BACKGROUND:Scientists rarely reuse expert knowledge of phylogeny, in spite of years of effort to assemble a great "Tree of Life" (ToL). A notable exception involves the use of Phylomatic, which provides tools to generate custom phylogenies from a large, pre-computed, expert phylogeny of plant taxa. This suggests great potential for a more generalized system that, starting with a query consisting of a list of any known species, would rectify non-standard names, identify expert phylogenies containing the implicated taxa, prune away unneeded parts, and supply branch lengths and annotations, resulting in a custom phylogeny suited to the user's needs. Such a system could become a sustainable community resource if implemented as a distributed system of loosely coupled parts that interact through clearly defined interfaces.RESULTS:With the aim of building such a "phylotastic" system, the NESCent Hackathons, Interoperability, Phylogenies (HIP) working group recruited 2 dozen scientist-programmers to a weeklong programming hackathon in June 2012. During the hackathon (and a three-month follow-up period), 5 teams produced designs, implementations, documentation, presentations, and tests including: (1) a generalized scheme for integrating components / (2) proof-of-concept pruners and controllers / (3) a meta-API for taxonomic name resolution services / (4) a system for storing, finding, and retrieving phylogenies using semantic web technologies for data exchange, storage, and querying / (5) an innovative new service, DateLife.org, which synthesizes pre-computed, time-calibrated phylogenies to assign ages to nodes / and (6) demonstration projects. These outcomes are accessible via a public code repository (GitHub.com), a website (http://www.phylotastic.org webcite), and a server image.CONCLUSIONS:Approximately 9 person-months of effort (centered on a software development hackathon) resulted in the design and implementation of proof-of-concept software for 4 core phylotastic components, 3 controllers, and 3 end-user demonstration tools. While these products have substantial limitations, they suggest considerable potential for a distributed system that makes phylogenetic knowledge readily accessible in computable form. Widespread use of phylotastic systems will create an electronic marketplace for sharing phylogenetic knowledge that will spur innovation in other areas of the ToL enterprise, such as annotation of sources and methods and third-party methods of quality assessment.

The master thesis focuses on the project design of hackathon and application of project management methods in the selected company. The first part is devoted to theoretical background in the area of project management, the second part contains the analysis of the current situation in the company. The output and third part of the thesis is devoted to the project itself.

Die kumulative Dissertation zeigt auf, wie innovative Ideen in der Bankenbranche entstehen und weiterentwickelt werden können. Die Forschungsfrage, wie sich Co-Creation-Maßnahmen zur Innovationsentwicklung in der Bankenbranche einsetzen lassen und wodurch deren Erfolg beeinflusst wird, wird in sieben Beiträgen betrachtet. Dabei zeigen die einzelnen Beiträge der kumulativen Dissertation, dass Co-Creation durch ein breites Spektrum an Maßnahmen ausgestaltet werden kann. In den Beiträgen werden sowohl die konkrete Umsetzung in die Praxis (B1, B2, B4), die Barrieren und Erfolgsfaktoren (B3, B5) sowie Faktoren (Motivation & Teamarbeit) auf der Ebene der Mitarbeiter (B6, B7) untersucht.

Das Paper beschreibt das Konzept des im EU Kooperationsprogramm INTERREG Polen-Sachsen 2014–2020 geförderten Projekts „TRAILS – Traveling Innovation Labs and Services“ und stellt erste Ergebnisse der explorativen Analyse vor. TRAILS bringt mobile Innovationslabore direkt zu Schulen sowie Unternehmen an Standorte in der deutsch-polnischen Grenzregion und ist dort jeweils für eine Woche stationiert. In den Innovationslaboren kommen Schüler in eintägigen Workshops mit Unternehmertum in Berührung, kreieren eigene Projektideen und testen neue Technologien. Mitarbeiter von KMU trainieren Methoden, um neue Produkte und Services zu entwickeln und Prozesse zu optimieren. Ziel ist es, Formate wie Business Modeling, Makerspaces und Hackathons samt benötigten Räumlichkeiten, Technologien und Workshop-Programmen in strukturschwachen Regionen vor Ort anzubieten und für die digitale Transformation sowie neue Geschäfts- und Vermarktungsmodelle zu sensibilisieren.

