El modelo pedagógico de la Universidad Nacional Abierta y a Distancia - UNAD apoyado en el e-learning (aprendizaje electrónico) presenta como fundamento específico las teorías interdisciplinarias del aprendizaje, se organiza en cinco dimensiones (e-mediadores, e-medios, e- estudiante, e-evaluación, y mediaciones), centrando su quehacer en el aprendizaje autónomo (PAP Solidario, 2011, pág. 47). En su última generación, el modelo pedagógico UNAD está caracterizado por el uso intensivo de las tecnologías inteligentes de la información y comunicación, con el fin de lograr ambientes formativos que respondan a la demanda de una sociedad de red, y a su vez, faciliten la accesibilidad y la inclusión de personas interesadas en trazarse un proyecto de vida académica. Un modelo pedagógico mediado por las TIC, con un enfoque curricular problémico, que avanza hacia un cambio transcendental en los diseños de los programas y cursos académicos, ha de contar con un sinnúmero de recursos didácticos (Recursos Educativos Digitales Abiertos – REDA u Objetos Virtuales de Aprendizaje - OVA) que faciliten la construcción del conocimiento. Sin embargo, ante la dificultad de adaptación al estilo de aprendizaje autónomo y a la carencia de actividades de retroalimentación en los espacios de trabajo independiente, la realidad actual del contexto académico muestra un nivel de deserción de aproximado de estudiantes del 32% por periodo académico. Con el fin de subsanar la problemática de deserción actual de la UNAD, y en coherencia con los parámetros de inclusión establecidos por la VIMEP, el semillero de investigación se trazó el objetivo de construir Objetos Virtuales de Aprendizaje (OVA), como estrategia didáctica para dinamizar el proceso de aprendizaje autónomo e independiente del estudiante de la ...The pedagogical model of the National Open and Distance University - UNAD supported by e-learning (electronic learning) presents as a specific foundation interdisciplinary learning theories, it is organized in five dimensions (e-mediators, e-media, e-student, e- evaluation, and mediations), focusing their work on autonomous learning (PAP Solidario, 2011, p. 47). In its latest generation, the UNAD pedagogical model is characterized by the intensive use of intelligent information and communication technologies, in order to achieve training environments that respond to the demand of a network society, and in turn, facilitate accessibility and the inclusion of people interested in drawing up an academic life project. A pedagogical model mediated by ICT, with a problematic curricular approach, which advances towards a transcendental change in the designs of academic programs and courses, must have a number of didactic resources (Open Digital Educational Resources - REDA or Virtual Objects of Learning - OVA) that facilitate the construction of knowledge. However, given the difficulty of adapting to the autonomous learning style and the lack of feedback activities in the independent work spaces, the current reality of the academic context shows a dropout level of approximately 32% of students per academic period. In order to correct the current dropout problem at UNAD, and in coherence with the inclusion parameters established by VIMEP, the research seedbed set the objective of building Virtual Learning Objects (OVA), as a didactic strategy to energize the process of autonomous and independent learning of the student of the School of Basic Sciences, Technology and Engineering (ECBTI) of the National Open and Distance University (UNAD). In this sense, six first registration courses of the School of Basic Sciences, Technologies and Engineering were selected: "Mathematical logical thinking", "Algebra, wheat and analytical geometry", "Engineering drawing", "Introduction to Engineering", "Signals and Systems" and "Digital tools for knowledge management". These courses were selected for presenting a volume of enrollment above 3,000 students in each academic period. In the fieldwork, structured interviews were carried out for students, semi-structured for Tutors, and documentary reviews of the academic results of the last three academic periods (2018- 1601, 2018-1604, 2019-01). Each course director was allowed to identify the topic that, within the course, represented a greater degree of complexity or recognition by the student. This topic would be the central topic that each Virtual Learning Object would address. In order to develop a referential and empirical framework that would allow the achievement of the general objective of the research, a type of applied research was assumed, with a positivist school approach, where the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate), which allowed the interactive instructional design of the topics covered in each OVA. Additionally, the TPACK methodology (Technical Pedagogical Content Knowledge) was implemented in the design phase of this model, which facilitated the implementation of technological resources in the pedagogical processes of the OVAs. Each OVA was designed and built according to the inclusion guidelines and parameters defined by the VIMEP of UNADA. In the same way, they will present characteristics of being reusable teaching resources and easily accessible by the student community. It is expected that, from the implementation of the OVAS, the phase of the present research study will be completed, which will allow knowing the impact that said implementation has generated on the dependent variables of accessibility, inclusion, and autonomous and independent study of the student. At the end of this research study, the seed group will carry out socialization activities to present the final results of this research work.