Teaching Open Source Planet
Teaching Open Source Planet is a Planet, a collection of personal blogs by Teaching Open Source community members working to bring the open source way into academia. We write about our inspirations and experiences in learning, teaching, and collaborating within free and open communities. In the spirit of freedom, we share and criticize in order to collectively improve. We hope you enjoy reading our thoughts; if you’re fascinated by what you see, consider adding your voice to the conversation.
For quite some time now at OSS Watch we’ve struggled with the model of “Community Source” promoted by some projects within the Higher Education sector. Originating with Sakai, and then continuing with Kuali, the term always seemed confusing, given that it simply meant a consortium-governed project that released code under an open-source license.
As a governance model, a consortium differs from both a meritocracy (as practised by the Apache Software Foundation) or a benevolent dictatorship, or a single-company driven model. It prioritises agreement amongst managers rather than developers, for example.
We produced several resources (Community Source vs. Open Source and The Community Source Development Model) to try to disambiguate both the term and the practices that go along with it, although these were never particularly popular, especially with some of the people involved in the projects themselves. If anything I believe we erred on the side of being too generous.
However, all this is about to become, well, academic. Sakai merged with JaSig to form the Apereo Foundation, which is taking a more meritocratic route, and the most high-profile project using the Community Source model – the education ERP project Kuali – has announced a move to a company-based governance model instead.
I think my colleague Wilbert Kraan summed up Community Source quite nicely in a tweet:
‘Community source’ probably reassured nervous suits when OSS was new to HE, but may not have had much purpose since
Michael Feldstein also provides a more in-depth analysis in his post Community Source Is Dead.
There’s good coverage elsewhere of the Kuali decision, so I won’t reiterate it here:
A few months ago we had a conversation with Jisc about its prospect to alumnus challenge, where the topic of Kuali came up. Back then we were concerned that its governance model made it difficult to assess the degree of influence that UK institutions or Jisc might exercise without making a significant financial contribution (rather than, as in a meritocracy, making a commitment to use and develop the software).
Its hard to say right now whether the move to a for-profit will make things easier or more difficult – as Michael points out in his post,
Shifting the main stakeholders in the project from consortium partners to company investors and board members does not require a change in … mindset
We’ll have to see how the changes pan out in Kuali. But for now we can at least stop talking about Community Source. I never liked the term anyway.
Gambar Lucu Di Status dan Komentar Facebook - apakah sobat tahu bahwa punya akun facebook menyenangkan karena selain bisa untuk "selfie" juga bisa mencari teman baru di facebook dan salah satu cara berinteraksi dengan teman yang mengesankan adalah dengan berkomentar dan membuat status lucu di dinding / status teman. dari salah satu banyak sosial media ternyata yang paling sering menggunakan
I’m taking my last (required) engineering course as a student this semester. It’s a course on visualization based taught by David Ebert and Abish Malik. Basically, I’ll get credit for using my computer to make pretty pictures based on giant datasets. Shiny! It’s also my first-ever engineering course with an interpreter (Laurie), and I’m sucking up new technical ASL vocabulary like a sponge; this semester is unexpectedly full of opportunities to practice my signing. Double-shiny.
I’ve got to start thinking of a term project, and so far I have a few main ideas — but others are welcome, along with brainstorms on how to flesh them out. If I can get a firm idea before Sep 30, I can prototype an entry for the NSF visualization challenge. Project requirements are here, and my ideas so far are:
A dashboard for Hacker Schoolers which would track metrics of interest based on what people consider relevant to their “becoming a better programmer.” Particularly interesting, I think, might be a visualization for Hacker School facilitators – what ways can we use already public data to give them an overview of what many people are doing at once, with the ability to zoom in, compare, etc. as they want? However, I don’t have a clear vision as to what this might look like, so feature ideas/requests are welcome.
Visual ways to navigate intertwined narrative text for my dissertation, which involves people telling stories in response to other people’s stories (and then the original storytellers tell new stories in response to those responses… so they’re intricately tangled up).
Complex symphonic music as experienced with hearing loss, hearing aids, and cochlear implants. My interest in this area is pretty obvious, but this now seems like the most boring project of the three — I could be wrong, though!
Help me brainstorm, intarbrainz!
In other news: today’s class was mainly adminstrivia and an overview of visualization, which is one of many ways to (literally) “make things visible” — converting numerical, abstract data into a graphical representation. For visual learners (like myself), this is effectively translating into our native mental file format. For practically everyone, visualization frees up much of the cognition involved in processing massive amounts of numerical data, allowing us to use higher-level brain functions to ask and analyze interesting questions (I’d heard this before), and making us more confident in our decisions (I hadn’t heard this before). Some fun viz examples include Chris Harrison’s visualization of Biblical cross-references and a map of the US colored by distance to the nearest McDonald’s.
And with that, I’m off to my next meeting. It’s amazing how much more energetic and happy and just plain kind I am when I don’t pretend I’m hearing — telling people I’m deaf, having accessibility in my classes… even my brother noticed it (“You’re less grumpy with your hearing aids,” said Jason in the minivan last month).
Dr Ivy Chia, a staff member of the Teaching and Learning Centre of the SIM University recently contributed a short article entitled "Seven Tips for Enhancing Online Communication".
The seven tips are:
1. Make presentations less busy
2. Use graphics and audio where necessary
3. Include practice exercises and simulations
4. Promote discussions and forums
5. Provide tutor support
6. Use structured learning
7. Communicate and use humour
You can read the article at this location:
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I have been aware of the Open Diversity Data project for awhile. It is the work of the wonderful members of Double Union and their community of awesome contributors. Recently, a Mozillian tweeted that Mozilla should release it’s Diversity Data. It is my understanding also that a discussion happened internally and for whatever reason a […]
Here is a short and interesting blog on the 4 things which most of us did not know about mobile learning.
Essentially, the four items are:
- Customizability in design
- Continuity in learning (from mobile devices to PC and back again)
- Authentic Learning
- Intuitive Authoring Tools
Google Rolls Out Free LMS for Apps for Education
By David Nagel (08/12/2014)
From the home page:
"Google's free learning management system (LMS), Google Classroom, is now in full release and is being made available today to all Apps for Education customers.
The service had been in limited preview since May. During that time, according to Google Apps for Education Product Manager Zach Yeskel, more than 100,000 educators applied to be a part of the preview, and "tens of thousands" of those educations — from K-12 schools, colleges and universities — actually participated.
Classroom is an LMS that's integrated with Google's Apps for Education productivity suite. It allows teachers to create assignments directly within Google's apps, which students can then complete in Google Docs and turn them in through a one-click process."
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This is the first in a series of blog posts based on my Hacker School workshop series, “Learning Styles For Programmers,” which is in turn a software-focused adaptation of Rich Felder’s work on engineering learning styles. (As you read, it will become obvious this post started as a transcript of a workshop.)
Learning styles are like personality tests… for education. There are a few different spectrums — active/reflective, sensing/intuitive, visual/verbal, global/sequential — that are helpful for understanding how you operate as a programmer, both in a learning and a teaching role (we tend to teach the way we like to learn). We’ll go through them one at a time, starting with active/reflective.
(Note: if you are a global learner — that is to say, you like seeing the “big picture” first — you may benefit from reading this short blog post on learning styles first to get an overview before diving into the entire series.)
Spectrum #1: Active vs. Reflective
Every mature learner acts, and every good learner reflects… just not in the same order. “Active vs reflective” styles refers to which one you do first: active learners act, then reflect. Reflective learners reflect, then act. An active learner will frequently say things like, “How are you going to know unless we just try it and start messing around?” or “Just start typing. We don’t need to read any more, just go!” Active people tend to jump in, and then they reflect after they act. They do things, and then they look up and they go, “What the heck have I just done? What did I learn? I need to process this.” And then they process; the processing comes later.
