglés ICT Information Technology TIC Tecnología de la Información Technologie de l'information Learning Aprendizaje Apprentissage |
| dc.subject.decs.none.fl_str_mv |
Tecnologia da Informação COVID-19 Pandemia Pandemic Pandémies |
| dc.subject.proposal.none.fl_str_mv |
E-learning Aprendizaje electrónico English language Idioma en Inglés |
| dc.subject.unesco.none.fl_str_mv |
ICT Information Technology TIC Tecnología de la Información Technologie de l'information Learning Aprendizaje Apprentissage |
| description |
Background: E-learning and ICT have developed an innovative way of teaching English. To make sure the learning of this foreign language is effective, educational establishments and universities adjusted their infrastructure and technological devices. Aim: This article aims to present the results from a comprehensive examination of the literature regarding the Effects of E-learning and ICT on English language learning in COVID-19. Methods: The investigators made use of the PRISMA MODEL to determine the 65 articles to be included in the sample selection. A systematic search was performed on databases to select articles on E-learning and ICT related to English language learning. The databases employed for this study were Scielo, Redalyc, Dialnet, cademic Publishing (ACPI), Springer, Scopus, ECLAC, and MINTIC. Results: These technologies experienced an increase in usage during the COVID-19 pandemic. Conclusion: Incorporating e-learning and ICT has made language learning more dynamic. In addition, it demanded training of teachers to manage the tools and resources that they offer |
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2023 |
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2023-10-11T22:27:04Z |
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2023-10-11T22:27:04Z |
| dc.date.issued.none.fl_str_mv |
2023 |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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2156-7069 |
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2156-7077 |
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eng |
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eng |
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12 |
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1 |
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31 |
| dc.relation.ispartofjournal.spa.fl_str_mv |
Research in Learning Technology |
| dc.relation.references.spa.fl_str_mv |
Arnau Sabatés, L., & Sala Roca, J. (2020). La revisión de la literatura científica: Pautas, procedimientos y criterios de calidad. Retrieved from https://ddd.uab.cat/pub/recdoc/2020/222109/revliltcie_a2020.pdf Carranza Alcántar, M. R., Islas Torres, C., & Maciel Gómez, L. (2018). Percepción de los estudiantes respecto del uso de las TIC y el aprendizaje del idioma inglés. Apertura, 10(2), pp. 50–63. Retrieved from https://www.scielo.org.mx/pdf/apertura/v10n2/2007-1094-apertura-10-02-50.pdf Chaves-Montero, A. (2018). Implementación de las TIC’s y las redes sociales en el aprendizaje del idioma inglés. En: Necesidades educativas especiales y tecnología en la enseñanza-aprendizaje del inglés. Coord. Editorial UTMACH. Universidad Tecnológica de Machala. Retrieved from http://rabida.uhu.es/dspace/bitstream/handle/10272/15179/Implementacion_de_las_Tics_redes_sociales.pdf?sequence=2 Cedeño Zambrano, R. Y., et al. (2020). E-learning en el desarrollo de la comprensión auditiva y la expresión oral en el aprendizaje del idioma inglés en la educación superior. Revista Cognosis, 5(2), 71–82. Retrieved from https://revistas.utm.edu.ec/index.php/Cognosis/article/view/1920/2586 Cronquist, K., & Fiszbein, A. (2017). El aprendizaje del inglés en América Latina. Retrieved from https://www.thedialogue.org/wpcontent/uploads/2017/09/El-aprendizaje-del-ingl%C3%A9s-enAm%C3%A9rica-Latina-1.pdf Domínguez-Barbosa, L. A. (2021). Impacto de las Tecnologías de la Información y la Comunicación en la Educación durante la pandemia. Revista Tecnología Investigación y Academia, 9(1), 18–55. https://revistas.udistrital.edu.co/index.php/tia/article/view/17906/17990 ECLAC-UNESCO. (2020). Education in the time of COVID-19. