Hackathons and ‘i’dentities

Museum Visitor Identities in Other Informal Learning Environments

Bibliographic Data

ID15322962
AuthorsAndrew Jason Turner (0000-0002-4050-9704, University of Wisconsin–Madison, corresponding author), Caroline D Hardin (0000-0003-2992-7494, Western Washington University, Bellingham, USA), Matthew Berland (0000-0002-5457-1461, University of Wisconsin–Madison)
Year2021
Volume24
Issue2
Pages184-202
Publication date2021-05-28
Open AccessNo
TypeARTICLE
VenueVisitor Studies (JOURNAL)
Journal identifiersISSN: 1064-5578 • E-ISSN: 1934-7715
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/10645578.2021.1925505
OpenAlexW3172787550
LanguageEN
References cited17

Hackathons provide an informal, structured learning environment where groups of participants develop and present a project over a specified period of time. During their work, participants often take on unfamiliar roles and responsibilities and sometimes experience shifts in self-perception and affinities toward different identities. This study uses a novel application of Falk’s museum visitor identities framework to examine how identities and learning manifest with regard to each other at hackathons. Falk’s framework and instrument was adapted and used in pre- and post-surveys at three hackathons in university settings ranging from 12-36 hours. We present our findings on whether the framework can be applied to hackathon participants, whether the instrument can be used to document instances of identity shifts or stays, and whether trends from past studies which used the framework were also present at these hackathons. We then discuss practical, theoretical, and methodological implications of this work

Aesthetics · Art · Collaborative learning · Identity (music · Informal learning · Mathematics education · Pedagogy · Perception · Sociology · Visitor pattern · Work (physics · Biomedical and Engineering Education · Computer Science · Engineering · Museums and Cultural Heritage · Psychology

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