Project-Based Learning Among Engineering Students During Short-Form Hackathon Events

Horton, P.; Jordan, Shawn S.; Weiner, Steven; Lande, Micah

doi:10.18260/1-2--30901

Cited by 22 publications

(27 citation statements)

References 2 publications

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“…Another five publications present education-oriented activities that follow the hackathon pattern (Horton et al . 2018; Rennick et al . 2018; Taratukhin et al .…”

Section: Overview Of the Reviewed Publicationsmentioning

confidence: 99%

“…PBL requires significant time and sustained interest from both the instructor and students. Motivated by these drawbacks of PBL in engineering courses, Horton et al (2018) make a case that hackathon events can be used to meet all elements of PBL. This includes (1) meeting student learning goals and (2) providing essential project design elements.…”

Section: Characteristics Of Design Activity At Hackathonsmentioning

confidence: 99%

“…Five of the studied hackathons are either labelled as 'game jams', or have the aim of game development (Scott et al 2015;Buttfield-Addison et al 2016;Izvalov et al 2017;Olesen 2017;Prieto et al 2019). Another five publications present educationoriented activities that follow the hackathon pattern (Horton et al 2018;Rennick et al 2018;Taratukhin et al 2018;Gama et al 2019;Mielikäinen et al 2019). These hackathon-like events aim to engage students in a heightened design activity, either in-class or as an out-of-class activity, where the specific topic is related to the students' field of study, with the prompts ranging from addressing natural disasters to solving mechanical engineering problems.…”

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confidence: 99%

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Design at hackathons: new opportunities for design research

Flus

Hurst

2021

Des. Sci.

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Hackathons are short-term events at which participants work in small groups to ideate, develop and present a solution to a problem. Despite their popularity, and significant relevance to design research, they have only recently come into research focus. This study presents a review of the existing literature on the characteristics of designing at hackathons. Hackathon participants are found to follow typical divergence–convergence patterns in their design process throughout the hackathon. Unique features include the initial effort to form teams and the significant emphasis on preparing and delivering a solution demo at the final pitch. Therefore, hackathons present themselves as a unique setting in which design is conducted and learned, and by extension, can be studied. Overall, the review provides a foundation to inform future research on design at hackathons. Methodological limitations of current studies on hackathons are discussed and the feasibility of more systematic studies of design in these types of settings is assessed. Further, we explore how the unique nature of the hackathon format and the diverse profiles of hackathon participants with regards to subject matter knowledge, design expertise and prior hackathon experience may affect design cognition and behaviour at each stage of the design process in distinctive ways.

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“…Another five publications present education-oriented activities that follow the hackathon pattern (Horton et al . 2018; Rennick et al . 2018; Taratukhin et al .…”

Section: Overview Of the Reviewed Publicationsmentioning

confidence: 99%

Section: Characteristics Of Design Activity At Hackathonsmentioning

confidence: 99%

mentioning

confidence: 99%

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Design at hackathons: new opportunities for design research

Flus

Hurst

2021

Des. Sci.

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“…Another type of student competitions are hackathons in which a team, often interdisciplinary, seeks to develop a solution or an algorithm to a real and previously defined problem in a limited amount of time, ranging from several hours to multiple days. SynBio has the potential to provide stimulating problems for hackathons in educational settings, in which students can develop their programming skills and understanding of biology in interdisciplinary groups (Cambridge University; Horton et al 2018;Gama et al 2019;ELIXIR 2021). Based on previous hackathon experiences, a team of researchers developed guidelines on how to organize and manage Bio-Hackathons which can serve educators that aim to implement hackathons at their institutions or in their courses (Garcia et al 2020).…”

Section: Student Competitionsmentioning

confidence: 99%

A toolbox for digitally enhanced teaching in synthetic biology

Muth

Sánchez

Claus

et al. 2021

FEMS Microbiology Letters

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The global pandemic of COVID-19 has forced educational provision to suddenly shift to a digital environment all around the globe. During these extraordinary times of teaching and learning both the challenges and the opportunities of embedding technologically enhanced education permanently became evident. Even though reinforced by constraints due to the pandemic, teaching through digital tools increases the portfolio of approaches to reach learning outcomes in general. In order to reap the full benefits, this Minireview displays various initiatives and tools for distance education in the area of Synthetic Biology in higher education while taking into account specific constraints of teaching Synthetic Biology from a distance, such as collaboration, laboratory and practical experiences. The displayed teaching resources can benefit current and future educators and raise awareness about a diversified inventory of teaching formats as a starting point to reflect upon one's own teaching and its further advancement.

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“…Mtsweni and Abdullah [21] analyze the factors influencing the motivation and professional interest of computer science students. Horton et al [14], Uys [32] describe teamwork methods, as well as important aspects of agile application development methodology that need to be taught to students.…”

Section: Introductionmentioning

confidence: 99%

Hackathons in computer science education: monitoring and evaluation of programming projects

Seidametova¹,

Abduramanov²,

Seydametov³

2022

Educ. Technol. Q.

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There are several ways in making learning activities more engaging and interesting to computer science students. In addition to traditional higher education (curriculum, project-based approaches, lectures, labs), we consider competitive approaches such as hackathons to develop hard and soft skills. Computer science education needs to change requirements for hard and soft skills. In order hard skills university CS education has to capture the changes behind the trends, such as big data, artificial intelligence, cloud computing, etc. Developing soft skills is important teamwork, end-user awareness, collaboration, etc. This study aims to present the various ways to implement hackathons in the context of CS education. We also present a taxonomy of hackathons based on our experiences and observations from 2016 to the present. We aim to share our lessons learned on the following issues: (1) How can hackathons be designed in CS education to teach students necessary skills and competencies; (2) what kinds of programming projects monitoring and evaluation we need during hackathons.

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Project-Based Learning Among Engineering Students During Short-Form Hackathon Events

Cited by 22 publications

References 2 publications

Design at hackathons: new opportunities for design research

Design at hackathons: new opportunities for design research

A toolbox for digitally enhanced teaching in synthetic biology

Hackathons in computer science education: monitoring and evaluation of programming projects

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