Hackathon as a Project Based Teaching Tool: Employing Programming Challenge in the Class

Bolatzhan Kumalakov, Alla Kim, Salima Mukhtarova, Assel Shukurova, Natalya Khon

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Project Based Learning (PBL) develops student knowledge and skills through solving authentic, engaging and complex challenge in a fixed time span. Academic literature reports its application over a wide variety of disciplines, having both immediate and long-lasting positive effect on team working, project management, and creativity when applying technical skills. We aim to enhance student learning in software engineering. 80% of student respondents up to the date feel that programming assignments that last longer than a week overlap with other subjects enough to draw dedication away. While it unquestionably develops transferable skills, such as time management, it also might not necessarily be good through introductory courses, where students face completely new material. As a result, our aim is to employ 'hackathon'-a gathering, where programmers collaboratively code in an extreme manner over 12 to 24 hours-as a teaching tool. While there is a precedent of hackathon being used at University level, it was employed to substitute classic approach via excluding lecturing and lab work completely. Current paper presents research design and relevant discussion on measuring and validating learning outcomes when blending hackathon into traditional programming class as one of the components, not a substitute to other types of classes.

Original languageEnglish
Title of host publicationIEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781538664674
DOIs
Publication statusPublished - Oct 1 2018
Event12th IEEE International Conference on Application of Information and Communication Technologies, AICT 2018 - Almaty, Kazakhstan
Duration: Oct 17 2018Oct 19 2018

Publication series

NameIEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings

Conference

Conference12th IEEE International Conference on Application of Information and Communication Technologies, AICT 2018
CountryKazakhstan
CityAlmaty
Period10/17/1810/19/18

Fingerprint

Teaching
Students
Learning
Time Management
Creativity
Anniversaries and Special Events
Project management
Software engineering
Research Design
Software
Substitute
Programming
Team working
Assignment
Student learning
Technical skills
Learning outcomes
Time management
Research design
Project-based learning

Keywords

  • Hackathon
  • Project Based Learning (PBL)

ASJC Scopus subject areas

  • Computer Networks and Communications
  • Computer Science Applications
  • Computer Vision and Pattern Recognition
  • Information Systems and Management
  • Health Informatics
  • Information Systems

Cite this

Kumalakov, B., Kim, A., Mukhtarova, S., Shukurova, A., & Khon, N. (2018). Hackathon as a Project Based Teaching Tool: Employing Programming Challenge in the Class. In IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings [8747149] (IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ICAICT.2018.8747149

Hackathon as a Project Based Teaching Tool : Employing Programming Challenge in the Class. / Kumalakov, Bolatzhan; Kim, Alla; Mukhtarova, Salima; Shukurova, Assel; Khon, Natalya.

IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings. Institute of Electrical and Electronics Engineers Inc., 2018. 8747149 (IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Kumalakov, B, Kim, A, Mukhtarova, S, Shukurova, A & Khon, N 2018, Hackathon as a Project Based Teaching Tool: Employing Programming Challenge in the Class. in IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings., 8747149, IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings, Institute of Electrical and Electronics Engineers Inc., 12th IEEE International Conference on Application of Information and Communication Technologies, AICT 2018, Almaty, Kazakhstan, 10/17/18. https://doi.org/10.1109/ICAICT.2018.8747149
Kumalakov B, Kim A, Mukhtarova S, Shukurova A, Khon N. Hackathon as a Project Based Teaching Tool: Employing Programming Challenge in the Class. In IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings. Institute of Electrical and Electronics Engineers Inc. 2018. 8747149. (IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings). https://doi.org/10.1109/ICAICT.2018.8747149
Kumalakov, Bolatzhan ; Kim, Alla ; Mukhtarova, Salima ; Shukurova, Assel ; Khon, Natalya. / Hackathon as a Project Based Teaching Tool : Employing Programming Challenge in the Class. IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings. Institute of Electrical and Electronics Engineers Inc., 2018. (IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings).
@inproceedings{f172f649cb2d4509965c2e931c9c6c75,
title = "Hackathon as a Project Based Teaching Tool: Employing Programming Challenge in the Class",
abstract = "Project Based Learning (PBL) develops student knowledge and skills through solving authentic, engaging and complex challenge in a fixed time span. Academic literature reports its application over a wide variety of disciplines, having both immediate and long-lasting positive effect on team working, project management, and creativity when applying technical skills. We aim to enhance student learning in software engineering. 80{\%} of student respondents up to the date feel that programming assignments that last longer than a week overlap with other subjects enough to draw dedication away. While it unquestionably develops transferable skills, such as time management, it also might not necessarily be good through introductory courses, where students face completely new material. As a result, our aim is to employ 'hackathon'-a gathering, where programmers collaboratively code in an extreme manner over 12 to 24 hours-as a teaching tool. While there is a precedent of hackathon being used at University level, it was employed to substitute classic approach via excluding lecturing and lab work completely. Current paper presents research design and relevant discussion on measuring and validating learning outcomes when blending hackathon into traditional programming class as one of the components, not a substitute to other types of classes.",
keywords = "Hackathon, Project Based Learning (PBL)",
author = "Bolatzhan Kumalakov and Alla Kim and Salima Mukhtarova and Assel Shukurova and Natalya Khon",
year = "2018",
month = "10",
day = "1",
doi = "10.1109/ICAICT.2018.8747149",
language = "English",
series = "IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
booktitle = "IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings",
address = "United States",

