Abstract:

In this paper we present the adaptation and methodologically development of the Hackathon as a teaching tool. Hackathons have recently become an efficient tool for creating solutions based on social challenges, which has been intensely tested in the context of COVID-19. It is based on innovation processes in a short space of time (around 1 or 2 weeks), using agile design and prototyping methodologies. The main focus of our proposal is to make a teaching adaptation of a hackathon process to transform it into a tool for challenge-based learning that includes work groups with specific roles and individual skills for the co-design and implementation of feasible solutions. This adaptation is made by integrating students from various disciplines and degrees, particularly in the two teaching contexts of Smart and Sustainable Cities and Computer Engineering. The proposal includes the development of a generic theoretical framework and its scheduling with specific actions integrated in the teaching planning of 4 subjects of the second semester. Students participate in cross-disciplinary groups in the definition and analysis of challenges and implement co-created solutions (mobile apps and robotic prototypes) with joint work actions structured around a micro-credential framework.

The general context of this initiative is the challenge-based learning. It is increasingly necessary for the subjects of our University to be connected to the challenges and the social impact. Alignment with the Sustainable Development Goals (SDGs) is essential, and transversal to modern teaching, but it is also essential that these global challenges are projected with specific local challenges, for which the University must propose concrete solutions in our territories. University students and faculty must participate in this social impact from the minute zero. This means that an agile approach to the University as an Institution is needed, and the development of specific methodological tools and instruments that allow:
1) Co-design these solutions naturally within the learning processes, as well as
2) Implement and validate them in the territory. Agile methodologies must be present in everyday learning processes and Innovation literacy must be part of the core competencies transversal to all degrees, scientific or humanistic.

The Hackahton is a tool that has proven to be useful in the context defined above, but does not fit directly. Some authors have proposed lines of work that need to be developed to achieve a robust adaptation to the dynamics of the subjects. Therefore, we propose a solid methodological approach to adapt the hackathon action beyond a specific ad-hoc activity, which necessarily includes:
1) A precise timing and a concrete definition of the expected deliveries at any given time.
2) A curricular description of the (dynamic) units of learning throughout the hackathon.
3) Precise qualitative and quantitative indicators for the evaluation process.
4) A framework for publishing results in accordance with the regulatory context.

We show a critical analysis of the methodological approach proposed as well as qualitative results based on the experience developed in the framework of a teaching innovation project carried during one semester.

Keywords:

Hackathon, Challenge, Challenge-based learning, Agile, Sprint.