A reflective learner, on the other hand, processes first. They are more likely to say, “Okay, hang on. Before we start this, let’s make sure that we have the pseudocode written. Have we read the language specification? And three textbooks? And maybe we should go talk with an expert, and…” (laughter from the room)
Ok, maybe that’s an extreme example. But reflective learners are at their best after they’ve had some processing time. That is one of the reasons I scheduled my Learning Styles workshop in the afternoon, after I gave a morning talk that briefly introduced the idea of learning styles (along with lots of other ideas).I wanted to give reflective learners a 2-hour break after my first presentation so they could digest the material before they came here. Reflective people don’t usually have questions right on the spot, but if I give them time to think about it, they come back with wonderfully thoughtful questions.
Reflective example: Stacey
A good example of a reflective learner is Stacey Sern, who is a Hacker School alumna. I talked with Stacey on a Monday once — early on Monday, talking about working together on a presentation. We chatted a little while, and then she said “Okay, that sounds great. I can think about that. Tomorrow.”
It wasn’t because Stacey was booked that day. Hacker Schoolers have extremely open schedules. But Stacey will need — honestly need — 24 hours to prepare herself to pair with you. It’s not a question of skills or confidence, because she has both; she just knows that she needs that time to get her mind in the right place. And once she shows up, she is so prepared. She has thought about the problem, scoped it out. But before that time, she will not be ready to pair.
Without knowing about active/reflective learners, it’s easy to stereotype Stacey as being a little slow, when in fact you would be missing out — she is a brilliant programmer. The code that she starts writing after 24 hours of pondering is clear, it’s crisp, elegant, it has lovely architecture, it’s way better than the stuff I start banging out on my keyboard immediately, because I’m an active learner, and so that’s what I naturally do.
Active example: Tom
Hacker School facilitator Tom Ballinger is also an active learner; show him some code, and he’ll immediately start pointing at it and thinking out loud. A lot of you (at Hacker School) have probably experienced Tom’s Instantaneous Code Reviews. Pretty incredible. But that also comes with the dynamic of “I have an idea, whee! Let’s try this path! Uh, okay, that didn’t work. Let’s try that one! Ok, that didn’t work. How about…” Tom shows you everything he’s thinking, including the dead-ends he’s running into, as he runs into them. In contrast, by the time Stacey gets to you, she’s already pruned the dead ends and figured out most of a pathway that will probably work.
Audience question: I can’t fit myself perfectly into this model. I do both active and reflective things. What am I?
That is a great point to bring up. These aren’t binaries, they’re spectrums. You can be 100% active, 100% reflective, and anywhere in between. So you could just be in between.
Also, this “learning styles” stuff is a framework — like all frameworks, it is not a perfect model of reality. (The only perfect model of reality is reality itself.) Rather, it is a tool that you can use for introspection. Do what’s helpful to you.
Audience question: But sometimes I act really active, and sometimes I act really reflective. Is that possible?
It is absolutely possible. If it’s helpful for you to understand yourself as switching back and forth between active/reflective — for instance noticing that you present as more active when you’re coding in language A and reflective in language B — then that’s what helpful to you.
Programming culture favors active learners
What might be happening — my guess, in fact — is that you are on one side of the spectrum, but you’ve learned to function on the other side. Our culture usually favors one side of a spectrum over the other. In the case of mainstream coding culture, the favored side is active learning. Think about programming interviews, where you’re given coding problems and asked to solve them on the spot. That’s incredibly biased towards active learners.
You can pretend to be a style you’re not, but it takes more energy
This means that many reflective programmers — especially the smart, successful ones — have forced themselves to act as if they’re active learners. It’s kind of like how introverts can pretend to be extroverted at parties — and then they go home and completely crash, because they’re drained. And active learners can learn how to act reflective — for instance, when they’re in school and get in trouble for not following instructions, or checking their work, or otherwise making careless mistakes because they skip things in their excitement.
Either way, it takes a lot more energy to operate outside your “native file format,” so to speak. But sometimes there are good reasons to do it. I personally find it helpful to acknowledge that it does take more effort to act like what you’re not, because then it’s a conscious choice you know the cost of, and you don’t end up feeling guilty that something easy for other people — raising your hand and speaking on the spot, for instance — seems so much harder for you.
Sometimes deliberately working outside your style is a useful learning experience
As a learning exercise, you can deliberately try working in a style that’s not your normal style. Again, it’ll take more energy — we all have our preferred modes — but sometimes you’ll learn something new.
For instance, Stacey, the reflective learner I mentioned earlier, found it valuable to pair with people who were very, very active, because she wanted to stretch herself towards more active ways of being. She knew that it would be hard, and that she would not be at her best. And maybe what she learns from that experience is that being more active is difficult, but useful. Or maybe what she learns is that trying to act more active makes her so frustrated that she just doesn’t learn anything, and she had better stick with being reflective. But then she knows something new about herself, and she can choose what she wants to do in the future.
It’s like… I learned the hard way that I’m unhappy when I code in assembly. I can do it, but it makes me a very sad Mel. So now I program exclusively in higher-level languages. Nothing below C or C++, unless I have a really, really good reason to do it. Before, in college, I thought, “There’s something wrong with me. I can’t code in assembly.” So I forced myself, masochistically, to code primarily in assembly for an entire semester and the summer after that, because I thought I should be able to, because I’m an electrical engineer. And I was miserable! (laughter) Now I think “I can program in assembly, but I’m happier when I don’t, and there is nothing wrong with choosing to be happy.”
That’s the point of all these learning styles things, for me. Learning about who you are, what your ideal environment is, how you’re happiest working, so you can find and choose that happiness.
Spanning the spectrum: what does that feel like when you pair?
When I talk about learning styles, I often ask workshop participants to plot themselves across the active/reflective spectrum. Every Hacker School batch I’ve asked to do this has ended up with somebody at every single possible point on the spectrum. This means that at some point during your learning experiences, you’ll probably pair with someone more active than you, and you’ll probably pair with someone more reflective than you.
In fact, I would encourage that. It feels very different to pair with someone who is on one side of you versus the other. Try pairing with someone that is on either side of you to see what that feels like and what kind of dynamic that creates. What’s it like to be the more active one? The more reflective one? See whether you like it, and whether that might be a dynamic that you might look to have — or avoid — in your future programming life.
Pairing active with reflective learners can be a blessing or a curse. If you have an active person and a reflective person pairing, they can either balance each other out — the active person’s diving in and trying out code, while the reflective person keeps an eye out for longer-term, big-picture things — or they can clash horribly. Active people can seem reckless and careless to reflective people, and reflective people can seem slow and resistant to change through an active person’s eyes.
I fall into that trap too. When I paired with Stacey, and she said, “I need time, I need until tomorrow to think,” my instinctive active-learner reaction was “but, but… we could work on it, together, RIGHT NOW!” I had to catch myself and go “wait, she’s reflective… and if I can wait a day, she’ll have this beautiful thing that I can then be super-enthusiastic and active-learnery about with her, instead of trying to drag her along with my half-baked ideas now.” And that’s what we did, and it was great — it was the first Test Driven Learning workshop.
Audience question: I understand the descriptions, but I’m still struggling to identify myself. Is there a test for whether you’re an active or reflective person?
There isn’t a perfect test, but here’s one: take two minutes in silence, right now, to think about a learning experience you’ve had, that helps you form a hypothesis for where on the active/reflective spectrum you are.
(No, really. Do it. Set a timer. In the live workshop, I paused everything and had everyone sit and think for two minutes while I watched a clock.)
(Are you back now? Good.)
Now: this isn’t an absolute test, but the 2-minute wait tends to be a pretty decent litmus test for active/reflective learners. If you felt very, very uncomfortable with this — bored, even — you are probably an active learner. After the first couple of seconds, active learners generally start shifting around, thinking, “Ah, okay. When can we start again? Can I ask you a question?” (In fact, one active learner stood up 30 seconds into the “silent time” and quietly started whispering questions to me. I had to try very hard to keep from laughing.)
