Título :	Educación sin conectividad: fortalecimiento de inteligencias múltiples por medio de la implementación de un software offline en la institución educativa San Luis Beltrán – Sede La Julia
Tipo de documento:	documento electrónico
Autores:	Bonilla Orjuela , Michael, Autor ; Díaz Valencia, Luz Paola, Autor ; Vargas Chavarro, Luisa María, Autor ; Cardona Valencia, John Alejandro, Asesor
Editorial:	Manizales [Colombia] : Universidad de Manizales*
Fecha de publicación:	2026
Colección:	RiDUM - Tesis y Disertaciones - Facultad de Ciencias de la Ingeniería
Subcolección:	Maestría en Educación y Transformación Digital
Palabras clave:	Educación y transformación digital  Inteligencias Múltiples  Software Offline  Brecha Digital  Enseñanza mediada por tecnología  Estrategias Pedagógicas
Resumen:	This research presents the design and implementation of a pedagogical intervention mediated by offline educational software at the Institución Educativa San Luis Beltrán (La Julia), situated in a rural district of Neiva, Huila, Colombia. The study addresses the digital divide caused by connectivity constraints through the deployment of Kolibri, an open-source platform designed for resource-constrained environments. The theoretical framework is anchored in Howard Gardner’s Theory of Multiple Intelligences, specifically targeting the musical-rhythmic, interpersonal, and intrapersonal profiles identified in eighth and ninth-grade students via a diagnostic psychometric assessment. The methodological framework followed a four-phase structure: diagnosis and characterization, software selection and adaptation, pedagogical implementation, and evaluative synthesis. During the intervention, context-specific learning modules were developed in Kolibri Studio and deployed through the local server, facilitating student engagement with digital content without requiring internet access. The findings indicate a significant increase in learner autonomy, heightened academic motivation, and the strengthening of both cognitive and socio-emotional competencies. Consequently, the study validates the efficacy of offline technological ecosystems as a robust solution for rural educational settings. In conclusion, the project offers a scalable model for promoting educational equity and mitigating the digital gap in technically marginalized contexts.
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7965
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

Educación sin conectividad: fortalecimiento de inteligencias múltiples por medio de la implementación de un software offline en la institución educativa San Luis Beltrán – Sede La Julia [documento electrónico] / Bonilla Orjuela , Michael, Autor ; Díaz Valencia, Luz Paola, Autor ; Vargas Chavarro, Luisa María, Autor ; Cardona Valencia, John Alejandro, Asesor . - Manizales [Colombia] : Universidad de Manizales*, 2026. - (RiDUM - Tesis y Disertaciones - Facultad de Ciencias de la Ingeniería. Maestría en Educación y Transformación Digital) .

Palabras clave:	Educación y transformación digital  Inteligencias Múltiples  Software Offline  Brecha Digital  Enseñanza mediada por tecnología  Estrategias Pedagógicas
Resumen:	This research presents the design and implementation of a pedagogical intervention mediated by offline educational software at the Institución Educativa San Luis Beltrán (La Julia), situated in a rural district of Neiva, Huila, Colombia. The study addresses the digital divide caused by connectivity constraints through the deployment of Kolibri, an open-source platform designed for resource-constrained environments. The theoretical framework is anchored in Howard Gardner’s Theory of Multiple Intelligences, specifically targeting the musical-rhythmic, interpersonal, and intrapersonal profiles identified in eighth and ninth-grade students via a diagnostic psychometric assessment. The methodological framework followed a four-phase structure: diagnosis and characterization, software selection and adaptation, pedagogical implementation, and evaluative synthesis. During the intervention, context-specific learning modules were developed in Kolibri Studio and deployed through the local server, facilitating student engagement with digital content without requiring internet access. The findings indicate a significant increase in learner autonomy, heightened academic motivation, and the strengthening of both cognitive and socio-emotional competencies. Consequently, the study validates the efficacy of offline technological ecosystems as a robust solution for rural educational settings. In conclusion, the project offers a scalable model for promoting educational equity and mitigating the digital gap in technically marginalized contexts.
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7965
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i