Browsing by Author "Pardo Pinza, Boris Geancarlos"

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    Implementación de un entorno virtual de prendizaje basado en Moodle y Cloud Computing, alineado a las fases pedagógicas del modelo del sistema de educación intercultural bilingüe (Moseib) en idioma kichwa-Español, para la gestión de actividades asincrónicas en las figuras profesionales de mecatrónica y electromecánica automotriz de la Uecib San Francisco de Asís, Loreto, Orellana
    (Universidad Técnica de Cotopaxi (UTC). Ciencias de la Ingeniería y Aplicadas. Sistemas de Información, 2026-10-14) Pardo Pinza, Boris Geancarlos; Chancusig Chisag, Juan Carlos
    At the San Francisco de Asís Intercultural Bilingual Community Educational Unit, located in Loreto, Orellana, academic activities in Mechatronics and Automotive Electromechanics were conducted primarily through face-to-face instruction and using tools not designed for educational purposes, which made it difficult to organize content, track assignments, and provide feedback. The objective of this project was to implement a Moodle-based Virtual Learning Environment (VLE), deployed on a cloud computing infrastructure under the Infrastructure as a Service (IaaS) model, aligned with the pedagogical phases of the Intercultural Bilingual Education System Model (MOSEIB) and featuring a bilingual Kichwa Spanish interface. The implementation was carried out using the ADDIE instructional design model, whose five phases organized the project into three stages. During the Analysis phase, the technological infrastructure, connectivity, and digital literacy of teachers and students were assessed, and background information on Moodle, cloud computing, and MOSEIB was reviewed. During the Design phase, the technological architecture was established, taking into account criteria for sizing, security, and vendor selection, along with a course template structured according to the four phases of the MOSEIB knowledge system. The Development, Implementation, and Evaluation phases were carried out in an integrated manner due to the iterative nature of the deployment. The platform was installed on a virtual private server using open-source software, and a custom Amazonian Kichwa language pack—identified by the code qvo—was developed, incorporating 73 core strings. Its functionality was verified through technical testing, the System Usability Scale (SUS), and adoption metrics. As a result, a live virtual campus with six operational courses was established, centralizing resources, assignments, quizzes, forums, and asynchronous communication, with access from mobile devices and adaptation to the bilingual intercultural context. Testing with 60 concurrent users recorded an average response time of 1.37 seconds and 0% errors. In addition, restoring a backup allowed for the recovery of courses, users, and grades in less than 15 minutes, while the encrypted connection received an A+ rating from SSL Labs. The usability evaluation, conducted with 38 participants, achieved an average SUS score of 91.12 out of 100, classified as excellent (Grade A), with no significant differences between faculty and students. In terms of adoption, there were 300 submissions out of 500 assigned assignments, 163 quiz attempts, and 996 sessions. Furthermore, 62.5% of instructors and 40% of students voluntarily selected the Kichwa interface. Finally, the self-managed model represented an expenditure of 182.78 USD during the first year, with estimated recurring savings of between 60% and 66% compared to an equivalent commercial alternative. It is concluded that the integration of Moodle and cloud computing using open-source software—guided by the ADDIE model and aligned with MOSEIB—constitutes a technically, pedagogically, and economically sustainable alternative for Intercultural Bilingual Education.