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374075_eng Espinosa Izquierdo, J. G., Espinosa Figueroa, J., & Espinosa Arreaga, G. (2021). E-learning una herramienta necesaria para el aprendizaje. Retrieved from https://polodelconocimiento.com/ojs/index.php/es/article/view/2394/4897 Gros Salvat, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 69–82. Retrieved from https://www.redalyc.org/jatsRepo/3314/331455826005/331455826005.pdf Guzmán de Castro, B. J., Castro, S., & Acosta Cruz, W. D. (2021). TIC y educación en tiempos difíciles. Portal Amelica, 4(2). Retrieved from http://portal.amelica.org/ameli/jatsRepo/390/3902197014/html/ Intriago Cedeño, J. G. (2019). TIC en la enseñanza y autoaprendizaje del idioma inglés en los estudios de educación superior. Skopos, 10, 65–85. Retrieved from https://www.uco.es/ucopress/ojs/index.php/skopos/article/view/12759/11618 Karasneh, R. et al. (2021). Attitudes and practices of educators towards e-learning during the COVID-19 pandemic. The Electronic Journal of e-Learning, 19(4), 252–261. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/2350/1977 Linand, Y., & Nguyen, H. (2021). International students’ perspectives on e-learning during COVID-19 in higher education in Australia: A study of an Asian Studen. The Electronic Journal of e-Learning, 19(4), 241–251. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/2349/1976 Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic experienced by EFL learners. Arab World English Journal (AWEJ), 11(4), 351–362. Retrieved from https://awej.org/images/Volume11/Volume11Volume11Numbe4december2020/23.pdf Mangaroska, K., & Giannakos, M. (2019). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), 516–534. http://doi.org/10.1109/TLT.2018.2868673 Martínez-Salas, M. M. (2019). El modelo pedagógico de clase invertida para mejorar el aprendizaje del idioma inglés. Investigación Valdizana, 13(4), 204–213. Retrieved from https://www.redalyc.org/journal/5860/586062183003/586062183003.pdf Márquez, M. (2011). Bases de Datos. Universitat Jaume. España. Retrieved from https://bdigital.uvhm.edu.mx/wp-content/uploads/2020/05/Bases-de-Datos.pdf Medina-Lerena, M. S. et al. (2017). Uso de las TIC’s como estrategia de aprendizaje en una competencia de inglés. Revista de Docencia e Investigación Educativa, 3(7), 28–37. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=7473316 Montero Ríos, O., Aguilar Acevedo, F., & Toledo Toledo, G. (2017). Aplicación móvil basada en el contexto para promover el aprendizaje del idioma inglés. ReCIBE. Revista electrónica de Computación, Informática, Biomédica y Electrónica, 6(2), 1–19. Retrieved from https://www.redalyc.org/journal/5122/512253718010/512253718010.pdf Pacheco, E. (2022). El Aprendizaje Del Idioma Inglés Mediado Por Las Tecnologías En El Sector Rural Durante La Pandemia: Retos Y Oportunidades En El Nivel de Secundaria. Dialnet, 7, 2550–682. https://doi.org/10.23857/pc.v7i4.3927 Page, M. J. et al. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(8), 790–799. Retrieved from https://www.revespcardiol.org/es-pdf-S0300893221002748 Rifaldi, A. J., Usadiati, W., & Luardini, M. A. (2021). Students’ perception toward English e-learning during Covid-19 pandemic: A study of the Tenth Gradersof SMA Negeri 3 Palangka Raya. Ebony – Journal of English Language Teaching, Linguistics, and Literature, 1(1), 34–53. Retrieved from https://e-journal.upr.ac.id/index.php/ebony/article/view/3100/2553 Sandoval, C. (2020). La Educación en Tiempo del Covid-19. Herramientas TIC: El Nuevo Rol Docente en el Fortalecimiento del Proceso Enseñanza Aprendizaje de las Prácticas Educativa Innovadoras. Revista Tecnológica-Educativa Docentes 2.0, 9(2), 24–31. https://doi.org/10.37843/rted.v9i2.138 Tapia Salinas, J. A. et al. (2018). Incidencia de las plataformas tecnológicas e-learning para en el aprendizaje del idioma inglés en la educación superior. Revista Atlante: Cuadernos de Educación y Desarrollo. Retrieved from https://www.eumed.net/rev/atlante/2018/12/elearning-aprendizaje-ingles.html//hdl.handle.net/20.500.11763/atlante1812elearning-aprendizaje-ingles UNESCO. (2017). TIC, educación y desarrollo social en América Latina y el Caribe. