Le hackathon en mode Design Thinking ou quelles modalités pour former à des compétences méthodologiques et comportementales ?

Olfa Gréselle-Zaïbet (), Aurélie Kleber and Cécile Dejoux ()
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Olfa Gréselle-Zaïbet: LIRSA - Laboratoire interdisciplinaire de recherche en sciences de l'action - Cnam - Conservatoire National des Arts et Métiers [Cnam]
Aurélie Kleber: CEREFIGE - Centre Européen de Recherche en Economie Financière et Gestion des Entreprises - UL - Université de Lorraine
Cécile Dejoux: LIRSA - Laboratoire interdisciplinaire de recherche en sciences de l'action - Cnam - Conservatoire National des Arts et Métiers [Cnam]

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Abstract: Pedagogical innovation is gradually taking shape in the fieldof training and teaching because it enables new challengesto be met in the digital age. These challenges are both theappropriation of new digital tools but also the rethinkingof a value-added presence. Thus, it will be a matter ofcapturing attention and provoking changes of state of mind, toacculturate to new methodologies of work, to make concretea theoretical learning. In this context, the hackathon inDesign Thinking mode, represents a vector of training thatallows to acquire, at the same time, methodological andbehavioral skills. This article presents the characteristicsand contributions of this practice from the analysis of areal experiment with an audience of HR practitioners,company employees, teacher-researchers and students. Theanalysis shows that during the event, the formula allowseach participant to adopt complementary learning posturesas evoked by the experiential cycle of Kolb (1984). Thus,beyond knowledge, methods and behaviors are acquired toform the basis of new skills.

Date: 2018-11-21
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Citations: View citations in EconPapers (3)

Published in Revue management & avenir, 2018, 104 (6), pp.149. ⟨10.3917/mav.104.0149⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02103403

DOI: 10.3917/mav.104.0149

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