‘Hacking’ the pandemic: turning online work challenges into learning with IMPACT

Authors

DOI:

https://doi.org/10.47408/jldhe.vi22.784

Keywords:

learning design, experiential learning, hacks, learning community, Covid-19

References

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Munro, D. (2015) ‘Hosting hackathons a tool in retaining students with beneficial side effects’, Journal of Computing Sciences in Colleges, 30(5), pp 46–51. Available at: https://doi.org/10.1080/14703297.2018.1563868 (Accessed 24 August 2021).

OECD (2020) Food supply chains and COVID-19: impacts and policy lessons. Available at: https://www.oecd.org/coronavirus/policy-responses/food-supply-chains-and-covid-19-impacts-and-policy-lessons-71b57aea/ (Accessed 24 August 2021).

Porter, E., Bopp, C., Gerber ,E. and Voida, A. (2017) ‘Reappropriating hackathons: the production work of the CHI4Good Day of Service’, Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, Denver Colorado, USA 6-11 May. Available at: https://doi.org/10.1145/3025453.3025637 (Accessed 13th July 2021).

Tauberer, J. (2017) How to Run a Successful Hackathon. Available at: https://hackathon.guide/ (Accessed: 13 July 2021).

Turner, A.J., Hardin, C.D. and Berland, M. (2021) ‘Hackathons and ‘i’dentities: museum visitor identities in other informal learning environments’, Visitor Studies, (Ahead of Print), pp.1-19. Available at: https://doi.org/10.1080/10645578.2021.1925505 (Accessed: 16 July 2021).

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Published

2021-10-25

How to Cite

Keenan, C. and Manolchev, C. (2021) “‘Hacking’ the pandemic: turning online work challenges into learning with IMPACT”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.784.