39 research outputs found
Lessons Learned from Teaching Open Source Software Development
No full textPart 4: Open Source in Education and ResearchInternational audienceFree/Open Source Software allows students to learn valuable real world skills and experiences, as well as a create a portfolio to show future employers. However, the learning curve to joining FOSS can be daunting, often leading newcomers to walk away frustrated. Universities therefore need to find ways to provide a structured introduction to students, helping them overcome the barriers to entry. This paper describes two courses taught at two universities, built around a Communities of Practice model, and the lessons learned from these. Suggestions and insights are shared for how to structure and evaluate such courses for maximum effect
Recommended from our members
How does a collaborative community affect diverse students' engagement with an open source software project : a pedagogical paradigm
No full textOpen Source Software (OSS) communities are homogenous and their lack of diversity is of concern to many within this field. This problem is becoming more pronounced as it is the practice of many technology companies to use OSS participation as a factor in the hiring process, disadvantaging those who are not a part of this community. We should expect that any field would have a population that reflects the general population given no constraints. The constraints within OSS are documented as being a hostile environment for women and minorities to participate in. Additionally OSS communities rely predominately on volunteers to create and maintain source code, documentation, and user interface as well as the organizational structure of the project. The volunteer nature of OSS projects creates a need for an ongoing pool of participants.
This research addresses the lack of diversity along with the continual need for new members by developing a pedagogical paradigm that uses a collaborative environment to promote participation in an OSS project by diverse students. This collaborative environment used a Communities of Practice (CoP) framework to design the course, the indicators of which were used to operationalize the collaboration. The outcomes of this course not only benefit the students by providing them with skills necessary to continue participation and experience for getting a job, but also provide a diverse pool of volunteers for the OSS community. This diverse pool shows promise of creating a more diverse culture within OSS.
In the development of this pedagogical paradigm this research looked primarily at student’s perception of the importance of their group members and mentors provided to guide their participation in and contribution to an OSS community. These elements were used to facilitate the formation of a CoP. Self-efficacy was also used as a measure; an increase in self-efficacy is associated with the successful formation of a CoP. Finally the intent to continue, as reported by students, was measured to determine the potential contribution to the OSS community overall.
This research was designed to use collaboration to support the formation of a CoP within the groups formed between students based on common interests in the OSS project. Additionally students were provided with a mentor from the community to assist in finding paths to contribute. The Ubuntu project was chosen for its commitment to diversity and its reputation for being a welcoming environment to newcomers, reducing the risk of negative community interactions for students. Written reflections were gathered at mid and end of term and used in conjunction with transcripts or reports of group meetings as well as emails between mentors and mentees. Additionally self-efficacy was measured at the beginning and end of the term.
The results of this study show that this pedagogical paradigm supports student contribution. Contribution levels were found to be associated with the level of the formation of a CoP within each group and the use of mentors, as well as attending a live, hands-on bug triage demo and the Global Jam, to gather resources. It was also evident that students intend to continue participating at a rate higher than the average rate for newcomers trying to contribute without the type of support offered by this class. Further research into the examination of the use of reflective dialogue with mentors is recommended. It is also recommended that the results from the operationalization of the indicators of the formation of a CoP be used to assist in a more consistent formation of this important resource across more groups within the class.
The results of this research point to the effectiveness of this paradigm to promote contributions to an OSS community. These contributions provide the skills students need to improve their attractiveness to future employers. This class also produced a number of students who intend to continue participating in OSS, providing a diverse pool of potential volunteers to the OSS community
Faculty Development for FLOSS Education
No full textPart 5: FLOSS Education and TrainingInternational audienceWith the recent upsurge in the development, use, and adoption of free/libre open source software (FLOSS) across all sectors of business, it is critical that graduates of computing degree programs gain an understanding of FLOSS development tools, processes, and culture. However, many faculty members are not fluent in FLOSS development and have little experience in teaching FLOSS. This paper reports on a faculty development program designed to bring instructors up to speed on how to support student learning within FLOSS projects. The paper discusses the challenges to FLOSS education from the instructor’s perspective, describes the Professors’ Open Source Software Experience (POSSE) workshop, and presents the results of a study into the impact of POSSE on instructors based on semi-structured interviews. This work is part of a larger study into instructor experiences when incorporating Humanitarian Free Open Source Software (HFOSS) into their curriculum
Faculty Development for FLOSS Education
No full textPart 5: FLOSS Education and TrainingInternational audienceWith the recent upsurge in the development, use, and adoption of free/libre open source software (FLOSS) across all sectors of business, it is critical that graduates of computing degree programs gain an understanding of FLOSS development tools, processes, and culture. However, many faculty members are not fluent in FLOSS development and have little experience in teaching FLOSS. This paper reports on a faculty development program designed to bring instructors up to speed on how to support student learning within FLOSS projects. The paper discusses the challenges to FLOSS education from the instructor’s perspective, describes the Professors’ Open Source Software Experience (POSSE) workshop, and presents the results of a study into the impact of POSSE on instructors based on semi-structured interviews. This work is part of a larger study into instructor experiences when incorporating Humanitarian Free Open Source Software (HFOSS) into their curriculum
The European Union and Reflexive Modernization: Is Anthony Giddens' and Ulrich Beck's Theory of Late Modernity Convincing as a Political Discourse of Europeanization?
