Stage 2 Activities/2.3 GNOME

Planning for HFOSS Participation

Workshop Participants: Joanna, Robert, Ed, Suzzane, Alex, Stoney, Heidi

May 2014 POSSE notes

Planning Stage 3 Activities

Meetings

<Identify meeting times. Find out HFOSS project meeting times.>

Please answer each of the following questions as it relates to your activity.

1. Identify the course(s) the activity would be appropriate for.
   • Openness courses
   • Any course where you want students to understand how FOSS communities communicate/work-flow
   • Research methods course (information literacy)
   • Less programming course, like CS0
   • Writing component
   • Ethics course
   • Gen ed course
2. Briefly describe the activity.

Read articles that discuss the organizational and institutional view of FOSS, The articles I use (ACMDL DOI: [1979742.1979835], [1859204.1859235], IEEEDL DOI: [10.1109/MS.2007.83]) discuss various things about use of FOSS, how communications in FOSS projects are organized and structured, and how FOSS projects have inherent politics. The outcomes of this activty is the production of a summary (extended abstract) address the research methods used to study these situations - this could be modified to address more pertinent aspects about the FOSS community. BIB:

   Ebert, Christof , "Open Source Drives Innovation Software", IEEE  2007 (Volume:24 ,  Issue: 3 )

   Morelli,Ralph.  "A global collaboration to deploy help to China" Communications of the ACM CACM,Volume 53 Issue 12, December 2010 

   Zilouchian Moghaddam, Roshanak and Twidale, Michael and Bongen, Kora. Zilouchian Moghaddam, Roshanak and Twidale, Michael and Bongen, Kora. "Open Source Interface Politics: Identity, Acceptance, Trust, and Lobbying". 2011 CHI '11 Extended Abstracts on Human Factors in Computing 

1. How much time do you expect the HFOSS activity to take (# classes, # homework assignments, # lab activities, etc.)? Will the activity be compl eted in class or out of class?
   • Out of class
   • 2 week (ish)
2. How does this activity relate to course goals/objectives?
   • (see courses above)
3. What will students submit upon completion of the activity?
   • Extended abstracts (a document; a paper)
4. How will you assess the submission?
   • Writing rubrics
   • Content rubrics
     • Identify research methods correctly
   • Process rubrics
     • E.g., other steps they took to dig into the material
5. List any question or concerns you have about implementing your activity.
   • How do you fit it into your curriculum that already has a lot of requirements?
   • Grading time
   • Build up to larger assignment with smaller assignments.
   • Matching level of articles to level of students.
6. What type of support will you need to implement your activity?
   • Grading
   • Tutoring

Specific Tasks

<What will group members do.>

Resources

<List any resources that you find.>

Notes

Ed

• Has flexibility
• Interested in content and form courses based on content and objectives

Robert

• thinking of a new open source course
• use projects as examples of good and bad practices
• reading/understanding/reviewing code

Joanna

• long term - create a course
• short term
• independent studies
• expose to open source
• GNOME is closest to what students are used to
• Introduce them into community
• Interested in application/integration with data structure
• Data structures course

Heidi: Use community to help you find things in code Suzzane: Selected a specific activity to create