Stage 2 Activities

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* This would be a high level overview of what students have done, without lots of detail on how.
 
* This would be a high level overview of what students have done, without lots of detail on how.
 
* Provide specific examples of existing student contributions
 
* Provide specific examples of existing student contributions
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* For a single assignment: setting learning outcomes
 
* For a single assignment: setting learning outcomes
 
* Talk about FOSS Field trips and how they can be modified for student use.  
 
* Talk about FOSS Field trips and how they can be modified for student use.  
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* Becoming a participant: lurking, joining the community, being visible, finding things to do
 
* Becoming a participant: lurking, joining the community, being visible, finding things to do
 
* Background: Building on results of Stage 1.B.1 and 1.B.4 learning activities
 
* Background: Building on results of Stage 1.B.1 and 1.B.4 learning activities
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* MouseTrap - as a prototype Stage 3 group
 
* MouseTrap - as a prototype Stage 3 group
 
* Discussion of projects and indication of interest
 
* Discussion of projects and indication of interest
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* Evaluating student work
 
* Evaluating student work
 
* Instructional style: mentoring vs. lecturing; instructor as co-learner
 
* Instructional style: mentoring vs. lecturing; instructor as co-learner
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* Planning a first HFOSS activity at your institution
 
* Planning a first HFOSS activity at your institution
 
* Planning participation in POSSE Stage 3
 
* Planning participation in POSSE Stage 3
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Revision as of 00:52, 20 May 2013

Below is the schedule for the during-workshop activities.

Participants completing the Stage 2 workshop will be able to:

  • Name and explain a variety of learning activities that student participation in HFOSS projects may include
  • Plan and implement HFOSS activities appropriate for their curriculum and students
  • Explain challenges and opportunities of student HFOSS participation
  • Discuss key aspects of FOSS culture and process
  • Select HFOSS projects better suited for student participation
  • Identify key sources of information for learning about HFOSS
  • Participate in POSSE Stage 3


Time Activity Team
Day 1 (Evening)
5:30 Shuttle bus from the hotel to POSSE All
6:00 Welcome
  • Plan for the evening
  • Introduction of participants
    • Using an Etherpad
      • Enter your own name
      • Enter one or two "fun facts" about someone else, who you will introduce to the group
Greg, Stoney
6:30 Dinner All
7:15 Introduction
  • Introduction of participants
  • Schedule - overview of the two days
  • HFOSS, POSSE, and foss2serve
  • Brief history of FOSS
Heidi, Greg
8:45 Shuttle bus from POSSE to the hotel All
Day 2
8:00 Shuttle bus from the hotel to POSSE All
8:15 Continental breakfast All
8:30 Examples of HFOSS in Education
  • 50 ways to be a FOSSer - the variety of different contributions that can be made
  • This would be a high level overview of what students have done, without lots of detail on how.
  • Provide specific examples of existing student contributions
Stoney, Heidi
9:15 HFOSS in the Curriculum
  • Discussion of options for getting started
  • For a project course: roadmap - learning outcomes and schedule of deliverables
  • For a single assignment: setting learning outcomes
  • Talk about FOSS Field trips and how they can be modified for student use.
Greg, Karl
10:00 Break All
10:30 Understanding Open Source Communities
  • Based on examples from 2-3 HFOSS projects
  • Basic information: contact person, guide to getting started, Project Selection evaluation summary
  • Understanding the community landscape and process
  • Becoming a participant: lurking, joining the community, being visible, finding things to do
  • Background: Building on results of Stage 1.B.1 and 1.B.4 learning activities
Joanie, Heidi, Cam
12:00 Lunch All
1:00 Understanding POSSE Stage 3
  • MouseTrap - as a prototype Stage 3 group
  • Discussion of projects and indication of interest
Greg, Darci
1:30 Pedagogy and Course Management
  • Trying to find the right size student project
  • Evaluating student work
  • Instructional style: mentoring vs. lecturing; instructor as co-learner
Heidi, Karl
2:30 Break All
3:00 Exercise
  • Planning a first HFOSS activity at your institution
  • Planning participation in POSSE Stage 3
Team
5:00 Shuttle bus from POSSE to the hotel All
 ??:00 Dinner All
Day 3
8:00 Shuttle bus from the hotel to POSSE All
8:15 Continental breakfast All
2:00 Getting Started on a Project
  • Now lets get folks started in an HFOSS project.
  • Download and install an HFOSS project << what project?
  • Identify a small change that you could make.
  • Basic outline is here: http://teachingopensource.org/index.php/POSSE_curriculum%7CTuesday
  • Talk about how you would create student deliverables?
  • Experience reports from faculty on how they did this in a classroom.
8:30 Upstream Adoption
9:15 Stage 3
  • What are our groups?
  • What will the group do together?
  • Plan some initial activities (faculty only or faculty and students)
  • Discuss group communication
10:00 Break All
10:15 Detailed Examples
  • Provide a more indepth walk through of how students accomplished the examples we presented above.
  • Talk about assignments, grading, interacting with the community within a case study.
11:00 Going Forward
12:00 Lunch All
1:00 Student Involvement
Licensing and IP - Move to Pre-Workshop? (or at least earlier in the workshop)
  • I'm concerned that this topic may raise questions that might be better handled f2f? Or should we set up an IRC to specifically address this?

Other ideas to capture:

  • how to measure value added to an ongoing project started by others
4:00 End - shuttles and taxi to airport/train All
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