Reflective learners, on the other hand, started to smile these blissful smiles. They physically relax. They exhale. Afterwards, they go “Oh, thank you. Thank you! You have stopped for a moment. I can process.” And it’s the reflective learners at my workshops who are always stunned — “wait, other people feel this way?” Because, like I said, our programming culture favors active learners… so we have all these reflective learners pretending to be active, walking around exhausted all the time, thinking they’re the only one and that something is wrong with them.
Audience question: are reflective people better at planning?
That is a pretty common way for it to manifest, but “active” and “bad at planning” are not quite the same thing — although I’m both active and ADHD, so that’s how it sometimes shows up for me! (laughter) Reflective does not mean the same thing as organized. I have meet reflective people who are not organized, as well as active people who are very organized.
However, active and reflective people do look different when they plan and organize. Active people will prepare to improvise — they’ll fill their pockets with the tools they need to parachute in and be reactive — whereas reflective people will tend to plan in the sense of thinking everything through before they do it.
Blogging at the end of a day, for instance, tends to work better for active people. Reflective people, if they blog, will blog at the beginning of the day to think about how they’re going to set it up. So they think about it and then they do it, and then they don’t have to really reflect on it anymore, because they did that beforehand. They know what they did because they’ve set that up, and they’re done, and they walk out the door and they go home.
Audience question: “Do time constraints make you behave more like an active learner?”
Great question. Time constraints can really bring some clarity to the situation and make both kinds of folks feel more stressed, but reflective people will get especially stressed out. They are not at their best when they’re asked to slam up things on whiteboards and type out code right on the spot in front of the interviewer, and they can feel that. It’s painful.
Dealing with active/reflective styles during a job interview
Now, if you’re an active learner and that’s your strength, then awesome. Play to it when you go interview. If you know you are reflective and that’s not how you’re going to function well, think about what you can do. Reflective people often have lovely products, portfolios, and polished deliverables. Think about ways that you can use those strengths to your advantage. How can you steer the conversation so it goes toward the portfolio you prepared? Can you talk with your interviewer and say, “Hey, this is the kind of programmer I am. This is the sort of environment that I excel in. You’re not seeing my best work in a rapid fire algorithm generation task, but let me show you what I can really do.”
That sort of insight is actually attractive and valuable, because it’s rare to see that in folks you’re trying to hire. If you think about it, your manager’s job is to figure out how to make you the most effective programmer you can be. If you tell them how you can be most effective, then you’ve done a lot of the job for them. If you know some the stuff about yourself and the implications that that has for your optimal work environment, tell them. It’s rare and impressive, especially for more entry-level programmers, to have that type of insight.
Learning strategies for active and reflective learners
Let’s talk for a moment about things that active learners and reflective learners can do. If you’re an active learner and you’re forced to sit through a lecture, you’re probably going to get really bored. So recognize that and give yourself permission to take really weird notes or mess around on your computer or to otherwise do something while you’re listening.
Similarly, reflective folks. If you need more processing time, you need more processing time, and you should take it. Be okay with not asking questions right at the end of a lecture or talk. Maybe have a strategy of asking for the speaker’s contact information: “That was a great talk, and I think my brain needs a little time to process it, because there were so many good ideas! May I email you with notes and questions once I write them up?” Also, tell your teammates! You can ask your teammates to pause and say, “Can we stop and think about this, take a coffee break, and come back in 15 minutes?” You’ll make other people function better because you’re forcing some of them to take breaks they don’t realize they need.
If you want more, Rich Felder has a funny case study and more tips for active and reflective learners, and my earlier blog post on learning styles had programming-specific tips.
Ironically, Rich’s says that it’s the reflective learners who have an advantage, because he’s a professor writing from within the context of school — where we are expected to sit still and think! So I think we have an interesting dynamic here in the programming world, because there are so many talented programmers who are very active. They did not do well in school because it was such a reflective-biased environment… so what do they do? While their reflective classmates got A’s and became CS professors, some of these active people dropped out of school and created a work environment that swings in exactly the opposite direction, and voila, we have an active-biased non-school programming culture. That’s a gross oversimplification, of course. But it’s interesting to think about it that way.
Teaching strategies for active and reflective learners
As I mentioned earlier, we tend to teach the way that we ourselves prefer to learn. The corollary to this is that we often find it easier to teach people with similar styles, and we tend to to be… less good, shall we say — at teaching people with styles different than our own, unless we pay attention to adapting to them.
I myself am an active learner. Hacker Schooler Bert Muthalaly is also an active learner, and during the workshop I called on him, unprepared, to give some anecdotes about his Hacker School experience. Active learners (if they’re not shy) tend to do better at this than reflective learners — improvisational audience participation keeps them on their toes. Active learners tend to be a lot more comfortable and good at saying things on the spot, asking questions right away.
As a teacher, my probes of active learners are designed to get them started. Sumana Harihareswara (also a Hacker School alumna) knows I’m super-active, so she will nudge me — “hey Mel, how’s the Hacker School book project going?” and BOOM! That’s the best way to get me working on that book again.
As a teacher, I also need to make sure my reflective students are learning. I would never, ever put a reflective person like Stacey on the spot like that. Instead, my probes of reflective learners are designed to encourage them to ship and share what they already have. “Hey, that’s a wonderful blog post. Could you summarize that in the middle of my talk tonight?” I also build thinking times into what I do, and make space for my reflective students to reflect. For instance, the 2-minute “think silently about a learning experience” litmus test from earlier in this post was an attempt to make some thinking time for reflective learners in the live workshop.
I’ll also frequently pose questions in my talks, then prompt people to think about them silently for 1-2 minutes. This is helpful for reflective learners, and awkward for speakers because it means you’re standing in front of everyone twiddling your thumbs for 120 seconds. But your audience is thinking, and they can’t think unless you shut up!
Sometimes I’ll do that silent thinking prompt for the reflective learners, then ask everyone to turn to their neighbor and share answers — that one’s for the active learners. And then sometimes I’ll ask if any pairs want to volunteer their answers for the whole group. This is a teaching technique called think-pair-share, and it’s a technique a lot of teachers learn, because when we’ve done education research, we’ve found that combination is effective. There’s something for everyone.
Another way I tried to get both styles into my workshop was the way I asked people to indicate where they were in the spectrum — there was a period of 5-10 minutes where I was not talking, because people were filing up and putting a sticker with their name on the wall to show where they were on the spectrum. The active people got to do something: write on a sticker, gather happily around the wall, help others put their stuff up, debate whether someone ought to be here or there — and the reflective people plopped their stickers on the wall and sat and pondered. Micro-breaks are good.
Pairing with active and reflective learners
This also applies to one-on-one things like pair programming, when you may not formally be teaching someone, but are mentoring or otherwise working with them. Give reflective learners the material to process beforehand — let them read your code in advance. If you’re reviewing their code, write notes on their code first, and send them those notes before you sit down to discuss it. Give them a list of questions to consider before you meet. Build in breaks and breathing spaces into your work time. Let them stop, go off by themselves, and read a book about your project until they’re ready to come back. And reflective learners, educate your partner to recognize and honor that you need these things.
In a way, it’s similar to extroverts learning to work with introverts. Your introverted friends love you, extroverts! They just need to recharge so they can be near you! Well… your reflective colleagues love you, active people! You just change direction so fast sometimes that they lose track of where you’re going, and how they can accompany you!
And when you’re working with active learners — let them run around! Give them things to respond to. Spit out answers fast, think out loud — they’ll often prefer something immediate and half-baked to something slow and totally baked, because they may not like the totally-baked thing you finish up, whereas if it’s half-baked they can jump in and help you shape it. It’s like the open source mantra of “release early and often.” Don’t worry about going down dead ends; they want to wander through that maze with you!
