Potential Abstract: This study explores the potential of hackathons as a means to develop flexible learning objects and promote transnational education through inference-driven pedagogical innovations. With the ever-increasing demand for education that transcends borders and cultures, it is crucial to develop pedagogical approaches that effectively cater to diverse learner needs and preferences. Hackathons, collaborative events where individuals with different skill sets come together to solve complex problems, offer a unique platform for creating innovative learning objects that can be adapted to a range of educational contexts.
This research article presents a systematic investigation of the hackathon approach to developing flexible learning objects that can be transnationally implemented. Drawing on the principles of design thinking and interdisciplinary collaboration, the study highlights the iterative and participatory nature of hackathons, fostering creativity, and innovation in educational settings. Moreover, the article proposes an inference-driven pedagogical framework that leverages data analytics, machine learning, and artificial intelligence techniques to personalize and adapt learning experiences to individual learners.
The research methodology employed in this study includes a mixed-methods approach comprising qualitative data collection through interviews and observations, as well as quantitative analysis of learning outcomes. The investigation takes place in a transnational educational context, involving learners from different cultural backgrounds, languages, and educational systems. The study examines the influence of hackathons on learner engagement, motivation, and knowledge acquisition, with a particular focus on how flexible learning objects can enhance transnational education.
The findings of this research contribute to the growing body of literature on flexible learning and transnational education. The study sheds light on the potential of hackathons as a pedagogical approach for fostering cross-cultural collaboration, innovation, and the development of learning objects that can adapt to diverse educational contexts. Furthermore, the inference-driven pedagogical framework proposed in this article offers insights into how data analytics and artificial intelligence can support personalized and adaptive learning experiences in transnational education.
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