Knowledge transfer in collaborative teams: experiences from a two-week code camp

Kilamo, Terhi; Nieminen, Antti; Lautamäki, Janne; Aho, Timo; Koskinen, Johannes; Palviainen, Jarmo; Mikkonen, Tommi

doi:10.1145/2591062.2591156

Cited by 11 publications

(10 citation statements)

References 23 publications

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“…Different working style can be brought from the other team if good practices were found." [36]. This is the same behavior we have noticed in the events we have organized.…”

Section: What Skills and Competencies Have Been Emphasizedsupporting

confidence: 84%

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Code camps and hackathons in education - literature review and lessons learned

Porras¹,

Knutas²,

Ikonen³

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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Motivation: Code camps and hackathons been used in education for almost two decades. These approaches are usually intensive and for most times quite practical events for solving some real-world problems with various educational objectives. The objectives and structures of these events differ depending on the role of the event in curricula. Problem statement: Both code camps and hackathons been implemented in various ways, with varying success levels. As expected the implementation of the event varies considerably depending on the objectives set for the event, but that then leads to the difficulty and problem setting to understand what organizing of these events actually mean. For educational context, curricula have also its role in defining the targeted skills and competencies the events has to consider too. Approach: We applied a systematic literature review (SLR) to look at the various definitions and modes of these events. Whether it is called "code camp", or "hackathon", or anything else with the same basic meaning, we want to find out what skills and competencies these events emphasize, how they are used in Computer Science (CS) and Software Engineering (SE) education and what are the general structures of the actual arranged events. Contribution: It is aim of this SLR to i) identify various possible ways of implementing these intensive events, and ii) reflect the results to the lessons we have learned of almost two decades of various intensive code camps and hackathons we have been organizing building and participating into. Based on the results, we claim that there is tremendous potential of using these events in education and in the curriculum than how it has been applied so far.

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“…Different working style can be brought from the other team if good practices were found." [36]. This is the same behavior we have noticed in the events we have organized.…”

Section: What Skills and Competencies Have Been Emphasizedsupporting

confidence: 84%

“…Java programming skills) and d) presentation (or discussion) skills. Nevertheless only rarely these learning outcomes are emphasized clearly in the papers [35], [36], [37]. It seems that the focus is more on practical project outcomes than in learning outcomes.…”

Section: What Skills and Competencies Have Been Emphasizedmentioning

confidence: 99%

Code camps and hackathons in education - literature review and lessons learned

Porras¹,

Knutas²,

Ikonen³

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Similarly, the students found that they had an opportunity to meet people with similar coding interests, and they acquired new knowledge and skills (i.e., specific coding languages, user interface design, team building, etc.-areas in which they had little experience). Kilamo et al [19] described a two-week code camp in which the students used a collaborative online-integrated development environment to create different kinds of web services. They found that the students benefited from the collaboration between the teams which allowed them to gain a wider knowledge-and the balanced workload.…”

Section: Learning Through Intensive and Collaborative Probem-solving mentioning

confidence: 99%

Hackathons in software engineering education

Porras

Khakurel

Ikonen

et al. 2018

Proceedings of the 2nd International Workshop on Software Engineering Education for Millennials

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Hackathons are currently a hot topic in industrial learning settings. Like intensive collaborative courses (e.g. code camps), hackathons have been shown to be successful tools for learning. However, current research has failed to adequately compare the two approaches with respect to who benefits, which stakeholders are involved, and what the practical arrangement differences are. We used a literature review, our own multi-year learning experiences, and written and interview material from students and industry participants to present an overview of hackathons and code camps. Based on the results of our analysis, we present a taxonomy, based on our experiences, to help practitioners decide which kind of intensive event approach is suitable for them, depending on their industry and educational needs. This synthesis and the study results provide the first steps towards a functional definition that covers intensive collaborative working events involving real-life problems, such as code camps, hackathons, and 24-hour innovation workshops. Currently, the terminology is diverse, but there are commonalities and differences across each of these events and their purposes.

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“…6) Differences between the "traditional" way of using version control and commits the code and the "collaborative" style Collaboration fostered learning. Results on learning and knowledge sharing is reported in [18]. Group shuffling, where part of the team switched to work for another team's manager was praised by the majority of the participants to be particularly beneficial for learning.…”

Section: Developer Experience Of the Collaborativementioning

confidence: 99%

Design framework enhancing developer experience in collaborative coding environment

Palviainen

Kilamo

Koskinen

et al. 2015

Proceedings of the 30th Annual ACM Symposium on Applied Computing

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Software development is teamwork, where the team members collaborate despite of their working environments ranging from shared office to working in separate sites around the globe. Regardless of location, the teams need support for their collaborative tasks. In this paper, we present results of utilizing collaborative online coding environment to create new, innovative cloudbased services. We collected data from 37 students in two separate coding exercises, each lasting several days. The results indicate that while some experienced coders saw no benefits of such system, in general participants reported both pragmatic benefitsincreased efficiency of coordinating actions -and increased motivation due to perceived presence of team members. As our main contribution, we present a design framework for enhancing developer experience in collaborative environments.

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Knowledge transfer in collaborative teams: experiences from a two-week code camp

Cited by 11 publications

References 23 publications

Code camps and hackathons in education - literature review and lessons learned

Code camps and hackathons in education - literature review and lessons learned

Hackathons in software engineering education

Design framework enhancing developer experience in collaborative coding environment

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