| Description | Hackathons have outcomes such as learning, design space exploration, and artifact creation but the artifacts made during these events are often left incomplete. When these artifacts are left incomplete, the event may not have its intended impact for personal learning, community development, or civic contributions. Because the hackathon environment differs from future development environments, I argue that reduced project continuation is a problem of transferring knowledge from the hackathon to future circumstances. In this study, I propose to develop factors of continuation in hackathons using a theoretical foundation of "expansive framing", sociocultural learning theory that emphasizes personal knowledge authorship to develop connections to situations outside of the learning environment. To develop these continuation factors, I will design a tool for online hackathons that emphasizes critique and individual creation of development logs mean to be read by other practitioners after the event. |