That was active/reflective. We’re going to go through the other learning styles a bit more swiftly. I’m taking more time to unpack this first spectrum so you get the idea of how to play with these ideas. The next post in this series will be about sensing/intuitive programmers.
This blog post series would not exist without the persuasion and gracious editing of Hacker Schooler (S’14) Maia McCormick, who convinced me to do better than “let’s just dump transcripts on the intarwebz!” Thanks, Maia — and everyone at Hacker School who exhorted me for the past year to record this talk! Further edits/questions/suggestions are very, very welcome; comment away!
If you are attending UbuConLA I would strongly encourage you to check out the talks on Firefox OS and Webmaker. In addition to the talks, there will also be a Firefox OS workshop where attendees can go more hands on. When the organizers of UbuConLA reached out to me several months ago, I knew we […]
This is a guest post from Hunter from Project Yamina, one of the student-led projects that won a place in the Jisc Student Innovation programme. Here at OSS Watch we’re supporting the programme over the summer and advising students on their projects.
Hi, my name is Hunter and I’m responsible for a new website called “Project Yamina”. This summer, I’m part of the JISC Student of Summer Innovation. JISC wanted new ideas – from students – that would show how technology can improve students’ life. Their hope is, with the assistance of funding, the twenty successful projects will create something worthwhile by November.
Project Yamina started as a first year university design project. Based on the workplace, we had to come up with something that would change the work environment for the better. Looking at research, I saw there was a large volume of careers that people viewed as being more suited for men; jobs that people imagined few women worked in. For example Free Software and Open Source communities - women are very under-represented. I thought that this was crazy, and came up with the idea of changing the workplace – and these attitudes – by finding a way to encourage more girls to enter some of these jobs.
The idea of Project Yamina is for it to be an online magazine. Something full of interesting profiles (on both women and careers), personal essays, helpful facts and tips, alongside news items. Then, I hope girls will look at the site, and discover a woman who is a (for example) scientist, coder, police officer or sniper. Perhaps she’ll think it sounds interesting, and it’s a career she would like to do too.
I’m looking for people to be featured as profiles – this means answering a handful of questions for me, or writing a short essay on any topic to do with your work and experiences. Don’t worry, it doesn’t have to be anything too formal – I want the website to be fun for everyone involved. Of course, you’re welcome to write an essay and be a profile too! I’m extremely keen to have people from all backgrounds involved, especially those who would like to talk about how they overcame adversity, even if you’d like to stay anonymous.
To find out more, Visit the website: http://projectyamina.strikingly.com or blog: http://projectyamina.tumblr.com
I can be contacted at: http://projectyamina.strikingly.com/#become-involved
Waspada dan Berhati-hati Membuat Status Facebook - Facebook memungkinkan para penggunanya untuk bebas membuat status apa saja dengan kata lain facebook bahkan tidak bisa mendeteksi kata-kata kotor dan tidak sopan untuk dikatakan di depan banyak orang, facebook juga tidak mungkin bisa mendeteksi mana orang baik dan mana orang yang jahat sehingga sobat di haruskan menseleksi siapa yang sobat pilih
I have just found this interesting article on blended synchronous learning.
It is entitled "Patterns and principles for blended synchronous learning: Engaging remote and face-to-face learners in rich-media real-time collaborative activities"
The following are the four authors:
1. Matt Bower, Jacqueline Kenney
Macquarie University, Australia
2. Barney Dalgarno
Charles Sturt University, Australia
3. Mark J. W. Lee
Charles Sturt University, Australia
4. Gregor E. Kennedy
The University of Melbourne, Australia
This article can be downloaded from this location:
Statistik Sosial media Facebook, Google plus Dan Twitter - mereka semua adalah sosial media paling terpopular di seluruh dunia tentunya sangat menarik untuk diketahui tentang statistiknya. mulai yang pertama adalah facebook yang sudah sangat melekat di benak kita, twitter yang hampir setiap orang pernah mendengar namanya, dan google plus yang tak hanya di sukai oleh para blogger. dan saya
As we’ve mentioned before, OSS Watch is working as part of the VALS Project to run a Semester of Code, engaging students with FOSS projects as part of their studies. This week, our Virtual Placement System went live, allowing projects to register and submit ideas for student projects.
If you’re part of a FOSS project and would like to participate, make sure you’re signed up to the mailing list, then head over to http://vps.semesterofcode.com and follow these steps:
Firstly, a member of your organisation to sign up as an Organisation Administrator and register your organisation;
- Go to http://vps.semesterofcode.com/ and click “Create New account” under the login form
- Fill in your basic details and select “Organisation Administrator” as your role
- Enter the following sign-up key: AHGLL765OW
- Click “Create New Account”
- You will recieve and email with a one-time login link. Log in and set your password.
- Click on the “Dashboard” link
- Click “Managed Organisations” and complete the form.
You will now see your organisation’s details with 2 codes: One to allow your mentors to sign up, and one to allow additional administrators for your organisation to sign up.
Once registered, you and your mentors can submit ideas;
If you have any questions or feedback about the Virtual Placement System or the Semester of Code programme, please get in touch on the mailing list.
Just about two weeks ago, I got a Flame and have decided to use it as my primary phone and put away my Nexus 5. I’m running Firefox OS Nightly on it and so far have not run into any bugs so critical that I have needed to go back to Android. I have however […]
50 Follower Terbanyak di Google+ Agustus 2014 - Salah satu situs jejaring sosial terpopular selain facebook adalah Google+ milik google yang bisa sobat gunakan untuk sharing, chatting, dan lain-lain. google + berkembang sangat pesat hingga dalam kurun waktu 3 tahun sudah menjaring member hingga 500 juta lebih. google + mempunyai istilah istilah yang mirip dengan istilah di facebook, istilah yang
Digital Cameras and Information Literacy: Innovations From the FieldAuthors:
University of Montevallo
University of Montevallo
The authors describe a learning exercise for an English composition information literacy instruction session. This session merges technology with active learning, is fun and engaging. Librarians introduced digital cameras into library instruction. Students filmed one another as they searched the online catalog to locate call numbers, investigate subject headings, and find books on the shelves. This exercise infused technology and fun with the important skill of using the library's catalog to locate information sources. Students gained comfort with using the library; they enjoyed the experiences, and they interpreted the exercise in creative ways.
The Tin Can API, also known as the Experience API by the ADL (Advanced Distributed Learning), has its first version released just about one year ago.
The Tin Can API is meant to be the next generation for the SCORM specification.
Rustici, a well-known company dealing with the SCORM development, has released a report on the impacts of the Tin Can API. You can obtain this report from this web location:
Koleksi Ucapan Selamat Hari Raya Idul Fitri Dan Lebaran 2014 - saat ini adalah saat yang tepat untuk saling memaafkan dan saling mengucapkan selamat hari raya karena hari ini adalah hari kemenangan bagi seoarang muslim setelah satu bulan menahan lapar dan dahaga dan berjuang melawan hawa nafsu, jika sobat mempunyai banyak teman di facebook alangkah indahnya jika sobat mengucapkan kepada mereka
This past week marked my second year helping out as a co-organizer of the Community Leadership Summit. This Community Leadership Summit was especially important because not only did we introduce a new Community Leadership Forum but we also introduced CLSx events and continued to introduce some new changes to our overall event format. Like previous […]
This past week marked my fourth year of attending O’Reilly Open Source Convention (OSCON). It was also my second year speaking at the convention. One new thing that happened this year was I co-led Mozilla’s presence during the convention from our booth to the social events and our social media campaign. Like each previous year, […]
MorgueFile.com is a great source for copyright free photos to use in presentations
From their home page:
"A morgueFile is a place to keep post production materials for use of reference, an inactive job file. This morgueFile contains free high resolution digital stock photography for either corporate or public use.