}

TY - GEN

T1 - Hackathon as a Project Based Teaching Tool

T2 - Employing Programming Challenge in the Class

AU - Kumalakov, Bolatzhan

AU - Kim, Alla

AU - Mukhtarova, Salima

AU - Shukurova, Assel

AU - Khon, Natalya

PY - 2018/10/1

Y1 - 2018/10/1

N2 - Project Based Learning (PBL) develops student knowledge and skills through solving authentic, engaging and complex challenge in a fixed time span. Academic literature reports its application over a wide variety of disciplines, having both immediate and long-lasting positive effect on team working, project management, and creativity when applying technical skills. We aim to enhance student learning in software engineering. 80% of student respondents up to the date feel that programming assignments that last longer than a week overlap with other subjects enough to draw dedication away. While it unquestionably develops transferable skills, such as time management, it also might not necessarily be good through introductory courses, where students face completely new material. As a result, our aim is to employ 'hackathon'-a gathering, where programmers collaboratively code in an extreme manner over 12 to 24 hours-as a teaching tool. While there is a precedent of hackathon being used at University level, it was employed to substitute classic approach via excluding lecturing and lab work completely. Current paper presents research design and relevant discussion on measuring and validating learning outcomes when blending hackathon into traditional programming class as one of the components, not a substitute to other types of classes.

AB - Project Based Learning (PBL) develops student knowledge and skills through solving authentic, engaging and complex challenge in a fixed time span. Academic literature reports its application over a wide variety of disciplines, having both immediate and long-lasting positive effect on team working, project management, and creativity when applying technical skills. We aim to enhance student learning in software engineering. 80% of student respondents up to the date feel that programming assignments that last longer than a week overlap with other subjects enough to draw dedication away. While it unquestionably develops transferable skills, such as time management, it also might not necessarily be good through introductory courses, where students face completely new material. As a result, our aim is to employ 'hackathon'-a gathering, where programmers collaboratively code in an extreme manner over 12 to 24 hours-as a teaching tool. While there is a precedent of hackathon being used at University level, it was employed to substitute classic approach via excluding lecturing and lab work completely. Current paper presents research design and relevant discussion on measuring and validating learning outcomes when blending hackathon into traditional programming class as one of the components, not a substitute to other types of classes.

KW - Hackathon

KW - Project Based Learning (PBL)

UR - http://www.scopus.com/inward/record.url?scp=85070199121&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070199121&partnerID=8YFLogxK

U2 - 10.1109/ICAICT.2018.8747149

DO - 10.1109/ICAICT.2018.8747149

M3 - Conference contribution

AN - SCOPUS:85070199121

T3 - IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings

BT - IEEE 12th International Conference on Application of Information and Communication Technologies, AICT 2018 - Proceedings

PB - Institute of Electrical and Electronics Engineers Inc.

ER -