Abstract:

In this paper, we present the development of the methodology of the Hackathon as a teaching tool for a context in which students from multi-disciplinary Higher Education Degrees share a common Challenge-Based learning approach. The Hackathon has been shown to be efficient tool for creating solutions based on social challenges. It is based on innovation processes in a short space of time (around 1 or 2 weeks), using agile design and prototyping methodologies. After adapting Hackathons with our own methodological approach that allows its integration in the curriculum as a teaching too for challenge-based learning, we tackle the challenging problem of putting together students from different disciplines around the hackathon, define a protocol for curricular collaboration, and achieve diverse solutions that are both feasible and an outcome for curricular assessment. We will provide a specific implementation of the proposed general framework in a pilot integrating students from various disciplines and degrees, particularly in the two teaching contexts of Smart and Sustainable City Management (GCIS), Computer Engineering (EI). The hackathon appears here as the linking element between the challenge definition and analysis, and the proposal for an innovative solution (part of the GCIS curriculum), and the design and implementation a prototype of a cloud-based application for multimedia and geo-positioned data (part of the curriculum for EI), in a co-creation process with different actors of the territory.

Keywords:

Hackathon, challenge-based learning, Multidisciplinarity, cloud computing, smart cities, engineering.