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000262862?posInSet=4&queryId=71150041-b10f-4204-8b0b-d273a1d6fd7e UNESCO. (2019a). Políticas digitales en los sistemas educativos de América Latina (2013–2018). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000375584?posInSet=48&queryId=71150041-b10f-4204-8b0b-d273a1d6fd7e UNESCO. (2019b). Los Desafíos y oportunidades de incluir tecnologías en las prácticas educativas: análisis de casos inspiradores. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000375589?posInSet=90&queryId=71150041-b10f-4204-8b0b-d273a1d6fd7e UNESCO. (2021a). Políticas digitales educativas en América Latina frente a la pandemia de COVID-19. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000378636?posInSet=63&queryId=71150041-b10f-4204-8b0b-d273a1d6fd7e UNESCO. (2021b). Políticas digitales en educación en América Latina. tendencias emergentes y perspectivas de futuro. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000381837?posInSet=16&queryId=71150041-b10f-4204-8b0b-d273a1d6fd7e UNESCO. (2021c). Garantizar un aprendizaje a distancia efectivo durante la disrupción causada por la COVID-19: guía para docentes. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000375116_spa?posInSet=15&queryId=b57228e4-2d68-4c49-a63f-4d6731688ec9 Vidal, M. F., Puebla, M. A., & López Boada, M. E. (2022). De la presencialidad a la virtualidad: uso de las TIC en el curso de “Inglés para propósitos específicos” 2021 de la Licenciatura en psicología de la Universidad Nacional de San Luis. RevID, Revista de Investigación y Disciplinas, 6, 204–218. Retrieved from http://www.cie.unsl.edu.ar/index.php/revid/article/view/189/159 Zevallos de las Casas, L. I. et al. (2022). E-learning in communicative competence: English oral production in times of pandemic in university students. International Journal of Health Sciences, 6(S4), 7508–517. doi: 10.53730/ijhs.v6nS4.10655 |
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Álvarez Martínez, Julio Antonio11eedcc2-3ffb-420e-9cde-f473bac93d7cGómez Paniagua, Juan Fernando47cc5e49-91ab-44bc-8bd0-372bfd883d122023-10-11T22:27:04Z2023-10-11T22:27:04Z20232156-7069https://dspace.tdea.edu.co/handle/tdea/39522156-7077Background: E-learning and ICT have developed an innovative way of teaching English. To make sure the learning of this foreign language is effective, educational establishments and universities adjusted their infrastructure and technological devices. Aim: This article aims to present the results from a comprehensive examination of the literature regarding the Effects of E-learning and ICT on English language learning in COVID-19. Methods: The investigators made use of the PRISMA MODEL to determine the 65 articles to be included in the sample selection. A systematic search was performed on databases to select articles on E-learning and ICT related to English language learning. The databases employed for this study were Scielo, Redalyc, Dialnet, cademic Publishing (ACPI), Springer, Scopus, ECLAC, and MINTIC. Results: These technologies experienced an increase in usage during the COVID-19 pandemic. Conclusion: Incorporating e-learning and ICT has made language learning more dynamic. In addition, it demanded training of teachers to manage the tools and resources that they offer12 páginasapplication/pdfengAssociation for Learning TechnologyReino Unidohttps://creativecommons.org/licenses/by/4.0/Atribución 4.0 Internacional (CC BY 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://journal.alt.ac.uk/index.php/rlt/article/view/2941The impact of E-learning and ICT on English language learning: COVID-19 contextArtículo 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_970fb48d4fbd8a8512131Research in Learning TechnologyArnau Sabatés, L., & Sala Roca, J. (2020). La revisión de la literatura científica: Pautas, procedimientos y criterios de calidad. Retrieved from https://ddd.uab.cat/pub/recdoc/2020/222109/revliltcie_a2020.pdfCarranza