Understanding the Open in Open Source (Activity)

Title	Understanding the 'Open' in Open Source
Overview	The student will explore the meaning of 'openness' from a broad perspective and be introduced to the idea of a humanitarian free and open source project (HFOSS).
Prerequisite Knowledge	None
Learning Objectives	Students state the difference between open source and proprietary software. Students identify how open source principles apply to other groups. Students summarize the difference between FOSS and HFOSS projects.

Background:

This activity works nicely as a first introduction to openness and open source software. It is intended to be a homework assignment and will provide the necessary background for an in-class discussion on basic open source concepts.

Directions:

Use the Web resources provided (and links from these pages) to answer the following questions. Your answers must be typed and can be in MS Word, pdf or rtf format. All answers should be formed using complete sentences and should be in your own words (do not copy and paste answers from the websites provided).

Go to http://opensource.com/resources/what-open-source to find answers the following questions:

1. What is meant by the open source way?
2. How do open source licenses differ from proprietary licenses?
3. Open source software is important to everyone, even if you are not a programmer. Give two examples that show how open source software benefits someone other than a programmer.
4. Give two examples that explain why programmers prefer using open source software.
5. The ‘free’ in free and open source software doesn’t mean free of charge. This is only one of the misconceptions many have about free and open source software. Briefly describe the 6 misconceptions (click the common misconception link).
6. How do open source software principles apply “beyond software”?

   Go to http://hechingerreport.org/content/computer-coding-can-increase-engagement-provide-purpose-learning_17457 to find answers to the following questions

7. How do FOSS and HFOSS differ?
8. Provide a response to the author’s stance that HFOSS “can increase engagement, provide a purpose for learning.” Do you agree or disagree? Please provide a compelling argument as to why you agree or disagree.

Deliverables:

The document containing the answers to the questions.

Assessment:

This activity is expected to be a homework assignment, which may or may not be graded.

Student learning can be measured via quiz/exam questions that elicit the students understanding of the specified objectives.

Comments:

What should the instructor know before using this activity?

What are some likely difficulties that an instructor may encounter using this activity?

Additional Information:

ACM Knowledge Area/Knowledge Unit	What ACM Computing Curricula 2013 knowledge area and units does this activity cover? ACM_Body_of_Knowledge
ACM Topic	What specific topics are addressed? The Computing Curriucula 2013 provides a list of topics in Appendix A - The Body of Knowledge (page 58) - https://www.acm.org/education/CS2013-final-report.pdf
Level of Difficulty	Easy
Estimated Time to Completion	How long should it take for the student to complete the activity?
Materials/Environment	What does the student need? Internet access, IRC client, Git Hub account, LINUX machine, etc.?
Author(s)	Who wrote this activity?
Source	Is there another activity on which this activity is based? If so, please provide a link to the original resource.
License	Under which license is this material made available? (http://creativecommons.org/licenses/)

Suggestions for Open Source Community:

Suggestions for an open source community member who is working in conjunction with the instructor.

Feedback:

Feedback to the author(s) of the activity regarding usage or suggestions for enhancements can be included via the Discussion tab (upper left of the page).

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