Mapeo del uso de infografías en el aprendizaje en los primeros semestres de ingeniería

The International Commission on the Futures of Education, led by UNESCO, has issued a call for hope to work on the plurality of possible futures that are more just and sustainable for all. On this horizon, it proposes a regenerative education that heals, repairs, reconverts, and renews. For its part, the 2019 Misión Internacional de Sabios (International Mission of Wise People) in Colombia worked on some guidelines for a possible country that elevates its knowledge. With these beacons and others, a dialogue was undertaken based on the knowledge of the profes-sors of the initiative and their respective disciplines to advance in the teaching and learning proce-sses in Engineering at the Pontifical University in Bogota. This paper presents the first empirical results of the pedagogical trajectories of a teaching experience developed over two years, which shows how infographics have been incorporated into education for engineers.The project was conceived from the teaching practice of Electronic Engineering. The initial step consisted of reviewing the techniques, strategies, and teaching aids processes incorporated in en-gineering dealing with continuous and discrete-time signals and systems. Second, the evidence co-llected from student learning outcomes, some published in scholarly papers, was probed. A third aspect of interest was to identify other factors that could be influencing whether students accomplis-hed deep learning or not through the use of pedagogical resources. In this and subsequent stages, knowledge exchange in engineering, education, communication, humanities and art, and cognitive psychology was carried out.

As a result of the preliminary transit through teaching practices and the screening of elements related to student learning, we decided to incorporate information design through infographics with educa-tional and knowledge-oriented purposes. The paths through planning, design, and production gran-ted a relevant recognition of the value of investigating and experimenting in integrating knowledge, media, and functional narrative aids for engineering education. Finally, it was decided to incorpo-rate infographics in these learning environments. But its adoption was not assumed to be part of the "repertoire of pedagogical novelties.” The experience has also addressed the far-reaching objective of learning with students the complex process of how information is viewed, discriminated, organized, and hierarchized, and the kno-wledge to enhance its appropriation in education. In summary, this work focuses on the preliminary results of the use of infographics created in teaching practice for learning in engineering. A second intrinsic aspect has been to incorporate the expe-rience of the authors' interdisciplinary work (engineering and communication) with the inclusion of other knowledge. In the future, this project aims to contribute to the stimulation of engineering stu-dents' interpersonal and communication skills and abilities.