Stage 2 Activities/2.3 GNOME

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= Planning for HFOSS Participation =
 
= Planning for HFOSS Participation =
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Workshop Participants: Joanna, Robert, Ed, Suzzane, Alex, Stoney, Heidi
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[http://foss2serve.org/index.php/Stage_2_Activities/2.3_GNOME_2014-05 May 2014 POSSE notes]
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== Planning Stage 3 Activities ==
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===Meetings===
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<Identify meeting times. Find out HFOSS project meeting times.>
 
== Please answer each of the following questions as it relates to your activity. ==
 
== Please answer each of the following questions as it relates to your activity. ==
 
# Identify the course(s) the activity would be appropriate for.
 
# Identify the course(s) the activity would be appropriate for.
−
 
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#* Openness courses
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Two separate ideas:
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#* Any course where you want students to understand how FOSS communities communicate/work-flow
−
 
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#* Research methods course (information literacy)
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      * Capstone project for senior students in computer science and software engineering
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#* Less programming course, like CS0
−
      * Software quality and testing course
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#* Writing component
−
 
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#* Ethics course
 +
#* Gen ed course
 
# Briefly describe the activity.
 
# 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.
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BIB:
  
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* For the capstone course, we would ask the student team to make a major contribution to the Gnome - MouseTrap project.
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    Ebert, Christof , "Open Source Drives Innovation Software", IEEE  2007 (Volume:24 , Issue: 3 )
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* For the testing course, students will be asked (1) to rewrite a bug report, and (2) to write design a test case for that bug.
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−
# How much time do you expect the HFOSS activity to take (# classes, # homework assignments, # lab activities, etc.)? Will the activity be completed in class or out of class?
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    Morelli,Ralph. "A global collaboration to deploy help to China" Communications of the ACM CACM,Volume 53 Issue 12, December 2010
  
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* For the capstone project, this is a year long, team-based project. It will require ~4 hours/week for two semesters.
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    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
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* For the testing course, this is 2 separate homework assignments. We may chose to precede the homework assignment with an in-class assignment in which they explore a bug tracking repository.
+
  
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# 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
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#* 2 week (ish)
 
# How does this activity relate to course goals/objectives?
 
# How does this activity relate to course goals/objectives?
−
 
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#* (see courses above)
−
* For the capstone project, it is important that the project include the entire lifecycle of software development.  Thus, students will need to explore the requirements are currently describe on the project documentation.  Students may suggest new requirements with the hope that the community will approve.  It is important that they design and write code.  The goal is to get their code accepted by the community.
+
−
* For the software quality and testing course, one of the objectives is that students experience learn to write test cases.  So this assignment is appropriate.
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−
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# What will students submit upon completion of the activity?
 
# What will students submit upon completion of the activity?
 +
#* Extended abstracts (a document; a paper)
 +
# 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
 +
# 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.
 +
# What type of support will you need to implement your activity?
 +
#* Grading
 +
#* Tutoring
 +
===Specific Tasks===
 +
<What will group members do.>
  
−
* For the capstone project, students will be expected to submit changes to requirements, use cases, design documents, test cases, and completed code.
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== Resources ==
−
* For the software testing, students will be asked to submit revised bug reports and test cases.
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<List any resources that you find.>
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==Notes==
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Ed
  
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# How will you assess the submission?
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* Has flexibility
 +
* Interested in content and form courses based on content and objectives
  
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* Capstone project assessment: this is a complex process that includes faculty assessment of project artifacts, team member assessment of contribution of other team members, and assessment of stakeholders.
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Robert
−
* Testing course: bug report will be assessed about its thoroughness, accuracy, etc.
+
  
−
# List any question or concerns you have about implementing your activity.
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* thinking of a new open source course
 +
* use projects as examples of good and bad practices
 +
* reading/understanding/reviewing code
  
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* For the capstone project, I have a concern about whether students be able to write the large amount of code that we expect for capstone project.
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Joanna
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* long term - create a course
 +
* short term
 +
* independent studies
 +
* expose to open source
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* GNOME is closest to what students are used to
 +
* Introduce them into community
 +
* Interested in application/integration with data structure
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* Data structures course
 +
 
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Heidi: Use community to help you find things in code
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Suzzane: Selected a specific activity to create
  
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# What type of support will you need to implement your activity?
 
  
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* Time to learn about the resources and tools that I need for students to use.
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[[Category:POSSE]]

Latest revision as of 16:21, 7 September 2015

Contents

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

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