FLOSScom Summer University Course Structure

This project is a part of the EU funded FLOSSCom project. The project focuses on identifying the factors that contribute to successful knowledge construction in informal learning communities, such as the FLOSS communities and intends to analyze the effectiveness of FLOSS-like learning communities in a formal educational setting.

Title: Learning the Open Source Way

Overview:

10 hour course that can be studied at any time, with final assessment providing certificate. The course is aimed at students and educators who are interested in the open source approach and what it can tell us about learning.

Structure: 1. Introduction 2. FLOSS characteristics 3. Learning in FLOSS 4. Motivation to participate 5. Roles in FLOSS 6. Mid course quiz 7. What does FLOSS learning feel like? 8. How is FLOSS learning different from ‘normal’ education 9. Could FLOSS learning be put in to practice in formal education? 10. Final assessment

Structure of each component: Although some will be just text, the course should be active and so where possible each of the components should contain: • An introduction that sets the scene • An activity • Some references or further reading • A conclusion or points for reflection

Note that the order of these may change, e.g. you may decide to provide some further reading first and then have an activity based on these.

The mid course quiz should be automatic, e.g. some form of multiple choice, but beyond this requirement you can use whatever format or technology you think is most suitable.

The final assessment needs to be reasonably plagiarism proof, but should not require an official marker. However you are free to experiment with other formats apart from automatic assessment, e.g. peer assessment.

Example To be provided by OU.

Issues to consider Here are some of the issues you may like to consider in terms of the coverage of FLOSS: • Would making FLOSS learning part of formal education change it in some way? • Is FLOSS learning only suitable for particular subject areas? • Are the behavioural norms in FLOSS communities acceptable in education? • How would assessment take place for FLOSS learning?

Here are some of the issues you might consider in creating the course: • Should we assume people are working individually or is collaboration possible? • To what extent should the course design give learners the experience of being part of a FLOSS community? • Who is the intended audience for such a course? I have suggested an audience in the overview, but is this correct? • What technologies should be used to support the course? We have provided some, but you are free to suggest others (see below). • What pedagogy, or teaching approaches are best suited to this? Should it be the same throughout the course? • What assessment is appropriate for this course? • What media can be used?

Further resources To be provided by FLOSScom partners. Tools at your disposal