Integrating Data from Multiple Repositories to Analyze Patterns of Contribution in FOSS Projects

The majority of Free and Open Source Software (FOSS) developers are mobile and often use different identities in the projects or communities they participate in. These characteristics not only poses challenges for researchers studying the presence (where) and contributions (how much) of developers across multiple repositories, but may also require special attention when formulating appropriate metrics or indicators for the certification of both the FOSS product and process. In this paper, we present a methodology to study the patterns of contribution of 502 developers in both SVN and mailing lists in 20 GNOME projects. Our findings shows that only a small percentage of developers are contributing to both repositories and this cohort are making more commits than they are posting messages to mailing lists. The implications of these findings for our understanding of the patterns of contribution in FOSS projects and on the quality of the final product are discussed

Using Free/Libre Open Source Software Projects as E-learning Tools

Free/Libre Open Source Software (FLOSS) projects can be considered as learning environments in which heterogeneous communities get together to exchange knowledge through discussion and put it into practice through actual contributions to software development, revision and testing. This has encouraged tertiary educators to attempt the inclusion of participation in FLOSS projects as part of the requirements of Software Engineering courses, and pilot studies have been conducted to test the effectiveness of such an attempt. This paper discusses two pilot studies with reference to several studies concerning the role of learning in FLOSS projects and shows how using FLOSS projects as E-learning tools has a potential to increase the quality of the software product

Involving Software Engineering Students in Open Source Software Projects: Experiences from a Pilot Study

Anecdotal and research evidences show that the Free and Open Source Software (F/OSS) development model has produced a paradigm shift in the way we develop, support, and distribute software. This shift is not only redefining the software industry but also the way we teach and learn in our software engineering (SE) courses. But for many universities F/OSS is seen as an optional low cost technology to support the IT infrastructure and administrational duties. Few see F/OSS as an opportunity for students to learn the SE concepts and skills we teach. Furthermore, it is still an open question as to whether the F/OSS methodology can be effectively used to teach SE courses within the formally structured curriculwn in most universities. This paper discusses F/OSS projects as bazaars of learning that offer a meaningful learning context. The discussion is centered on a pilot study in which students were involved in software testing in F/OSS projects. We present the teaching and learning framework we used in the pilot study and report on our experiences, lessons learned, and some practical problems we encountered. Our grading and evaluation approach show that the students did relatively well as bug hunters and reporters. Results from two online surveys indicate that students are motivated in participating in software testing in the bazaar, and they are willing to participate in project activities long after their graduation. The study reveals one possible way SE educators can teach and integrate F/OSS into their formal curricular structure

Preparing the Ne(x)t Generation: Lessons learnt from Free / Libre Open Source Software Why free and open are pre-conditions and not options for higher

With reference to round table discussions on ‘preparing the new generation’ and ‘renewing knowledge creation’ this paper will illustrate why higher education (HE) needs to reposition itself to be prepared for the ne(x)t generation and which are the lessons to be learnt from well established virtual and informal open participatory learning ecosystems, in particular the Free / Libre Open and Source Software (FLOSS) communities. As has become clear; FLOSS communities succeed in providing and distributing in a sustainable manner the knowledge necessary for the production of good quality software, thereby using a different development approach than proprietary software producers. One characteristic of FLOSS is that it is built by a community of volunteers and frequently backed by companies that generate their revenues by providing services related to FLOSS projects and the software.Peer Reviewe

Reflection on Knowledge Sharing in F/OSS Projects

Abstract. Knowledge sharing between software project participants simplifies a range of decision-making processes and helps improve the way software is being developed, distributed, and supported. However, research in this area has traditionally been very difficult because the source of knowledge, the code, has been a guarded secret and software developers and users inhabit different worlds. F/OSS projects have changed the way we perceive and understand knowledge sharing in distributed software development. This short paper presents our current understanding, and what needs to be done in terms of empirical research in knowledge sharing in F/OSS projects

Free / Libre Open Source Software (FLOSS) communities as an example of successful open participatory learning ecosystems

This paper examines participatory knowledge creation and transfer in the Open Educational Resource (OER) movement from the viewpoint of the Free / Libre Open Source Software (FLOSS) community. In more recent years FLOSS communities gained attention for their community production and support models and regarding their way of knowledge creation and learning. From the "FLOSS perspective" it becomes obvious that the OER movement falls short in some points. Most strikingly, the traditional way of resource creation using the traditional role distribution models that clearly distinguishes between educators as creators and learners as consumer is still predominant. As a result even the most prominent examples within the OER movement are rather static repositories than open participatory learning ecosystems (OPLE). This paper illustrates how FLOSS communities function as open participatory learning ecosystems, focusing on the aspects content, support and underlying tools. We will also try to show differences between the FLOSS case, current OER initiatives and education at large

Preparing the Ne(x)t Generation: Lessons learnt from Free / Libre Open Source Software Why free and open are pre-conditions and not options for higher

With reference to round table discussions on ‘preparing the new generation’ and ‘renewing knowledge creation’ this paper will illustrate why higher education (HE) needs to reposition itself to be prepared for the ne(x)t generation and which are the lessons to be learnt from well established virtual and informal open participatory learning ecosystems, in particular the Free / Libre Open and Source Software (FLOSS) communities. As has become clear; FLOSS communities succeed in providing and distributing in a sustainable manner the knowledge necessary for the production of good quality software, thereby using a different development approach than proprietary software producers. One characteristic of FLOSS is that it is built by a community of volunteers and frequently backed by companies that generate their revenues by providing services related to FLOSS projects and the software.Peer Reviewe