Search for: All records

Sound Travels is a US-based, federally-funded collaboration between sound researchers, learning researchers, and educational practitioners working to understand the role of soundscapes on free-choice, out-of-school learning experiences. In this paper, members of our research team describe how we have combined approaches from acoustic ecology and visitor studies to navigate the affordances and challenges of studying sound across several complex leisure settings (a science museum, a botanic garden, a park, and a zoo). As an exploratory and transdisciplinary project, our initial work has involved significant deliberation about how to meaningfully and effectively gather data in highly variable acoustic environments, as well as what types and characteristics of sound data are most salient to understanding visitors’ experiences of sound. In addition to grappling with these technical questions, we have also worked to ensure that our research does not detract from positive visitor experiences in these spaces and that it directly engages perspectives from practitioners and visitors about cognition, affect, and culture. We will describe the logic of the methods we have used to date (stationary ambient recordings, a post-experience visitor questionnaire, and a “sound search” in which visitors record video clips), as well as our plans for further study. 

Our world’s complex challenges increase the need for those entering STEAM (Science, Technology, Engineering, Arts, and Math) disciplines to be able to creatively approach and collaboratively address wicked problems – complex problems with no “right” answer that span disciplines. Hackathons are environments that leverage problem-based learning practices so student teams can solve problems creatively and collaboratively by developing a solution to given challenges using engineering and computer science knowledge, skills, and abilities. The purpose of this paper is to offer a framework for interdisciplinary hackathon challenge development, as well as provide resources to aid interdisciplinary teams in better understanding the context and needs of a hackathon to evaluate and refine hackathon challenges. Three cohorts of interdisciplinary STEAM researchers were observed and interviewed as they collaboratively created a hackathon challenge incorporating all cohort-member disciplines for an online high school hackathon. The observation data and interview transcripts were analyzed using thematic analysis to distill the processes cohorts underwent and resources that were necessary for successfully creating a hackathon challenge. Through this research we found that the cohorts worked through four sequential stages as they collaborated to create a hackathon challenge. We detail the stages and offer them as a framework for future teams who seek to develop an interdisciplinary hackathon challenge. Additionally, we found that all cohorts lacked the knowledge and experience with hackathons to make fully informed decisions related to the challenge’s topic, scope, outcomes, etc. In response, this manuscript offers five hackathon quality considerations and three guiding principles for challenge developers to best meet the needs and goals of hackathon sponsors and participants.