‘Die Datenlaube’ ist ein Citizen Science-Projekt für offene Kulturdaten (Bemme, & Erlinger, 2021). Das Projekt erschließt Transkriptionen und Illustrationen der ersten erfolgreichen deutschen Illustrierten ‘Die Gartenlaube’, die in Wikisource und in Wikimedia Commons bearbeitet werden, mit Wikidata. ‘DatenlaubeJam’ ist das digitale Projekttreffen seit 2020 (Bemme, 2000a). Inzwischen wurde der Termin zum Arbeitsort und Austausch insb. für Dresdner Kulturdaten – eine neue Anwender:innengemeinschaft ist im Entstehen (Die Datenlaube, 2022). Bibliotheksmitarbeiter:innen, Mitarbeiterinnen und Mitglieder des Dresdner Geschichtsvereins, ein Wikisource-Administrator, andere Heimatforschende und Gäste klinken sich am Dienstagmorgen ein, um eine halbe Stunde informell über offene Kulturdaten zu sprechen. Hier ist der Ort, wo Projekte gemeinsam entstehen. Das geht inzwischen über ‘Die Gartenlaube’ hinaus und betrifft Saxonica, Quellen über Sachsen. Die Teilgeber:innen sind zwischen 30 und 70 Jahre alt: datenorientierte Nerds, Wikimedians, Historikerinnen, Informatiker, Mütter und Väter, sprichwörtlich mittelalte und ‘alte weiße Männer’ sowie Kulturwissenschaftler:innen – allesamt Citizen Scientists, also Bürger:innenwissenschaftler:innen in wechselnden Rollen mit diversen Perspektiven. [Aus: Die Datenlaube]

Alors que plus de cinquante pays dans le monde ont entrepris une démarche d’ouverture des données publiques, la thèse enquête sur l’émergence et la mise en oeuvre des politiques d’open data. Elle repose sur l’analyse de sources publiques et sur une enquête ethnographique conduite dans sept collectivités locales et institutions françaises. Revenant sur six moments de définition de grands « principes » de l’open data et leur traduction en politique publique par une institution française, Etalab, ce travail montre comment la catégorisation par l’open data a porté l’attention sur les données, en particulier sous leur forme « brute », considérées comme une ressource inexploitée, le « nouveau pétrole » gisant sous les organisations. L’enquête montre que le processus de l’ouverture débute généralement par une phase d’identification marquée par des explorations progressives et incertaines. Elle permet de comprendre que l’identification constitue un geste d’instauration qui transforme progressivement les fichiers de gestion de l’administration en données. Leur mise en circulation provoque des frictions : pour sortir des réseaux sociotechniques de l’organisation, les données doivent généralement passer à travers des circuits de validation et des chaînes de traitement. Par ailleurs, les données doivent souvent subir d’importantes transformations avant leur ouverture pour devenir intelligibles à la fois par les machines et par les humains. Cette thèse montre enfin que l’instauration concerne aussi les publics dont il est attendu qu’ils visualisent, inspectent et exploitent les données ouvertes. L’instauration des publics par des instruments très divers constitue un autre pan du travail invisible des politiques d’open data. Il ressort enfin de cette thèse que l’obligation à l’ouverture des données publiques, une suite possible des politiques d’open data, pose de manière saillante une question fondamentale « qu’est-ce qu’une donnée ? » Plutôt que de réduire la donnée à une catégorie relative, qui s’appliquerait à toutes sortes de matériaux informationnels, les cas étudiés montrent qu’elle est généralement attribuée dès lors que les données sont le point de départ de réseauxsociotechniques dédiés à leur circulation, leur exploitation et leur mise en visibilité. / As more than fifty countries have launched an open data policy, this doctoral dissertation investigates on the emergence and implementation of such policies. It is based on the analysis of public sources and an ethnographic inquiry conducted in seven French local authorities and institutions. By retracing six moments of definitions of the “open data principles” and their implementation by a French institution, Etalab, this work shows how open data has brought attention to data, particularly in their raw form, considered as an untapped resource, the “new oil” lying under the organisations. The inquiry shows that the process of opening generally begins by a phase of identification marked by progressive and uncertain explorations. It allows to understand that data are progressively instantiated from management files into data. Their circulation provoke frictions: to leave the sociotechnical network of organisations, data generally go through validation circuits and chains of treatment. Besides, data must often undergo important treatments before their opening in order to become intelligible by machines as well as humans. This thesis shows eventually that data publics are also instantiated as they are expected to visualize, inspect and process the data. Data publics are instantiated through various tools, which compose another area of the invisible work of open data projects. Finally, it appears from this work that the possible legal requirement to open data asks a fundamental question, “what is data?” Instead of reducing data to a relational category, which would apply to any informational material, studied cases show that they generally are applied when data are a starting point of sociotechnical networks dedicated to their circulation, their exploitation and their visibility.

