<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442021000400428</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El modelo instruccional assure como herramienta para el aprendizaje autónomo en tiempos de crisis]]></article-title>
<article-title xml:lang="en"><![CDATA[The assure instructional model as a tool for autonomous learning in times of crisis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponce Martínez]]></surname>
<given-names><![CDATA[Elena Hortencia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta Leal]]></surname>
<given-names><![CDATA[Daniel Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Buendía Vila]]></surname>
<given-names><![CDATA[Gustavo Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Corporación Universitaria Minuto de Dios  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Corporación Educativa Albert Einstein  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>81</numero>
<fpage>428</fpage>
<lpage>435</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442021000400428&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442021000400428&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442021000400428&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La pandemia del Covid-19 trajo consigo muchos retos para la humanidad. En el caso de la educación superior, proporcionó un reto que reconfiguró el escenario de enseñanza- aprendizaje de profesores, estudiantes e instituciones. Cada uno de los actores implicados, probó, revisó y evaluó múltiples herramientas para dar alcance a las nuevas dificultades, límites y logros académicos. Los profesores, debieron apropiarse de herramientas digitales para darle continuidad a los contenidos de sus asignaturas. Por su parte los estudiantes, como respuesta a los nuevos ambientes de aprendizaje mediados por la tecnología, sus capacidades y competencias se enlazaron con el aprendizaje autónomo y en red. Para las instituciones, el reto las condujo a crear nuevos escenarios y a contener las necesidades que irrumpieron día a día. Es por esto que, este artículo tiene como propósito diseñar el curso de Agroecosistemas de Clima Frío mediante el modelo instruccional ASSURE, como una respuesta a las necesidades de aprendizaje identificadas en un grupo de estudiantes del programa de Ingeniería Agroecológica en una institución de educación superior en Zipaquirá, Colombia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Covid-19 pandemic brought with it many challenges for humanity. In the case of higher education, it provided a challenge that reconfigured the teaching-learning scenario for teachers, students and institutions. Each of the actors involved tested, reviewed and evaluated multiple tools to meet the new difficulties, limits and academic achievements. The teachers had to appropriate digital tools to give continuity to the contents of their subjects. For their part, the students, in response to the new learning environments mediated by technology, their capacities and competencies were linked to autonomous and networked learning. For the institutions, the challenge led them to create new scenarios and contain the needs that arose every day. For this reason, this article aims to design the Cold Climate Agroecosystems course through the ASSURE instructional model, as a response to the learning needs identified in a group of students from the Agroecological Engineering program in a higher education institution in Zipaquirá, Colombia.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje colaborativo]]></kwd>
<kwd lng="es"><![CDATA[diseño instruccional]]></kwd>
<kwd lng="es"><![CDATA[constructivismo]]></kwd>
<kwd lng="es"><![CDATA[ASSURE]]></kwd>
<kwd lng="en"><![CDATA[Collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[instructional design]]></kwd>
<kwd lng="en"><![CDATA[constructivism]]></kwd>
<kwd lng="en"><![CDATA[ASSURE]]></kwd>
</kwd-group>
</article-meta>
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