The term "morgueFile" is popular in the newspaper business to describe the file that holds past issues flats. Although the term has been used by illustrators, comic book artist, designers and teachers as well. The purpose of this site is to provide free image reference material for use in all creative pursuits. This is the world wide web's morgueFile."
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Here is an interesting article on "eLearning that sticks" by Mike Thompson:
His approach is to emphsize the following three areas: quality design, conversational tone and storytelling. He liken a good elearning course to a good movie.
The five big LMS companies are Blackboard, Instructure, Desire2Learn, Moodle and Sakai. So what are the new features they are putting on their LMSs? What is the new trend in LMS?
Carl Straumsheim, in his article on "The Post-LMS LMS", revealed more about the new trend in LMS and what some of the big five companies are doing.
Web link for this article: http://www.insidehighered.com/news/2014/07/18/analysts-see-changes-ahead-lms-market-after-summer-light-news#sthash.KMjzsyL2.dpbs
We want millions of people learning about the web everyday with Mozilla. The ‘why’ is simple: web literacy is quickly becoming just as important as reading, writing and math. By 2024, there will be more than 5 billion people on the web. And, by then, the web will shape our everyday lives even more than it does today. Understanding how it works, how to build it and how to make it your own will be essential for nearly everyone.
The tougher question is ‘how’ — how do we teach the web with both the depth *and* scale that’s needed? Most people who tackle a big learning challenge pick one path of the other. For example, the educators in our Hive Learning Networks are focused on depth of learning. Everything the do is high touch, hands-on and focused on innovating so learning happens in a deep way. On the flip side, MOOCs have quickly shown what scale looks like, but they almost universally have high drop out rates and limited learning impact for all but the most motivated learners. We rarely see depth and scale go together. Yet, as the web grows, we need both. Urgently.
I’m actually quite hopeful. I’m hopeful because the Mozilla community is deeply focused on tackling this challenge head on, with people rolling up their sleeves to help people learn by making and organizing themselves in new ways that could massively grow the number of people teaching the web. We’re seeing the seeds of both depth and scale emerge.
This snapped into focus for me at MozFest East Africa in Kampala a few days ago. Borrowing from the MozFest London model, the event showcased a variety of open tech efforts by Mozilla and others: FirefoxOS app development; open data tools from a local org called Mountabatten; Mozilla localization; Firefox Desktop engineering; the work of the Ugandan National Information Technology Agency. It also included a huge Maker Party, with 200 young Ugandans showing up to learn and hack with Webmaker tools.
The Maker Party itself was impressive — pulled off well despite rain and limited connectivity. But what was more impressive was seeing how the Mozilla community is stepping up to plant the seeds of teaching the web at depth and scale, which I’d call out as:
Mentors: IMHO, a key to depth is humans connecting face to face to learn. We’ve set up a Webmaker Mentors program in the last year to encourage this kind of learning. The question has been: will people step up to do this kind of teaching and mentoring, and do it well? MozFest EA was promising start: 30 motivated mentors showed up prepared, enthusiastic and ready to help the 200 young people at the event learn the web.
Curriculum: one of the hard parts of scaling a volunteer-based mentor program is getting people to focus their teaching on the most important web literacy skills. We released a new collection of open source web literacy curriculum over the past couple of months designed to solve this problem. We weren’t sure how things would work out, I’d say MozFestEA is early evidence that curriculum can do a good job of helping people quickly understand what and how to teach. Here, each of the mentors was confidently and articulately teaching a piece of the web literacy framework using Webmaker tools.
Making as learning: another challenge is getting people to teach / learn deeply based on written curriculum. Mozilla focuses on ‘making by learning’ as a way past this — putting hands-on, project based learning at the heart of most of our Webmaker teaching kits. For example, the basic remix teaching kit gets learners quickly hacking and personalizing their favourite big brand web site, which almost always gets people excited and curious. More importantly: this ‘making as learning’ approach lets mentors adapt the experience to a learner’s interests and local context in real time. It was exciting to see the Ugandan mentors having students work on web pages focused on local school tasks and local music stars, which worked well in making the standard teaching kits come to life.
Clubs: mentors + curriculum + making can likely get us to our 2014 goal of 10,000 people around the world teaching web literacy with Mozilla. But the bigger question is how do we keep the depth while scaling to a much bigger level? One answer is to create more ’nodes’ in the Webmaker network and get them teaching all year round. At MozFest EA, there was a session on Webmaker Clubs — after school web literacy clubs run by students and teachers. This is an idea that floated up from the Mozilla community in Uganda and Canada. In Uganda, the clubs are starting to form. For me, this is exciting. Right now we have 30 contributors working on Webmaker in Uganda. If we opened up clubs in schools, we could imagine 100s or even 1000s. I think clubs like this is a key next step towards scale.
Community leadership: the thing that most impressed me at MozFestEA was the leadership from the community. San Emmanuel James and Lawrence Kisuuki have grown the Mozilla community in Uganda in a major way over the last couple of years. More importantly, they have invested in building more community leaders. As one example, they organized a Webmaker train the trainer event a few weeks before MozFestEA. The result was what I described above: confident mentors showing up ready to teach, including people other than San and Lawrence taking leadership within the Maker Party side of the event. I was impressed.This is key to both depth and scale: building more and better Mozilla community leaders around the world.
Of course, MozFestEA was just one event for one weekend. But, as I said, it gave me hope: it made be feel that the Mozilla community is taking the core building blocks of Webmaker shaping them into something that could have a big impact.
With Maker Party kicking off this week, I suspect we’ll see more of this in coming months. We’ll see more people rolling up their sleeves to help people learn by making. And more people organizing themselves in new ways that could massively grow the number of people teaching the web. If we can make happen this summer, much bigger things lay on the path ahead.
Filed under: education
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Here at OSS Watch we’re big fans – and users – of Ohloh, the site that helps you analyze open source software repositories, for example when evaluating the sustainability of projects.
Since Black Duck bought the site back in 2010 there haven’t been any obvious changes.
Until now that is:
Dear Ohloh user,
We would like you to be the first to know of an exciting update to Ohloh.net. This week, Ohloh will be changing its name to the Black Duck Open Hub.
Since 2010, we have supported the Ohloh community, now consisting of over 250,000 users, with a stream of new features and functions – all to remain freely available. The name change to Black Duck Open Hub reflects an increasing commitment on our part to the developer community, as well as anyone who wants to learn about the world of open source.
So, goodbye Ohloh, hello Black Duck Open Hub!
I have to admit it doesn’t exactly roll off the tongue that easily, and I’m not looking forward to correcting all the mentions of it in various OSS Watch publications either, but hey, things move on!
Do you remember how hard digital photography used to be? I do. When my first son was born, I was still shooting film, scanning things in and manually creating web pages to show off a few choice pictures. By the time my second son was walking I had my first good digital camera. Things were better, but I still had to drag pictures onto a hard drive, bring them into Photoshop, painstakingly process them and then upload to Flickr. And then, seemingly overnight, we took a leap. Phones got good cameras. Photo processing right on the camera got dead simple. And Instagram happened. We rarely think about it, but: digital photography went from hard and expensive to cheap and ubiquitous in a very short period of time.
Mozilla on-device app making concept from MWC 2013 (Frog Design)
I want to make the same thing happen with mobile apps. Today: making a mobile app — or a complex interactive web page — is slow, hard and only for the brave and talented few. I want to make making a mobile app as easy as posting to Instagram.
At Mozilla, we’ve been talking about this for while now. At Mobile World Congress 2013 we floated the idea of making easy to make apps. And we’ve been prototyping a tool for making mobile apps in a desktop browser since last fall. We’ve built some momentum, but we have yet to solve two key problems: crafting a vision of app making that’s valuable to everyday people and making app making easy on a phone.