PhD. (Department of Information and Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology. / Hackathons originated from the evolution and revolution of computers. They were primarily designed as a collaborative tool for solving computer-related tasks or theorising new possibilities based on specific infrastructures. With the prevalence of technology and the drive for digital evolution, the role of hackathons becomes increasingly essential, making its presence known in almost every domain with the potential to transform the business world and society at large. However, hackathons in the educational domain cannot be understood in the same way as their counterparts in a purely business or career-driven domain because of their special nature. Given that educational institutions in South Africa are still in the early stages of using hackathons, studying factors affecting hackathon adoption for teaching and learning computer programming is critical and timely. The research aimed to investigate and find factors that had a bearing on hackathon adoption for teaching and learning computer programming. To realise the aim, a systematic literature review was conducted. Then, a conceptual framework was developed that has its variables (attitude (ATT), effort expectancy (EE), facilitating conditions (FC), perceived usefulness (PU), relative advantage (RA), performance expectancy (PE), perceived ease of use (PEOU), subjective norm (SN), and behavioural intention (BI)) based on an extensive literature review. A questionnaire-based survey was conducted to test the model. The web-based questionnaire was administered to two hundred forty-nine (249) South African Information Technology programming students. Reliability of variables was measured, and all the variables had a co-efficient of 0.7 and greater. Factor analysis was applied and the PEOU failed to fulfil the requirement and so it was dropped. Descriptive and inferential statistics were applied to further analyse the data collected. The correlation result indicated that all the remaining variables in the conceptual framework are significant and have a positive relationship PU (𝑟=0.615), RA (𝑟=0.657), PE (𝑟= 0.597), SE (𝑟=0.660), ATT (𝑟=0.440), EE (𝜌<0.520), SN (𝑟= 0.441), and FC (𝑟=0.357) have a positive relationship with behavioural intention (𝜌<0.001) to adopt hackathon. The regression result indicated that the following variables (PU (𝛽=0.141,𝜌=0.036), RA (𝛽=0.142,𝜌=0.045), PE (𝛽=0.205,𝜌=0.002) and SE (𝛽=0.330,𝜌=0.000) have a positive influence on students’ hackathon adoption. The research study managed to validate the conceptual framework indicating variables that influence or have a relationship with BI. The developed framework forms the main contribution of this research study. The developed framework can be used to assist educators with the variables that have a strong bearing on the adoption of hackathon in education. The adoption of hackathon in education will contribute towards transforming the learning environment from a teacher-centred to a learner-centred one by facilitating a form of social learning where knowledge is created amongst students when interacting, thereby, building relationships, and supporting the learning that happens from cooperation, dependence and helping each other. In conclusion, the introduction of hackathons in education in computer programming can revolutionise the programming landscape in South Africa and around the world during this period of the fourth industrial revolution.

Face aux mutations sociales, environnementales et technologiques de notre société, la capacité de résoudre les problèmes complexes devient un incontournable. Les nouvelles philosophies du « faire » et l’élan collaboratif au sein du milieu de travail hypermoderne ne se reflètent pas systématiquement dans le design. En essayant de suivre le rythme d’un monde en transformation constante, le design d’aujourd’hui peine à se mettre à jour. Les théories portant sur l’innovation collaborative présentent des réponses pour répondre aux problèmes complexes en prônant la pratique d’une conduite à projet fluide, ou autrement dit, éco-auto-ré-organisationnelle. Or, faute d’outil opératoire, l’innovation collaborative reste encore au stade conceptuel, voire utopique. Cette thèse a comme objectif d’apporter une réflexion sur les conduites de et à projet en design dans le monde d’aujourd’hui. Partant d’un exemple précis, à savoir le Hackathon, elle explore les nouvelles façons de penser, de faire et de créer des solutions à partir d’une dynamique tout à fait innovatrice, basée sur une éthique et une pratique propre à la nouvelle société du « faire » inspirée, notamment, des hackers. Le Hackathon est ainsi analysé à travers une grille d’analyse nommée le Gyroscope du projet qui permet de souligner les principaux éléments constitutifs de la conduite à projet en relation les uns avec les autres et de saisir les spécificités requises pour que la conduite puisse répondre aux indicateurs théoriques de l’innovation collaborative. L’analyse démontre non seulement que le Hackathon est effectivement une application concrète d’une nouvelle éthique de travail, mais que sa force se trouve dans les premières étapes de la conceptualisation du projet. La question que cette analyse soulève est donc : Est-il possible d’envisager de l’étendre sur l’ensemble du processus de développement, soit de l’idéation à l’implantation ? Cette recherche présente une lecture archéologique de la discipline du design qui permet de souligner des figures emblématiques du projet à travers les périodes historiques qui ont marqué le design. La proposition d’une nouvelle figure, le Hacking design, souligne l’impact des transformations engendrées par l’hypermodernisme sur la pratique de cette discipline et le rôle du praticien, concluant ainsi que la pensée du design (Design thinking) est dorénavant dépassée par une éthique de travail qui va au-delà d’une pensée, mais implique une nouvelle posture épistémologique. De nombreuses disciplines contigües au Design, dont la Gestion, l’Entrepreneuriat et l’Ingénierie, présentent ainsi un intérêt marqué pour le Design qu’ils perçoivent comme une réponse tributaire au succès de l’innovation collaborative au sein des organisations. Les attentes envers le Design, de sa théorie à sa pratique, sont donc grandes. / Today’s hypermodern working environment is experiencing important social, environmental and technological changes pressing actors to acquire the know-how to solve complex problems. The new philosophy of "doing" and the rise of working collaboration strategies arising in our hypermodern society are not systematically reflected in design’s practice. Indeed, by trying to keep pace with a world in constant change, today's design discipline is struggling to keep up. The theories on collaborative innovation present some answers to develop this know-how by advocating a practice that deploys fluidity in projects or, in other words, an eco-auto-re-organisational strategy. However, in the absence of a practical and operational tool, collaborative innovation is still at the conceptual and utopian stage. This thesis aims to rethink project management in our hypermodern world. Starting from a specific example, the Hackathon, it explores new ways of thinking, doing and creating solutions based on an entirely innovative dynamics, grounded on an ethic and a practice specific to the new society of "doing" and inspired, in particular, by the hackers. The Hackathon is thus analyzed through an analytic grid called the Gyroscope of the project through which the actors, the actions and the organisation of the project are evaluated. The Gyroscope makes it possible to identify the project’s components in relation to each other and to understand the requirements needed to carry out each project according to the theoretical indicators of collaborative innovation. The analysis not only demonstrates that the Hackathon is indeed a concrete application of a new work ethic, but that its strength is in the early stages of the project’s conceptualization. The question that this analysis raises is: Is it possible to consider extending it to the whole development process, from ideation to implementation? This research presents an archaeological reading of the discipline of design which allows to identify the emblematic figures of the project through the historical periods that marked the design. The proposal of a new figure, the Hacking design, highlights the impact of hypermodernism's transformations on the practice of this discipline and the role of the practitioner, thus concluding that Design Thinking is now overtaken by an ethic of work that goes beyond a way of thinking, but involves a new epistemological posture. Many disciplines contiguous to Design, including Management, Entrepreneurship and Engineering, have therefore a strong interest in Design, which they perceive as a response to the success of collaborative innovation within organizations. The expectations towards the discipline of Design, from its theory to its practice are, therefore, very high.

