HACKATHON multidisciplinario: fortalecimiento del aprendizaje basado en proyectos

Vivanco-Galván, Oscar; Castillo, Darwin; Jiménez-Gaona, Yuliana

doi:10.22458/caes.v9i1.1893

Cited by 7 publications

(4 citation statements)

References 3 publications

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“…However, sometimes, there are certain limitations that prevent developing them with the desired intensity or in the most appropriate way. This experience of participation allows us to affirm that hackathons have proven to be perfect activities to connect students with the business world and with the real problems of society (Amable et al, 2018).…”

Section: Alternative Ways Of Learning: Innovative Methodologies Developed At Hackforgood Salamancamentioning

confidence: 79%

University Hackathons: New Ways of Educational and Social Innovation. The Experience of the University of Salamanca

2021

JHETP

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Hackathons' celebration in the educational context has become an interesting formula to promote new forms of teaching and learning and to include universities in the processes of social and business innovation. For that reason, more and more universities are launching this type of initiative, born in the environment of hackers and which have evolved to extend to all professional and academic fields. This article describes the most outstanding results of the experience of participation of the University of Salamanca in hackathons over six years, as well as the main academic benefits that this type of technological meetings can bring to professors and students.

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Section: Alternative Ways Of Learning: Innovative Methodologies Developed At Hackforgood Salamancamentioning

confidence: 79%

University Hackathons: New Ways of Educational and Social Innovation. The Experience of the University of Salamanca

2021

JHETP

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“…This methodology was applied to experimental groups (A and B). Our proposal as Math and Biology teachers is to implement the PBL strategy in our lectures, we used the methodology applied by Vivanco-Galván et al (2018), looking for a better way of teaching and learning mathematical function concepts, trying to facilitate connections between students' learning experiences and their future work environments. To achieve this, we focus on solving real-world biotechnological problems.…”

Section: Pbl Methodologymentioning

confidence: 99%

“…Several studies have focused on collaborative strategies, such as case studies (Cazes et al, 2006), and simulations , design-based thinking, problem-based learning (PBL) (Zorrilla-Pacheco et al, 2022) based on real problem-solving and knowledge construction in authentic professional contexts (Davidson and Worsham, 1992;Cuseo, 1996;Bature and Atweh, 2019). According to Vivanco-Galván et al (2018), PBL is an academic strategy that allows the analysis and proposal of new enterprises based on research and innovation. Likewise, to maximize the participation and involvement of students in the content and activities to be developed, collaborative strategies (Chan and Idris, 2017;Oviedo and Zhuma Mera, 2019), which have a positive influence on student learning, were used.…”

Section: Introductionmentioning

confidence: 99%

Biotechnology project-based learning encourages learning and mathematics application

Jiménez-Gaona,

Vivanco-Galván

2024

Front. Educ.

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Project-based learning (PBL) is a promising approach to enhance mathematics learning concepts in higher education. Here, teachers provide guidance and support to PBL implementation. The objective of this study was to develop PBL-based biotechnological projects as a strategy for mathematics learning. The methodology design was applied to 111 university students from Biochemical, Chemical Engineering and Business Administration careers. Knowledge, skills, perceptions, and engagement were measured through questionnaires, workshops, rubrics, and survey instruments. As a result, the paired comparison between tests, questionnaires and project shows significant differences (p < 0.001) between the experimental group and the control group. It is concluded that the teaching of mathematics should be oriented to the development of competencies, abilities, and skills that allow students to generate real solutions and broaden their vision of the applicability of their knowledge using new learning strategies.

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“…Cada grupo amplía sus conocimientos para lograr identificar el problema y llegar al punto de desarrollar una idea objetiva haciendo uso de las competencias adquiridas. (Vivanco Galván et al, 2018).…”

Section: P á G I N a 949unclassified

El impacto del Hackathon en la Universidad de Guayaquil

Quintana Suarez,

Llerena Choez,

Aviles Hidalgo

et al. 2023

Ciencia Latina

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Este tipo de ventos se enfoca en la creación de soluciones novedosas, para el desarrollo colaborativo de software y donde el tiempo de duración depende de la organización del evento, se busca conducir a nuevos conceptos e ideas innovadoras fabricadas y analizadas desde diferentes ángulos y perspectivas. Este trabajo tiene como objetivo demostrar el impacto del Hackathon en la carrera de Informática de la Facultad de Filosofía, Letras y Ciencias de la Educación en la Universidad de Guayaquil, Ecuador. En la metodología de la investigación se utilizaron métodos científicos teóricos, empíricos y estadísticos, los cuales funcionan en una unidad dialéctica para analizar e interpretar el contenido y a su vez los datos recibidos por los instrumentos aplicados, se aplicó una guía de observación de entrada donde se detectaron las temáticas a evaluar, a su vez se aplicaron encuesta a los estudiantes y docentes mostrando el grado de satisfacción de la actividad; dentro de los involucrados utilizamos como población a 13 docentes de la carrera y a los estudiantes inscritos en la actividad que fueron un total de 326, se aborda un paradigma sociocrítico con una investigación cuantitativa, donde se muestran los resultados del logro obtenido en las propuestas tecnológicas alcanzadas en el Hackathon, a su vez la interacción y motivación de los estudiantes por el proceso educativo. La realización de dicha actividad en la carrera de Informática se convierte en una valiosa herramienta, para resolver necesidades sociales dentro y fuera del contexto universitario, permite converger los saberes de varias asignaturas, desarrollar las habilidades adquiridas; intensifica el trabajo colaborativo y el desarrollo de la creatividad a través de la solución de una problemática que los estudiantes deben resolver usando la tecnología y con un tiempo establecido, mostrándose la innovación, la motivación y la eficiencia de la universidad para sus futuros profesionales.

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HACKATHON multidisciplinario: fortalecimiento del aprendizaje basado en proyectos

Cited by 7 publications

References 3 publications

University Hackathons: New Ways of Educational and Social Innovation. The Experience of the University of Salamanca

University Hackathons: New Ways of Educational and Social Innovation. The Experience of the University of Salamanca

Biotechnology project-based learning encourages learning and mathematics application

El impacto del Hackathon en la Universidad de Guayaquil

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