We came one step closer to solving these problems last week win London. In partnership with the GSMA, we organized a design workshop that asked: What if anyone could make a mobile app? What would this unlock for people? And, more interestingly, what kind of opportunity and imagination would is create in places where large numbers (billions) of people are coming online for the first time using affordable smartphones? These are the right questions to be asking if we want to create an Instagram Effect for apps.
The London design workshop created some interesting case studies of why and how people would create and remix their own apps on their phones. A DJ in Rio who wanted to gain fans and distribute her music. A dabbawalla in Mumbai who wants to grow and manage the list of customers he delivers food to. A teacher in Durban who wants to use her Google doc full on student records to recruit parents to combat truancy. All of these case studies pointed to problems that non-technical people could more easily solve for themselves if they could easily make their own mobile apps.
Over the next few months, Mozilla will start building on-device authoring for mobile phones and interactive web pages. The case studies we developed in London — and others we’ll be pulling together over the coming weeks — will go a long way towards helping us figure out what features and app templates to build first. As we get to some first prototypes, we’re going get the Mozilla community around the world to test out our thinking via Maker Parties and other events.
At the same time, we’re going to be working on a broader piece of research on the role of locally generated content in creating opportunity for people in places whee smartphones are just starting to take at off. At the London workshop, we dug into this question with people from organizations like Equity Bank, Telefonica, USAID, EcoNet Wireless, Caribou Digital, Orange, Dalberg, Vodaphone. Working with GSMA, we plan to research this local content question and field test easy app making with partners like these over next six months. I’ll post more soon about this partnership.
Filed under: education
According to Brent Schlenker, the two paths to mobile learning are mobile enabled and mobile designed learning.
You can read about his explanation is his blog post entitled "The Two Paths to Mobile Learning
The quicker method is to go for the mobile enabled learning.
Web link for blog post: http://www.litmos.com/mobile-learning/the-two-paths-to-mobile-learning/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+litmos+%28Litmos+LMS+-+Easy+to+use+online+training+software%29
The PowerPoint slides used by the various speakers in the 2nd Regional Symposium 2014 can be downloaded from this location:
PowerPoint is a very versatile program which is used by many people. Very often we need to create illustrated human characters when we develop e-learning resources.
Here is an easy tutorial on how to create your very own illustrated characters in PowerPoint:
Stacey asked me for a refresher on Test Driven Learning for Hacker School, so here we go.
Test Driven Learning is a software engineer’s articulation of Wiggin & McTighe’s Understanding by Design framework after being strongly influenced by Ruth Streveler’s ”Curriculum, Assessment, and Pedagogy” course at Purdue.
Many software engineers are familiar with the process of Test Driven Development (TDD).
- Decide on the goal.
- Write the test (“how will you know if it’s working, exactly?”)
- Make the code pass the test.
Test Driven Learning (TDL) simply says “it’s the same thing… for your brainnnnn!”
- Decide on the goal (“learning objective”).
- Design the assessment (“how will you know if you’ve learned it, exactly?”)
- Go through the experiences/etc. you need to pass your assessment.
That’s it. Really.
Step 2 is the part most people flub. With software tests, you have a compiler/interpreter forcing you to be precise. With learning assessments, you don’t — but you need exactly the same level of precision and external execution. If you asked a group of external people (with appropriate expertise) whether you’d passed the assessment you set for yourself, there should be no disagreement. If there’s disagreement, your assessment needs a redesign.
A good assessment is a goal that helps you stretch and reach it; sometimes it encourages you to do more. But sometimes it also gives you permission to stop doing stuff – you’ve written the code, you’ve delivered the talk, they met the criteria you set — and now you’re done. You can absolutely set a new goal up and keep on learning. However, you’re no longer allowed to say you Haven’t Learned X, because you’ve just proven that you have.
Here are some rough-draft quality TDL assessments you might start with, and a bit of how you might improve them.
I will learn Python. (What does that even mean? How will you know you’ve learned it?) I will complete and pass any 50 CodingBat exercises in Python. (But I could do that by solving 50 really easy problems.) Only 10 of those 50 problems can be warm-ups, and at least 20 of them must be Medium difficulty or greater. (Does it matter if you get help with the problems?) Nope, I can get as much help as I want from anyone, as long as I could explain the final solution to another programmer.
I will get better at testing. (What do you mean by “testing”?) I write a lot of code, but I’ve never written tests for any of it. I hear the nose framework is nice. (What do you mean by “better”?) Well, I’ve never written a test at all, so even going from 0 to 1 would be an improvement. I could use nose to write tests for 3 different pieces of working code I’ve already written. (Do these need to be big or exhaustive tests?) Nope, I’m just trying to learn what writing tests is like, not get full test coverage on my code… at least not yet. Even if I write a 3-line test that checks out one minor function, it counts as one of the 3 tests. (What does it mean for a test to be “done”?) When someone else can check out and successfully run my code and my test suite on their computer without needing to modify either bit of code, it’s done.
I will understand how databases work. (By “understand,” do you mean the mathematical theory behind their design? Or how to actually implement and use one?) Oh geez, the latter. I don’t care about the math so long as I know how to interface with a database. Any sort of database. (So you need to make a demo.) Yeah, but that’s not enough; I can blindly type in code from a tutorial, but that doesn’t mean I’d be able to field questions on it. (What could you do about that?) I will give a presentation to fellow Hacker Schoolers demonstrating a small database interaction in code I have written. That’s an easy binary to check; either I’ve given the presentation or I haven’t.
Thoughts, questions, ideas? Got your own example TDL assessment (at any stage of revision), or ways to improve the ones above? Holler in the comments.
Once again I have the (incredible) opportunity to be at Hacker School playing around with my “edupsych for hackers” material… I’ve never revised and re-delivered a talk so often, and it’s good to be forced to see how this material improves with age and experience.
Differences between this and the PyCon Toronto version include the cutting-out of Bloom’s Taxonomy (it’s cool, just not high-priority), the separation of nearly all the Felder-Silverman Engineering Learning Styles material to a separate workshop for tomorrow, and dropping the emphasis on (making fun of) academia’s complicated verbiage, because… that’s not the point.
The slidedeck is at http://bit.ly/hackerschool-f2013 and embedded below. Someday, I want to get this talk taped and transcribed.
These are rough, incomplete notes from my getting started in open source session at Hacker School, cribbed from chat notes taken by attendees (thanks, folks!)
We started with a replay of the 5 minute exercise wherein participants dump me in the middle of an open source project I’m clueless about, and watch me think-aloud as I desperately try to figure out what’s going on — basically, “how does an experienced hacker evaluate an open source community?” This time I had 10 minutes, so I got pretty far checking with out Ogre3D (which looks great).
Our first big goal for the session was lurking. You can find projects on a topic by searching the internet for “[topic] open source” (or “[topic] Free Software,” or so forth). When you have a few potentials, ask yourself:
- Is this project alive? Are code commits recent? Are mailing list messages recent and responded-to in a timely, helpful manner? Are people using this software? (Do you want to use this software? Can you figure out how?)
- Is this a community I want to be part of? (Do they treat each other well?) The people are more important than the code; they’re the ones who make the code, and with release cycles that average 6 months, the code moves so fast that your relationships are what will really orient you.
- Where do they hang out and do their work? (What chatroom — usually in IRC — do they use? Do they have a bugtracker or some other giant shared to-do list for the project?) Once you find out where you can overhear things, you can figure out who you’re overhearing, and then start contacting them directly: “I’ve seen you answering questions on X; can you help me navigate X?”
Most projects have communication methods for code and not-code, and for asynchronous and synchronous work. Try to lurk all four. The table below may help.
|Synchronous Code: git commits (announced by a bot in chat, sent to a feed, etc)
|| Synchronous not-code: chat (typically IRC)
| Asynchronous Code: issue/ticket/bug tracker
|| Asynchronous not-code: mailing lists or forum, AND wiki
Our second big goal for the session was introducing yourself. This usually happens by sending an email introduction to the developers mailing list, then referencing that email (find the URL of your message in the mailing list archives) during initial chat conversations with people. Maggie brought up “submitting a pull request as your intro letter,” which is a great idea. What this means is that your introduction email should explain how you are:
- already in the middle of doing a specific helpful task
- and what you’re asking for is help doing that specific helpful task.
