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Analysis of FLOSS communities as learning contexts

Analysis of FLOSS communities as learning contexts. Sara Fernandes 1, 2 , Antonio Cerone 1 and Luis Soares Barbosa 2 1 United Nations University - International Institute for Software Technology, Macao SAR 2 HASLab INESC TEC – University of Minho, Portugal. Hypothesis.

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Analysis of FLOSS communities as learning contexts

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  1. Analysisof FLOSS communities as learningcontexts Sara Fernandes1, 2, Antonio Cerone1 and Luis Soares Barbosa2 1United Nations University - International Institute for Software Technology, Macao SAR 2HASLab INESC TEC – University of Minho, Portugal

  2. Hypothesis Opencert 2013, 23 September, Madrid, Spain

  3. Hypothesis Opencert 2013, 23 September, Madrid, Spain

  4. Overview • Introduction • Background • Methodology • Results • Analysis • Conclusions Opencert 2013, 23 September, Madrid, Spain

  5. Introduction • Group work tool • Read and Write tool • WEB • Global Information Space • Social Participatory • People Learn and Share Knowledge • WEB 2.0 Enabler for Participation and Interactions between users and used as and educative tool Opencert 2013, 23 September, Madrid, Spain

  6. Introduction • Can it be used to foster competence development of students? Opencert 2013, 23 September, Madrid, Spain

  7. Introduction Opencert 2013, 23 September, Madrid, Spain

  8. Stephen Downes Perspective Opencert 2013, 23 September, Madrid, Spain

  9. Reverse Perspective Opencert 2013, 23 September, Madrid, Spain

  10. Background Opencert 2013, 23 September, Madrid, Spain

  11. Background Opencert 2013, 23 September, Madrid, Spain

  12. Background Free Open Source Software Conference, Muscat, Sultanate of Oman, 18-19 February 2013 - <12>

  13. Background Free Open Source Software Conference, Muscat, Sultanate of Oman, 18-19 February 2013 - <13>

  14. Methodology Opencert 2013, 23 September, Madrid, Spain

  15. Overview • Introduction • Background • Methodology • Results • Analysis • Conclusions Free Open Source Software Conference, Muscat, Sultanate of Oman, 18-19 February 2013 - <15>

  16. Results Two weeks 27 respondents 16 different countries Opencert 2013, 23 September, Madrid, Spain

  17. Results – Section A • Academic background • 41% - postgraduates studies • 33% undergraduate studies • Professional activity • 29.6 % software developers • 18.5 % students • 3.7 % researchers Opencert 2013, 23 September, Madrid, Spain

  18. Results – Section B Motivation to Start Contributing Opencert 2013, 23 September, Madrid, Spain

  19. Results – Section B Improvement through participation Opencert 2013, 23 September, Madrid, Spain

  20. Results – Section Opencert 2013, 23 September, Madrid, Spain

  21. Results – Section Opencert 2013, 23 September, Madrid, Spain

  22. Overview Opencert 2013, 23 September, Madrid, Spain

  23. Analysis • What – determining the type of interactions present • How – determining how the respondents start their interactions, the modality they use to promote interactions, the tools they use to interact • When – frequency of interactions and contributions • Why – assessing their motivation to start the contribution • Who – evaluating what roles the respondent plays in the community Opencert 2013, 23 September, Madrid, Spain

  24. Analysis • 50% are friends of community members • 50% don’t know any member of the community • Organize events such as workshops and conferences – mainly due to the type of relationship with other community members Opencert 2013, 23 September, Madrid, Spain

  25. Analysis • Majority start participation as developers • Majority continue in the same role • They have online meetings • Usage of tools as wikis, forums, mailing lists to share information • Main activity is to develop software • The majority works in the projects for more than 6 months • In average the respondents contribute more than 5 hours per week • Collaborate with other community members more than 3 times per month Opencert 2013, 23 September, Madrid, Spain

  26. Analysis • Initial motivations may have an impact on how committed the respondents are to the project • Majority started due to the challenge • Majority have a background on Computer Sciences • Individual learning and the community have a strong impact on the acquisition of new knowledge • Although the majority keep the same role they start with, does not mean they don’t acquire new knowledge as an impact of the collaboration with other community members • Not only the community can be regarded as a way to improve the learning process but the participation in FLOSS projects can be seen as complement to formal education, where students can learn by doing Opencert 2013, 23 September, Madrid, Spain

  27. Conclusions • FLOSS projects participants collaborate and cooperate • Due to collaboration exist interactions in FLOSS community members • FLOSS projects cannot be regarded as an alternative to formal education • Learning by doing concept can be applied in FLOSS projects becoming an attractive complement to formal education, mainly in SE courses Opencert 2013, 23 September, Madrid, Spain

  28. Conclusions Opencert 2013, 23 September, Madrid, Spain

  29. Thank you! Sara Fernandes sara.fernandes@iist.unu.edu

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