This research analyses hackathons which are collaborative innovation making by using technology events, in terms of using these as a tool to facilitate a lifelong learning process in obtaining digital competence among other 21 st century skills. The aim of this research is to explore and analyse the perceptions and experiences of hackathon participants and different stakeholders about the learning process experienced during a hackathon event. The following research questions are studied: RQ1. How do interviewees perceive hackathons in relation to key elements of the UNESCO Learning Cities Framework?; RQ2. How do participants of the hackathons perceive their learning process?; RQ3. How do participants of the hackathons perceive their learning process by using digital tools during the hackathon events? Kolb’s experiential learning theory and UNESCO Learning Cities Framework are used as the ground for the theoretical-methodological frameworks. The methods chosen to collect the data are survey questionnaire and interviews. The results provide insights that apart from developing digital competence and using technology as a tool for learning, collaboration, communication and problem-solving are the main skills practiced during a hackathon. This implies that hackathons could be used on a wider scale to help with UNESCO Learning Cities development by facilitating the learning process for adults in the development of 21 st century skills. / <p>This article was presented in May 2020 at Stockholm University, Department of Education.</p><p>This finalized article was presented to UNESCO Learning Cities Program Specialist at the Institute of Lifelong Learning in Hamburg, in July 2020.</p><p>Key findings of this research were presented at the Joint International Seminar with Stockholm University, University of Tokyo and Jyväskuylä University in February 2020.</p><p>Interviews with this article's author about this research:</p><p>By Future Position X, digital innovation hub in Sweden (available in English &amp; Swedish): https://fpx.se/en/people-come-to-learn-network-and-make-a-difference/</p><p>Canberra Innovation Network mentions my research: https://cbrin.com.au/women-in-innovation/women-in-innovation-monika-lionaite/?fbclid=IwAR1mTBwXI8yS9uxkoTZSdhnB2jhpKA4kRs_GztyrAqCmbAJNNZ_KH0DR_Jo</p><p>Presentations about this research were done by the author at the Rotary Clubs of Canberra Sundowners and Canberra Weston Creek, also at the international conference of Rotary International activities during the global pandemic.</p><p>The author shared key findings as a speaker at the international conference promoting tolerance and peace on the topic 'Crisis and the role of states in developing solutions' November 2020 which was organized by the American International Education Federation and Alliance for Humanity; at the international online conference of Young Scientists on the topic of 'Leadership in peace-building and international development in the digital age' in November 2020 which was organized by Western Asian Development Institute.</p><p></p><p></p>