Infographic design: toward the development of the XXI-century competences

Authors

  • Cristián Roney Aguirre Licenciado en Diseño Tecnológico, Universidad Pedagógica Nacional de Colombia y estudiante de Maestría en Informática Educativa, Universidad de la Sabana
  • Eduardo Menjívar Valencia Licenciado en Ciencias de la Comunicación, Universidad Don Bosco, estudiante de Maestría en Informática Educativa, y profesor de la Universidad de la Sabana
  • Heimi Liliana Morales Licenciada en Diseño Tecnológico, Universidad Pedagógica Nacional; estudiante de Maestría en Informática Educativa, Universidad de la Sabana

DOI:

https://doi.org/10.5377/dialogos.v0i15.2207

Keywords:

infographics, education, communication, competences, teaching-learning process

Abstract

This article approaches infographics, its use in education and the competences developed by students in its design. Infographics originated in journalism and due to its communicative potential it has impacted readers for decades, becoming in one of the most used resources by mass media. Through time, it has been incorporated to the educational field, generating new ways of conveying information. Infographics is a combination of visual elements (images, graphics, video, text) that when appropriately incorporated to the classroom, it can promote the student’s better understanding and description of complex topics which in time develops the competences needed in a society that is culturally visual. The use of infographics in the teaching-learning process reflects in an explicit way not only its design but also the development of the communicative, informational and digital abilities, which are the competences needed in the XXI century.

Diá-logos 15, 23-37.

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Published

2015-11-24

How to Cite

Roney Aguirre, C., Menjívar Valencia, E., & Morales, H. L. (2015). Infographic design: toward the development of the XXI-century competences. Diá-Logos, (15), 23–37. https://doi.org/10.5377/dialogos.v0i15.2207

Issue

No. 15 (2015)

Section

Artículos

License

The articles published in this number may be freely reproduced as it is done for academic purposes, provided the source is acknowledged. Reproduction in magazines or other media, or when done for commercial purposes, whether whole or in part and by any mechanical or electronic means, must be requested in writing, and also authorized in writing by the Editorial Universidad Don Bosco or the author.