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Legitimate Peripheral Participation in the GNU/Linux Community

Legitimate Peripheral Participation in the GNU/Linux Community. Don Davis Iffat Jabeen Educational Technology College of Education Texas State University. Introduction. The study examines learning in the GNU/Linux community through the lens of Legitimate Peripheral Participation. Background.

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Legitimate Peripheral Participation in the GNU/Linux Community

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  1. Legitimate Peripheral Participation in the GNU/Linux Community Don Davis Iffat Jabeen Educational Technology College of EducationTexas State University

  2. Introduction The study examines learning in the GNU/Linux community through the lens of Legitimate Peripheral Participation

  3. Background • FOSS (Free and Open Source Software) • Source code freely available • Users are free to contribute and modify source code • GNU/LINUX • Operating system using the FOSS framework • Created and maintained through community participation • Active community of 5 million users • LPP (Legitimate Peripheral Participation) • Learning occurs through group interaction • Lave and Wenger (1991)

  4. Theoretical Framework • According to Lave and Wenger: “A person's intentions to learn are engaged and the meaning of learning is configured through … becoming a full participant in a sociocultural practice” (p. 29) • The aforementioned sociocultural practice defines the GNU/Linux community

  5. Methodology • Online survey • Likert scale • 21 questions • Respondents = 4603 • Face-to-face interview • 18 questions • Interviews = 10

  6. Overview of Results Table 1.2: FOSS Community Benefits Table 1.1: FOSS Educational Benefits Table 3: FOSS Framework Table 2: FOSS by Grades

  7. Demographics

  8. Hypothesis 1There is a significant relationship between level of participation and members’ perception of the educational benefits of GNU/Linux and FOSS.(Is question 1 participation or identification?)

  9. Hypothesis 2 There is a significant correlation between members’ identification with the community and their contributions within the community.

  10. Hypothesis 3 There is a positive correlation between communication within the community and learning.

  11. Hypothesis 4 There is a significant relationship between members’ learning in the FOSS community and their recommendation for utilizing this framework in K-16 education community.

  12. Questions

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