Alcántar, M. R., Islas Torres, C., & Maciel Gómez, L. (2018). Percepción de los estudiantes respecto del uso de las TIC y el aprendizaje del idioma inglés. Apertura, 10(2), pp. 50–63. Retrieved from https://www.scielo.org.mx/pdf/apertura/v10n2/2007-1094-apertura-10-02-50.pdfChaves-Montero, A. (2018). Implementación de las TIC’s y las redes sociales en el aprendizaje del idioma inglés. En: Necesidades educativas especiales y tecnología en la enseñanza-aprendizaje del inglés. Coord. Editorial UTMACH. Universidad Tecnológica de Machala. Retrieved from http://rabida.uhu.es/dspace/bitstream/handle/10272/15179/Implementacion_de_las_Tics_redes_sociales.pdf?sequence=2Cedeño Zambrano, R. Y., et al. (2020). E-learning en el desarrollo de la comprensión auditiva y la expresión oral en el aprendizaje del idioma inglés en la educación superior. Revista Cognosis, 5(2), 71–82. Retrieved from https://revistas.utm.edu.ec/index.php/Cognosis/article/view/1920/2586Cronquist, K., & Fiszbein, A. (2017). El aprendizaje del inglés en América Latina. Retrieved from https://www.thedialogue.org/wpcontent/uploads/2017/09/El-aprendizaje-del-ingl%C3%A9s-enAm%C3%A9rica-Latina-1.pdfDomínguez-Barbosa, L. A. (2021). Impacto de las Tecnologías de la Información y la Comunicación en la Educación durante la pandemia. Revista Tecnología Investigación y Academia, 9(1), 18–55. https://revistas.udistrital.edu.co/index.php/tia/article/view/17906/17990ECLAC-UNESCO. (2020). Education in the time of COVID-19. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000374075_engEspinosa Izquierdo, J. G., Espinosa Figueroa, J., & Espinosa Arreaga, G. (2021). E-learning una herramienta necesaria para el aprendizaje. Retrieved from https://polodelconocimiento.com/ojs/index.php/es/article/view/2394/4897Gros Salvat, B. (2018). La evolución del e-learning: del aula virtual a la red. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 69–82. Retrieved from https://www.redalyc.org/jatsRepo/3314/331455826005/331455826005.pdfGuzmán de Castro, B. J., Castro, S., & Acosta Cruz, W. D. (2021). TIC y educación en tiempos difíciles. Portal Amelica, 4(2). Retrieved from http://portal.amelica.org/ameli/jatsRepo/390/3902197014/html/Intriago Cedeño, J. G. (2019). TIC en la enseñanza y autoaprendizaje del idioma inglés en los estudios de educación superior. Skopos, 10, 65–85. Retrieved from https://www.uco.es/ucopress/ojs/index.php/skopos/article/view/12759/11618Karasneh, R. et al. (2021). Attitudes and practices of educators towards e-learning during the COVID-19 pandemic. The Electronic Journal of e-Learning, 19(4), 252–261. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/2350/1977Linand, Y., & Nguyen, H. (2021). International students’ perspectives on e-learning during COVID-19 in higher education in Australia: A study of an Asian Studen. The Electronic Journal of e-Learning, 19(4), 241–251. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/2349/1976Mahyoob, M. (2020). Challenges of e-learning during the COVID-19 pandemic experienced by EFL learners. Arab World English Journal (AWEJ), 11(4), 351–362. Retrieved from https://awej.org/images/Volume11/Volume11Volume11Numbe4december2020/23.pdfMangaroska, K., & Giannakos, M. (2019). Learning analytics for learning design: A systematic literature review of analytics-driven design to enhance learning. IEEE Transactions on Learning Technologies, 12(4), 516–534. http://doi.org/10.1109/TLT.2018.2868673Martínez-Salas, M. M. (2019). El modelo pedagógico de clase invertida para mejorar el aprendizaje del idioma inglés. Investigación Valdizana, 13(4), 204–213. Retrieved from https://www.redalyc.org/journal/5860/586062183003/586062183003.pdfMárquez, M. (2011). Bases de Datos. Universitat Jaume. España. Retrieved from https://bdigital.uvhm.edu.mx/wp-content/uploads/2020/05/Bases-de-Datos.pdfMedina-Lerena, M. S. et al. (2017). Uso de las TIC’s como estrategia de aprendizaje en una competencia de inglés. 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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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