FOSS Background (Module)

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| Reading from Origins of Free Software activity
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| Reading notes/answers to reflection questions
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| ~30 minutes of at-home reading
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| It is important that the students do the reading before coming to class. How they are held accountable can vary based on classroom norms. Students can bring reading notes, submit answers to reflection questions, write minute-papers, etc
  
 
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| In-class activity: Day 1
| '''Link to Second Activity'''
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| Discussion questions from Origins of Free Software activity
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| Answers (written or course discussion)
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| 0.5 - 1 class period
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| The Origins of Free Software activity contains a number of "quiz" questions. These can be presented as a traditional quiz, or can be used as in-class discussion questions. (Or a combination). One strategy might be to provide the questions as a reading guide, then give the students 5-10 minutes at the beginning of class to share answers in small groups and then have a larger class discussion following up on the questions and other areas of student interest.
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| Pre-class work: Day 2
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| Video at: https://creativecommons.org/
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  Background reading from Choose the Correct License activity
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| Answers (written or course discussion)
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| 0.5 - 1 class period
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| The Origins of Free Software activity contains a number of "quiz" questions. These can be presented as a traditional quiz, or can be used as in-class discussion questions. (Or a combination). One strategy might be to provide the questions as a reading guide, then give the students 5-10 minutes at the beginning of class to share answers in small groups and then have a larger class discussion following up on the questions and other areas of student interest.
  
 
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Revision as of 15:37, 16 August 2016

THIS MODULE IS CURRENTLY UNDER CONSTRUCTION


TEMPLATE

Title CS Principles: FOSS Background
Overview This module introduces students to the philosophy and processes of Free and Open Source Software (FOSS). It is meant to align with Learning Objectives 7.3.1 and 7.4.1
Prerequisite Knowledge No prerequisite knowledge required
Learning Objectives At the end of this module, students should be able to:
  • Define what "free" means in terms of FOSS
  • Compare different software licenses and decide which to choose in a given situation
  • Explain how open source software is developed, maintained, and deployed (and how this differs from traditional software distribution)
  • Compare and contrast the benefits/drawbacks of different software licenses and distribution methods

Background:

Background reading for teachers
It might be helpful for teachers to complete the Intro to FOSS module located here: http://foss2serve.org/index.php/Intro_to_FOSS_Activity
In particular, the readings in section 2 will give teachers some important background in the history and vocabulary of the FOSS community that can be used to help frame course discussions.
What is the expected knowledge level of the student?
This activity is appropriate for beginning level students
What is the rationale for this module?
This module is designed to meet the CS Principles essential knowledge tasks related to open source software using materials created by the FOSS community

Sequence/Sub-Path

This module uses two activities

A suggested sequence of activities is provided with additional (optional) extensions below

Topic Activity Deliverable Length Notes
Pre-class work: Day 1 Reading from Origins of Free Software activity Reading notes/answers to reflection questions ~30 minutes of at-home reading It is important that the students do the reading before coming to class. How they are held accountable can vary based on classroom norms. Students can bring reading notes, submit answers to reflection questions, write minute-papers, etc
In-class activity: Day 1 Discussion questions from Origins of Free Software activity Answers (written or course discussion) 0.5 - 1 class period The Origins of Free Software activity contains a number of "quiz" questions. These can be presented as a traditional quiz, or can be used as in-class discussion questions. (Or a combination). One strategy might be to provide the questions as a reading guide, then give the students 5-10 minutes at the beginning of class to share answers in small groups and then have a larger class discussion following up on the questions and other areas of student interest.
Pre-class work: Day 2 Video at: https://creativecommons.org/
 Background reading from Choose the Correct License activity
Answers (written or course discussion) 0.5 - 1 class period The Origins of Free Software activity contains a number of "quiz" questions. These can be presented as a traditional quiz, or can be used as in-class discussion questions. (Or a combination). One strategy might be to provide the questions as a reading guide, then give the students 5-10 minutes at the beginning of class to share answers in small groups and then have a larger class discussion following up on the questions and other areas of student interest.

Potential Extensions

There are a number of possible additions and extensions to the materials here. Please use the discussions tab on this page to share your experiences using the materials, to ask questions, or to offer additional activities. Here are a few examples:

  • Have students find and read a license for a piece of software they currently use regularly (e.g. Microsoft Word, iTunes, or Gmail). Then have them find a FOSS license for a similar product. Have the students read both licenses and compare the contents. Ask them to compare and contrast the benefits/drawbacks of both licenses from a user perspective and also from a corporate/programmer perspective.
  • Have students find and install two pieces of software (one open source and one traditionally distributed). Ask them to compare the processes (finding the software, installing it, setting up the license, etc). If time allows you could have students complete the Installation Test activity here: http://foss2serve.org/index.php/Test_Installation_Instructions and contribute their observations back to a project. This can be a meaningful way for students with no/little programming background to contribute to a project
  • Have students use a FOSS program similar to one they currently use (e.g. Open Office/Word, Photoshop/GIMP). Have the students compare the two software packages and discuss the pros and cons of choosing an open source alternative.

Comments:

What should the instructor know before using this module?
It is important to note that teachers do not need to have any background in open source software in order to successfully lead these activities
It is very useful to test all the activities (installs, etc) that students are being asked to do
What are some likely difficulties that an instructor may encounter using this module?
Projects and links can change with little warning in FOSS. Teachers should be sure to check all the resources for availability every time the module is used

Additional Information:

Level of Difficulty Easy
Estimated Time to Completion 1-3 class periods depending on whether extensions are used
Materials/Environment Internet access, for some activities students will need administrator privileges on their machines (the ability to install software)
Author(s) Kate Lockwood
Source This module includes lessons created by a number of POSSE/TOS members - all linked lessons contain attribution
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.


This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

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