<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-1129</journal-id>
<journal-title><![CDATA[Revista Facultad de Ingeniería]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. ing.]]></abbrev-journal-title>
<issn>0121-1129</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-11292022000200206</article-id>
<article-id pub-id-type="doi">10.19053/01211129.v31.n60.2022.14188</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Internet Memes as Reading Controls in a Geometric Road Design Course]]></article-title>
<article-title xml:lang="es"><![CDATA[Internet-memes como controles de lectura en la materia de diseño geométrico de carreteras]]></article-title>
<article-title xml:lang="pt"><![CDATA[Memes da Internet como leitura de cheques sobre o desenho geométrico de estradas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Ramírez]]></surname>
<given-names><![CDATA[Yasmany]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica Particular de Loja  ]]></institution>
<addr-line><![CDATA[Loja ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>60</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-11292022000200206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-11292022000200206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-11292022000200206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Technological development and access are currently leading to changes in the habits of population such as access to information. Short videos and images are used in newspapers, social networks, and university education. Images or internet-meme has been used in several areas of knowledge to improve the students learning, but not in the road design, which content is hand-delivered traditionally. Therefore, this study aims to show an academic activity using internet memes to analyze a weekly topic before synchronous virtual classes. To do this, four groups of students from the Geometric Road Design course participated. They were asked to review the weekly academic content before the class and prepare an internet meme, and their classmates graded those images. As a result, the memes can be used as reading controls before attending the virtual session. They could also be employed before a face-to-face class. The students agreed with the use of memes but were less enthusiastic about the peer review. Despite this trend, the memes produced in combination with peer review increases the possibility of a student to understand the subject. The groups gave an average score to the course of 8.86/10. They were aware of their self-learning with an average rating of 7.74/10. This article describes the experience of students using internet-memes and evaluates the pros and cons.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la actualidad, el desarrollo y acceso tecnológico está llevando a cambiar diversos hábitos en población, como, por ejemplo, la forma en cómo se consume la información. Es así, que el uso de videos cortos e imágenes se usan los periódicos, redes sociales hasta alcanzar a la educación universitaria. Esta imagen o internet-meme ha sido usado en varias áreas del conocimiento para mejorar el aprendizaje de sus estudiantes, pero no en el diseño de carreteras, cuyo contenido se suele mantener las clases de forma tradicional. Por lo tanto, este estudio tiene por objetivo presentar una actividad académica que utiliza internet-memes para analizar un tema semanal antes de las clases virtuales síncrona. Para ello, participaron cuatro grupos de estudiantes de la materia de diseño geométrico de carreteras. Ellos debían revisar el contenido antes de la clase y elaborar un internet-meme, que era revisado por pares. Como resultado, los internet-memes pueden ser utilizados para controlar que el estudiante revise el material académico (videos, artículos, etc.), antes de asistir a la clave virtual, incluso se podría utilizar antes de una clase presencial. Los estudiantes estuvieron de acuerdo con el uso de los internet-memes, y en menor proporción con la revisión por pares. A pesar de esta última tendencia, la elaboración en combinación con la revisión por pares aumenta la posibilidad de que estudiante comprenda verdaderamente el tema. Por otro lado, los grupos dieron una valoración promedio del curso de al menos 8,86/10. Los estudiantes fueron conscientes del autoaprendizaje, quienes dieron una calificación promedio de al menos 7,74/10. Este artículo describe la experiencia de los estudiantes con el uso de los internet-memes, evaluando sus pros y contras de su uso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Atualmente, o desenvolvimento e o acesso tecnológico estão levando à mudança de diversos hábitos da população, como, por exemplo, a forma como a informação é consumida. Assim, o uso de vídeos curtos e imagens são utilizados em jornais, redes sociais até chegar ao ensino universitário. Essa imagem ou meme da internet tem sido utilizada em diversas áreas do conhecimento para melhorar o aprendizado dos alunos, mas não no projeto de estradas, cujo conteúdo costuma ser mantido nas aulas tradicionais. Portanto, este estudo tem como objetivo apresentar uma atividade acadêmica que utiliza memes da internet para analisar um tema semanal antes das aulas virtuais síncronas. Para isso, participaram quatro turmas de alunos da disciplina de projeto geométrico de rodovias. Eles tiveram que revisar o conteúdo antes da aula e criar um meme de internet, que foi revisado pelos colegas. Como resultado, os memes da internet podem ser usados &#8203;&#8203;para controlar que o aluno revise o material acadêmico (vídeos, artigos, etc.), antes de participar da chave virtual, podendo até ser usado antes de uma aula presencial. Os alunos concordaram com o uso de memes da internet e, em menor grau, com a revisão por pares. Apesar desta última tendência, a elaboração em combinação com a revisão por pares aumenta a chance do aluno de realmente entender o tópico. Por outro lado, os grupos deram uma avaliação média do curso de pelo menos 8,86/10. Os alunos estavam cientes do autoestudo, que deram uma nota média de pelo menos 7,74/10. Este artigo descreve a experiência dos alunos com o uso de memes da internet, avaliando seus prós e contras de seu uso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
<kwd lng="en"><![CDATA[illustrations]]></kwd>
<kwd lng="en"><![CDATA[road engineering]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[ilustraciones]]></kwd>
<kwd lng="es"><![CDATA[ingeniería vial]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem ativa]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[engenharia rodoviária]]></kwd>
<kwd lng="pt"><![CDATA[ilustrações]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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