No full textU radu se problematizira viđenje Europske unije Anthonyja Giddensa i Ulricha Becka, koje su konstruirali na osnovi teorijskih uvida razvijenih u okvirima svoje sociologije kasne modernosti. Polazeći od »umjerene varijante« teorije političkog diskursa, autor pokušava pokazati kako sociologija kasne modernosti Giddensa i Becka ima naglašenu normativno-političku dimenziju koja zanemaruje društvenu i političku stvarnost klasične modernosti, pokazujući najprije kako se osnova za političko-diskurzivnu interpretaciju njihove teorije može pronaći i u njihovim vlastitim metodologijskim postavkama. Autor zaključuje kako se, izvan zaštitnog okvira legitimnosti koji pruža kategorija neutralne znanstvene teorije, teorija Giddensa i Becka, kao jedan od diskurzivnih političkih projekata europskog integriranja, mora ozbiljnije suočiti s opstojnošću protupolitike klasične modernosti: nacionalnodržavnim institucijama, jakošću nacionalnog identiteta i nacionalnodržavnih vezanosti, bez obzira tumači li se potonje kao primordijalne datosti ili samo kao čvrsto uspostavljene diskurzivno-političke snage suvremenosti.The article discusses Anthony Giddens’ and Ulrich Beck’s vision of the European Union, which they constructed on the basis of theoretical insights developed in their sociology of late modernity. Starting from the “moderate version” of political discourse theory, the author tries to show how Giddens’ and Beck’s sociology of late modernity has a strong normative-political dimension that neglects the social and political reality of classical modernity, and shows how political discursive interpretation of their theory can even be derived from their own methodological presuppositions. The author concludes that, once outside the protective belt of legitimacy provided by the category of neutral scientific theory, Giddens’ and Beck’s theory, as one of the political discursive projects of European integration, has to consider more seriously the persistent counterpolitics of classical modernity: the nation state institutions, the strength of national identity and the nation state allegiances, whether those are understood as primordial givens or as firmly established discursive-political forces of the contemporary world
Zmierzch cywilizacji? Rozważania wokół teorii Barbera, Giddensa i Becka
No full textIn this article, the author wonders whether we are witnessing the disappearance of the majorcivilizations of the world and the formation of “one, universal civilization”? In order to examinethe theories: Benjamin Barber, Anthony Giddens and Ulrich Beck. The conclusions state thatthere is no way to predict whether actually gone civilizations and the emergence of the McWorld(as it defined Barber) because, according to Popper, the future cannot be predicted. Nevertheless,the paper presents the processes leading to the disappearance of civilizations, and which aremainly from globalization
A bibliographic study of the Herbert J. Frost/W. Somerset Maugham collection in the Sterling C. Evans Library
No full textTypescript (photocopy).This dissertation is an annotated, descriptive bibliography of the 947 items in the Herbert J. Frost/W. Somerset Maugham Collection housed in Sterling C. Evans Library at Texas A&M University. Of these, the 464 primary works are separated into five categories: manuscripts, published materials, correspondence, edited materials, and introductory materials. Items are arranged alphabetically by title. The 483 secondary materials are likewise separated into five categories: books and entire periodicals, clippings, adaptations, photographs, and programs. These items are arranged alphabetically by author or title. Notes regarding inscriptions, bibliographic rarities, content, or other information are provided as needed. Entries include references to the definitive bibliography of the primary works, Raymond Toole Stott's A Bibliography of the Works of W. Somerset Maugham and/or of the secondary, Charles Sanders' W. Somerset Maugham: An Annotated Bibliography of Writings About Him. Every effort has been made to provide clear, concise information suitable to the peculiarities of the items and the needs of researchers
Józef Beck a Czechosłowacja w roku 1938. Czy wchodziła w grę alternatywna opcja polityki polskiej?
No full textThis article examines the highly contentious topic of Polish diplomacy’s actions towards Czechoslovakia during the Sudeten crisis, which ultimately led to the resolutions reached at the Munich Conference, attended by the heads of government from the four powers. It also investigates the Polish ultimatum issued to the government in Prague, demanding the cession of Cieszyn Silesia. The author analyses the dilemmas faced by Minister Józef Beck and poses questions about whether a different political approach could have emerged in 1938, particularly regarding the appeasement policy of the Western powers.Artykuł poświęcony został niezmiernie spornemu problemowi postępowania polskiej dyplomacji wobec Czechosłowacji podczas kryzysu sudeckiego, zakończonego uchwałami konferencji szefów rządów czterech mocarstw w Monachium i polskim ultimatum do rządu w Pradze z żądaniem cesji Śląska Cieszyńskiego. Autor analizuje dylematy ministra Józefa Becka i stawia pytania o możliwości innej opcji politycznej w realiach 1938 r., tj. appeasement policy mocarstw zachodnich
