Le hackathon en mode Design Thinking ou quelles modalités pour former à des compétences méthodologiques et comportementales ?

Pedagogical innovation is gradually taking shape in the field of training and teaching because it enables new challenges to be met in the digital age. These challenges are both the appropriation of new digital tools but also the rethinking of a value-added presence. Thus, it will be a matter of capturing attention and provoking changes of state of mind, to acculturate to new methodologies of work, to make concrete a theoretical learning. In this context, the hackathon in Design Thinking mode, represents a vector of training that allows to acquire, at the same time, methodological and behavioral skills. This article presents the characteristics and contributions of this practice from the analysis of a real experiment with an audience of HR practitioners, company employees, teacher-researchers and students. The analysis shows that during the event, the formula allows each participant to adopt complementary learning postures as evoked by the experiential cycle of Kolb (1984). Thus, beyond knowledge, methods and behaviors are acquired to form the basis of new skills.