EDUCATIONAL HAKATON IN PROFESSIONAL TRAINING OF SPECIALISTS
Journal Title: Науковий вісник Льотної академії. Серія: Педагогічні науки - Year 2018, Vol 3, Issue 3
Abstract
Abstract. The article discusses the Hackathon – marathon brainstorming event where team members work together to solve complex problems. Hackaton proposed to use the format in the educational process. Many of the technologies making their way into mainstream education are digital, and much of the focus in schools has been to help people learn to use them. Alongside “high tech” are new face-to-face technologies that are proving to enhance learning in a variety of settings. Connective technologies that enable participants to organize themselves into hackathons, meetups, and "un-conferences" deserve careful review. Until now, their structure and the pedagogies they enable for academic purposes have not been studied. This paper illustrates hackathons at a structural level and suggests some academic contexts in which they can be used. Furthermore, this paper will discuss their impact on course design, the roles of teacher and student, and the outcomes afforded by their use with an eye toward encouraging experimentation on a more widespread basis. The underlying thesis is that in general, students are capable of far more than they reveal in schools today. By choosing to examine face-to-face educational technologies from the perspective of the participating students, this paper is not suggesting that traditional classroom interactions are obsolete. Rather, this paper argues that traditional classes can be augmented and made more effective by embracing the proliferation of personal communication tools now available to students. Hackathons exist on the premise that participants will self-organize and develop meaningful projects through structured communications. Examples of personal transformation and learning abound with such consistency that these mechanisms deserve consideration and implementation within mainstream academic environments. Studying how hackathons work promises to validate their use in schools; their implementation will integrate student engagement more deeply than typically practiced using traditional classroom activities alone. Students who have discovered an interest or competency through a hackathon seem willing to "deep dive". It may well be that the artificial pressure of a hackathon causes participants to test their limits and challenges them to increase their capacity. The effects of hackathons on student performance and learning deserve to be studied more deeply.
Authors and Affiliations
Galina KONTSEVAYA, Mikhail KONTSEVOY
Keywords
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