This sounds intimidating until you realize “something useful to help” can be very, very small. For example, Rebecca emailed tent saying that she’d been working through their documentation and had ideas for how to improve the clarity of the particular docs at a certain URL (specific helpful task!) and was wondering where to submit her changes (help me do it!). Jade emailed GIMP offering to test patches (specific helpful task!) and asked which branch and patches would be most helpful to verify (help me do it!). None of these tasks involve deep knowledge of the code; that comes later. They involved “writing in English” (not a problem for most Hacker Schoolers) and “compiling C” (not an impossible thing to learn, especially when you’re surrounded by programmers eager to teach).
It’s helpful to pair with someone and peer-pressure (positively!) each other to ship your intro emails.
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Last month, OSS Watch delivered a series of sessions on communication and participation with open source communities at the TYPO3 Developer Days event in Eindoven.
One of the sessions in our series looked at the theory of communities, the varieties of the communities we form and the motivations involved in each. The core message of the session is that a FOSS community should be a community of interest, with the interest being the problem solved by the community’s outputs. While many people in a FOSS community are developers, it’s wrong to view it as a community of practice, since other skills are required for a sustainable community.
What’s unusual about the TYPO3 community, is that while it is presented to the world as a single group, the brand actually encompasses 2 distinct groups. One group produces the TYPO3 CMS system, while the other produces the TYPO3 Flow framework and the TYPO3 Neos CMS.
The original development of Flow/Neos was funded by the TYPO3 Association as the “next generation” of the TYPO3 CMS. Indeed, it was originally called TYPO3 v5. However, after the initial development of v5, TYPO3 v4 usage and development continued. When it became clear that v4 wasn’t going away v5 became TYPO3 Neos, and the next version based on the v4 codebase became TYPO3 CMS v6.
The situation now stands that the TYPO3 brand is used by 2 distinct projects which have different development teams, different stated values and different cultures. While the TYPO3.org website makes the history of the project and the branding guidelines clear, I feel that the TYPO3 community as a whole still has an issue to address.
The Sakai community (now part of the Apereo foundation) experienced a similar situation not long ago. A sub-group of the Sakai 2 community decided it was time to produce a next-generation system, and called it Sakai 3. However, it soon became clear that many institutions funding Sakai didn’t agree with the goals of the Sakai 3 project, which created a rift in the community.
Several key partners withdrew their funding for Sakai 3 (which was rebranded Sakai Open Academic Environment, now called Apereo OAE) and continued to use and develop Sakai 2 (rebranded Sakai Collaboration and Learning Environment, now just Sakai). The 2 projects now co-exist within the Apereo Foundation, a foundation created to foster software projects which support the goals of higher education. While the projects have survived, the community suffered.
When a community moves from being a single-project to a multi-project community, as both Sakai/Apereo and TYPO3 have, it’s important that the resulting community identify what key commonality make them a single group. A FOSS community should be a community of interest, and if projects are to share a community, they should have a shared interest.
Apereo has identified its shared interest in software that supports higher education, within which Sakai and Apereo OAE can now co-exist. With this identity, they’ve now taken on additional projects such as Matterhorn and uPortal, with an incubation programme foster new projects in the future.
If the TYPO3 community doesn’t identify the shared interest of TYPO3 CMS and Neos/Flow, they risk suffering further turbulences as Sakai’s community experienced several years ago.
Fortunately, the TYPO3 community are not blind to these issues. Members of the TYPO3 projects have formed a Community Working Group to look into the issues discussed here and steer the community towards a positive future.
It’s my hope that by learning from Apereo and similar multi-project communities, TYPO3 could become a successful umbrella organisation in its own right.
For more on the history of Sakai and the Apereo OAE, check out the “Sakai” tag in Michael Feldstien’s blog archives from 2010 onwards.
I attended the International Conference on Technology in Education 2014 which was organized by the Open University of Hong Kong, the Caritas Institute of Higher Education and the Hong Kong University's SPACE (School of Professional and Continuing Education). It was held in the Jubilee Campus of the Open University of Hong Kong and lasted from 2 - 4 July 2014.
You can download the proceedings from this website:
Discussion on MOOC vs OER by Ishan Abeywardena:
He can be contacted at:
MOOC - Massive and Open Online Course
OER - Open Educational Resources
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Last week in Portland, Oregon, we had our second release management team work week of the year focusing on our goals and work ahead in Q3 of 2014. I was really excited to meet the new manager of the team, our new intern and two other team members I had not yet met. It was […]
The latest issue of Linux Voice included a cover feature on common security flaws in web applications and how they can be exploited. Alongside this, they are running a competition to win a Linux Voice t-shirt. To win the competition, you need to be the person who finds the most security vulnerabilities in one of my favorite open source projects, Moodle.
I’ve got a lot of experience of working with Moodle’s codebase, and I know that its developers have taken security seriously. There’s APIs in there to protect against SQL injection, cross-site scripting and the other common attack vectors. This is vital in a system like Moodle which might hold a wealth of personal data about students, as well as assignments and assessment systems.
While these APIs exist, Moodle has a huge codebase maintained by a large community of contributors. You can write a query using the database API which will be protected against attacks, but a lazy or less experienced programmer might have written vulnerable code which hasn’t been replaced. Equally, you might be able to think of an attack that no-one thought to defend against. In the wake of Heartbleed and similar high-profile vulnerabilities, it great to see a competition like this encouraging scrutiny of a popular project’s security.
The prizes in the competition will go to whoever has the most security issues verified on the Moodle tracker, whoever can successfully access a specific file in the site’s web root, and whoever can successfully access a specific file outside the site’s web root. The competition runs until 8th July (unless the server gets destroyed before then), and you can find out the full details on the competition’s website. Happy hacking!
Status Facebook Ucapan islami Di Bulan Ramadhan 2014- Status facebook kali ini tidak hanya berupa kata-kata untuk ucapan bulan ramadhan namun juga kata-kata islami yang mungkin bisa sobat gunakan untuk mengucapkan pada saudara maupun teman-teman sobat. sebelum memulai sesuatu saya ingin mengucapkan selamat berpuasa ramadhan bagi yang menjalankan puasa semoga amal ibadah sobat diterima oleh Allah
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This week Open Source Bridge will kick off in Portland and I’m extremely excited that Mozilla will once again be sponsoring this wonderful event. This will also mark my second year attending. To me, Open Source Bridge is the kind of conference that has a lot of great content while also having a small feel […]
Google Classroom for Improved Education:
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I have just come across this cloud-based LMS called Quampus.com
The main advantages of opting for Quampus are:
- It can be set up instantly without any capital requirement.
- It offers end-to-end solution.
- It can be customized.
- It offers an e-commerce enabled site.
Google Classroom for Improved Education
Google is introducing a new product called ‘Classroom’ in Google Apps for Education.
‘Classroom weaves together Google Docs, Drive and Gmail to help teachers create and organize assignments quickly, provide feedback efficiently, and communicate with their classes with ease. And it lets students organize their work, complete and turn it in, and communicate directly with their teachers and peers’.
It enables teachers to create and collect assignments without using paper. Classroom enables them to share single copy or make multiple copies for each student. It enables them to see who has or has not responded to the assignments and offer real-time feedback.
As a result of using ‘Classroom’ the class can realize the following benefits:
· Easy to set up, hence whole class can be included easily
· The teacher can create, review and assess the assignments easily
· Students can easily view and access their materials as they are stored in Google Drive.
· Enhanced communication at affordable cost as at present it is free for schools
You can try the ‘Classroom’ by clicking the tab ‘Request Invite’ on R.H.S. of the web page ‘Introducing Classroom for Education'.
