Hack Weeks as a model for Data Science Education and Collaboration

Across almost all scientific disciplines, the instruments that record our experimental data and the methods required for storage and data analysis are rapidly increasing in complexity. This gives rise to the need for scientific communities to adapt on shorter time scales than traditional university curricula allow for, and therefore requires new modes of knowledge transfer. The universal applicability of data science tools to a broad range of problems has generated new opportunities to foster exchange of ideas and computational workflows across disciplines. In recent years, hack weeks have emerged as an effective tool for fostering these exchanges by providing training in modern data analysis workflows. While there are variations in hack week implementation, all events consist of a common core of three components: tutorials in state-of-the-art methodology, peer-learning and project work in a collaborative environment. In this paper, we present the concept of a hack week in the larger context of scientific meetings and point out similarities and differences to traditional conferences. We motivate the need for such an event and present in detail its strengths and challenges. We find that hack weeks are successful at cultivating collaboration and the exchange of knowledge. Participants self-report that these events help them both in their day-to-day research as well as their careers. Based on our results, we conclude that hack weeks present an effective, easy-to-implement, fairly low-cost tool to positively impact data analysis literacy in academic disciplines, foster collaboration and cultivate best practices.Comment: 15 pages, 2 figures, submitted to PNAS, all relevant code available at https://github.com/uwescience/HackWeek-Writeu

Hackathons: Why Co-Location?

This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].This research was supported by the Arts and Humanities Research Council [grant Number AH/J005142/1].In this position paper we outline and discuss co-location as a significant catalyst to knowledge exchange between participants for innovation at hackathon events. We draw on surveys and empirical evidence from participation in such events to conclude that the main incentives for participants are peer-to-peer learning and meaningful networking. We then consider why co-location provides an appropriate framework for these processes to occur, and emphasize the needs for future research in this area

In a Highly Outsourced Environment, What are Companies Doing Around Staff Development or Their IT Workforce?

[Excerpt] IT skills are more necessary than ever for competitive strategic initiatives. With the rise of shadow IT (unauthorized IT within organizations) and the ever-increasing skills gap in the IT labor market, companies need to invest in training and developing their IT technicians’ skills, no matter where they sit. With IT workers being a large part of the contingent workforce, they are susceptible to becoming underdeveloped and often lack the skills required to succeed in their positions. Typically, organizations have been focused on hard skills, but soft skills have become a requirement for IT departments. In typical working arrangements, soft IT skills are learned through on the job experience. Experiences such as relevant training and mentoring mechanisms offer opportunities for IT professionals to develop and refine their soft and hard skills. However, in highly outsourced environments these skills are less likely to be developed. Furthermore, with the development of new and exciting fields such as cloud, AI, and blockchain, IT technicians must develop new, rare, and difficult skills. According to Gartner, 20% of companies will need to allocate 10% of their IT staff on AI-related projects by 2020. With very little available talent in this space, this need will be difficult to fill

Building Open Educational Resources from the Ground Up: South Africa's Free High School Science Texts

This paper presents a case study of the development of the South African project Free High School Science Texts (FHSST), an initiative to develop a free high school science text for all teachers and learners in South Africa. The goals of the case study were two-fold: to examine and analyze the practices associated with the successes and challenges encountered by FHSST; and to encourage a participatory, analytical process that will assist other open education projects in thinking about and sharing their practices, processes, and strategies. Beyond its implications for South African education, the FHSST project can serve as a model for peer production of open content, offering insights into planning and decision making around 1) recruiting volunteers; 2) sustaining their participation; 3) using technology to create effective workflow; 4) conducting hackathons; and 5) facilitating teacher trials. Findings from this study offers insights into overall approaches and goals that may prove instrumental across open education projects, serving as a reference for development of assessment tools and resources that may assist open education projects in tracking, sharing, and advancing their learnings and success

Creating, Doing, and Sustaining OER: Lessons from Six Open Educational Resource Projects

The development of free-to-use open educational resources (OER) has generated a dynamic field of widespread interest and study regarding methods for creating and sustaining OER. To help foster a thriving OER movement with potential for knowledge-sharing across program, organizational and national boundaries, the Institute for Knowledge Management in Education (ISKME), developed and conducted case study research programs in collaboration with six OER projects from around the world. Embodying a range of challenges and opportunities among a diverse set of OER projects, the case studies intended to track, analyze and share key developments in the creation, use and reuse of OER. The specific cases include: CurriculumNet, Curriki, Free High School Science Texts (FHSST), Training Commons, Stanford Encyclopedia of Philosophy (SEP), and Teachers' Domain

Bringing Maker Culture into Media and Information Literacy. Case: Global Media and Information Literacy Online Youth Hackathon 2018.

With growing connectivity and descending prices for personal computers and smartphones more and more children and young people are gaining access to online media. This trend comes with a number of risks and has yet inevitable negative influence on how those young media users behave and feel. Therefore, Media and Information Literacy (MIL) has been a recent topic on the agenda of numerous academics, educators and policymakers. The Global Online Media and Information Literacy Youth Hackathon 2018 and the Followup 4-Week Programme (both under the name GlobalMILHack) were the centre case of this study, which emphasised the design methodology in the context of problem-based learning. The aim of this research study was to undertake a qualitative examination of the GlobalMILHack participants’ learning outcomes in order to find out what can hackathon bring from the maker culture to the MIL educational practice. The study adopted action research methodology, since the author was the active part of the whole cycle of the event process from planning to execution to closure and has collected diverse qualitative feedback along the work process and during the interviews, made field notes and observations. This study has shown that the maker culture can be integrated into MIL educational practice through online hackathon method in different ways: by making the constructive learning happen through problem-focused collaborative adhoc and hands-on approach; by opening up to inter-cultural learning through facilitating the online dialogue; leveraging the critical understanding of media and its role in the society by working on the highlighted social challenges around media use and by creating informed, engaged and empowered porto-publics around the creative solutions

Using collaborative hackathons to coproduce knowledge on local climate adaptation governance

While coproduction of knowledge is growing in popularity in social sciences, and especially climate change research, we still need to better understand how to coproduce climate knowledge. In this paper, we explore how collaborative climate hackathons coproduce local adaptation knowledge, and what this method reveals about local climate governance. The data derives from two collaborative climate hackathons, called Klimathons, that attracted 73 and 98 participants in Bergen, Norway. The participants were practitioners and decision-makers from local, regional, and national institutions as well as researchers from natural and social climate sciences. The collaborative group work revolved around the challenges and solutions of local adaptation planning and uncovered how a diversity of key actors understand the local adaptation work in Norway. These interventions revealed that there are significant disagreements and divergent understanding of relevant laws, regulations and responsibility between practitioners working within the same governance system. Though the cross-sectorial interaction does not dissolve these divergences, they allow actors to renegotiate boundaries between divergent knowledge communities. The Klimathons helped us navigate the complexity of local climate adaptation by shifting the focus to how different actors make sense of and work on adaptation and showing the intertwining and interdependence of potential drivers for adaptation.publishedVersio