Post-Hackathon Learning Circles: Supporting Lean Startup Development

Hackathons provide rapid, hands-on opportunities to explore innovative solutions to problems, but provide little support to teams in moving those solutions into practice. We explore the use of post-hackathon Learning Circles to connect hackathon teams with key stakeholders, to reflect on prototypes and consider business models. We conducted a qualitative field study with 4 post-hackathon teams on the theme of technology, social isolation, and aging. Our results show that Learning Circles are an effective way to involve stakeholders early in the development process, and to develop a deeper understanding of users, markets, and technology.

[1]  K. Grindrod,et al.  Engagement of older adults in regional health innovation: The ECOTECH concept mapping project , 2022, SAGE open medicine.

[2]  Alexis Hope,et al.  Hackathons as Participatory Design: Iterating Feminist Utopias , 2019, CHI.

[3]  Deborah Blaz.  Action Learning in Theory and in Practice , 2018 .

[4]  Nick Taylor,et al.  Everybody's Hacking: Participation and the Mainstreaming of Hackathons , 2018, CHI.

[5]  Leo Anthony Celi,et al.  Hacking Hackathons: Preparing the next generation for the multidisciplinary world of healthcare technology , 2018, Int. J. Medical Informatics.

[6]  Shaowen Bardzell,et al.  Utopias of Participation , 2018, ACM Trans. Comput. Hum. Interact..

[7]  Peter Bradwell,et al.  Making the most of collaboration an international survey of public service co-design , 2017 .

[8]  Philip J. Guo,et al.  Hack.edu: Examining How College Hackathons Are Perceived By Student Attendees and Non-Attendees , 2017, ICER.

[9]  Elizabeth Gerber,et al.  Reappropriating Hackathons: The Production Work of the CHI4Good Day of Service , 2017, CHI.

[10]  Kurt Eiselt,et al.  Understanding and improving the culture of hackathons: Think global hack local , 2015, 2015 IEEE Frontiers in Education Conference (FIE).

[11]  LeighAnne Olsen,et al.  Patients Charting the Course: Citizen Engagement in the Learning Health System: Workshop Summary , 2014 .

[12]  Diamanto Politis,et al.  Women business ventures in Swedish university incubators , 2013 .

[13]  Deborah Szebeko,et al.  Co-designing for Society , 2010 .

[14]  R. Renger,et al.  Utilization of the Native American Talking Circle to Teach Incident Command System to Tribal Community Health Representatives , 2010, Journal of Community Health.

[15]  D. Wolfe,et al.  Knowledge, Innovation and Institutions: Global and Local Dimensions of the ICT Cluster in Waterloo, Canada , 2008 .

[16]  O. Gassmann,et al.  Minimizing Market Risks Through Customer Integration in New Product Development: Learning from Bad Practice , 2005 .

[17]  M. Hammick,et al.  Action Learning Circles: action learning in theory and practice , 1999 .

[18]  J. Sims,et al.  How to Catalyze Innovation in Your Organization , 2017 .

[19]  Tobias Bachmeier,et al.  Business Model Generation A Handbook For Visionaries Game Changers And Challengers , 2016 .

[20]  K. Hemachandran,et al.  A working Framework for the User-Centered Design Approach and a Survey of the available Methods , 2014 .

[21]  Gerard Briscoe,et al.  Digital Innovation: The Hackathon Phenomenon , 2014 .

[22]  Margaret Riel,et al.  Culture of Critique: Online Learning Circles and Peer Reviews in Graduate Education , 2006 .

[23]  Anselm L. Strauss,et al.  Basics of qualitative research : techniques and procedures for developing grounded theory , 1998 .

[24]  Steven Levy,et al.  Hackers: Heroes of the Computer Revolution , 1984 .