You can view the success stories of using Google Apps from various persons of various regions by clicking on the video link available on these persons by visiting the following webpage,
Google for Education.
Hope you’ll enjoy exploring ‘Classroom’.
I have been lurking in the OpenMRS project for the last 6 months or so. I have read wiki pages, installed the development environment, cloned the repository and built the code, and listened in on a number of OpenMRS weekly developer meetings.
As I begin my sabbatical, I realized that it was time to finally introduce myself to the project members. So here’s what I posted to the OpenMRS Developers mailing list, and to OpenMRS Talk:
My name is Karl Wurst and I am a Professor of Computer Science at Worcester State University in Worcester, MA, USA (about 80 km west of Boston.)
Our university has recently created a concentration in Software Development for our Computer Science majors, and I am one of the primary instructors for the courses in this concentration. I am currently on sabbatical (no teaching responsibilities) from June through December 2014 and my plan is to participate in OpenMRS to improve my somewhat outdated Software Engineering skills.
I have installed the development environment, built the openmrs-core code, and now I will begin looking for tickets that I can work on. I am excited that the 1.10 beta release is imminent, and hope that I can be of some help in that sprint. I am also very interested in the development, testing, integration, and release processes as a way of seeing “real-life” examples of many of the tools and technologies that I have been reading about, but not had any hands-on experience with.
I am also part of the Foss2Serve/POSSE (foss2serve.org) group that is encouraging faculty to have students participate in Humanitarian FOSS projects as part of their coursework, and have been doing that primarily with our senior project course with varying amounts of success. I would like to have my students participate in OpenMRS beginning with the Spring 2015 semester (January through May 2015.) I want to get familiar with the project myself, first, so that I can direct them.
I also want to use OpenMRS for examples in our courses on software process and management, and testing and QA. We also have an installed server instance that we hope to use for the Health Informatics course that we teach for our Nursing students so that they can get some hands-on time with an EMR system.
I’ve already learned a lot just by exploring and listening. I’m looking
forward to learning even more by contributing.
A note to my students: Introducing yourself to a new group of people is hard, even for faculty members! I have put this introduction off for a while. I may be a Professor, but these people are real experts – they do this stuff all the time, and many of them do it for a living! But, as I’ve often found, once I forced myself to write my introduction and pressed the send button, I’ve gotten back only helpful, welcoming responses. Open Source communities really are welcoming groups that are genuinely happy to have you join, want your help, and will help you succeed. You’ll see…
Here is a quick refresher course on how to use the Bloom's Taxonomy to write educational objectives:
The six levels in the Bloom's Taxonomy are:
When you’re considering free and open source software, whether for procurement or as a basis for developing new software, you need to take account of sustainability. This means evaluating whether the project is capable of delivering improvements and fixing problems with its products in a timely manner, and that the project itself has a reasonable prospect of continuing into the future.
We’ve posted on this subject many times here at OSS Watch, but this graphic from the folks at Black Duck is a good visual reminder of why this is important:
Source: Ohloh project demographics, via Open Source Delivers blog
This shows that a whopping 61.9% of FOSS projects tracked by Ohloh are considered “inactive”, while a further 28.4% have “very low” activity. Only 0.7% and 0.4% are rated as having “High” or “Very High” activity.
As a caveat, its worth noting that Ohloh doesn’t track all project activity, so its possible that there are some false negatives. Also, some projects have low activity because they are highly stable and mature. Its also pretty open to debate what constitutes “low” or “high” activity.
However, in general I think this is useful to highlight the importance of sustainability when considering FOSS.
For more information on how to go about evaluating sustainability, read our briefing note, How To Evaluate The Sustainability Of An Open Source Project.
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Cara Mengembalikan Tampilan Tema Facebook Seperti Semula dan normal kembali- Tips trik facebook kali ini untuk sobat yang masih bingung bagaimana cara mengembalikan tema atau tampilan facebook seperti sedia kala sesudah sobat mengganti tema facebook, untuk sobat yang penasaran bagaimana cara mengganti tema facebook terlebih dahulu lihat tutorialnya disini dan sebenarnya ditutorila tersebut saya
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I have begun my reading list for my sabbatical. It includes general software development/software engineering books, as well as books specifically aimed at the next two courses I will be teaching in our Software Development Concentration:
- CS-348 Software Process Management (Spring 2015)
- CS-443 Software Quality Assurance and Testing (Fall 2015)
Here is my sabbatical reading list on my LibraryThing account. I will update it as I find other books, or have other books suggested to me.
I am spending the Fall 2014 semester on sabbatical. This is the proposal I submitted to request my sabbatical leave:
I will use my sabbatical to become more expert in the area of Software Development/Software Engineering. The Computer Science Department recently created a Concentration in Software Development, which has expanded our course offerings in this area from two courses to four courses. This expansion does not simply expand the number of hours we spend on Software Development topics, but adds many topics that we have not been covering at all. Many of these topics are outside the expertise of any of the faculty in the department.
I am the only member of the Computer Science Department who has worked as a professional software developer, but have not worked professionally in that field for over 20 years. Many of the current processes, techniques, and tools were not in use at that time. The members of the department have worked to learn these new skills so that we can teach them to our students, but have only an academic/theoretical knowledge of many of them – we lack the practical experience of using these skills in a professional environment.
During my sabbatical, I will learn the processes, techniques, and tools of modern software development, and apply them in a professional context by working as a full-time (but unpaid) developer within an open source software project. I will work with Dr. Heidi Ellis at Western New England University and Dr. Gregory Hislop at Drexel University to get the academic perspective on how to teach these skills to undergraduate students, and to take advantage of their experience working with, and their contacts within, open source projects.
Drs. Ellis and Hislop are both well-known software engineering researchers and software engineering education researchers. They have been on the forefront of work to help students develop professional software engineering skills by working with open source software projects. They have a particular interest in having students work within projects with a humanitarian aspect. I have done some work with them in this area over the last 4 years, but have not had the time to work exclusively and intensively on developing these skills myself. In addition, Dr. Hislop served on the committee that developed the SE 2004 software engineering curriculum for the ACM and IEEE, and is currently serving on the committee that is updating those standards. I have already tapped his expertise in developing our new curriculum, and plan to do so again as we develop the new courses in the curriculum.
- Develop a list of processes, techniques, skills, and tools that are necessary for modern software development. Thislistwill bedevelopedin consultationwithDrs. EllisandHislop, by reviewingtheSLOs of our newly approved Software Development Concentration courses, and by reviewing the SE 2004 Curriculum and any publicly released drafts of the new ACM/IEEE Software Engineering curriculum. This list will include,atminimum:
- Agile development processes
- Automated build environments
- Automated test environments
- Version control systems
- Software architectures
- Design patterns
- Requirements elicitation
- Software licensing and intellectual property
- Project planning and estimation
- Risk management
- Analysis techniques
- Test planning, strategies and techniques
- Test coverage
- Code reviews
- Quality assurance
- Project and team management
- Select an appropriate humanitarian open source project to participate in. The project will be one which
- Allows me to experience the full range of processes, techniques, skills and tools from the list above. (Or as many as possible.)
- Allows me to use tool and language skills I already possess to minimize the number of new tools and languages I need to learn.
- I can continue to use with students in the Software Development Capstone course, and with other courses in the concentration.
- At this point, the two projects that seem most likely for my participation are:
“The global OpenMRS community works together to build the world’s leading open source enterprise electronic medical record system platform.
We’ve come together to specifically respond to those actively building and managing health systems in the developing world, where AIDS, tuberculosis, and malaria afflict the lives of millions of people.
Our mission is to improve health care delivery in resource-constrained environments by coordinating a global community to create and support this software.”
“We are a non-profit tech company that specializes in developing free and open source software for information collection, visualization and interactive mapping. We build tools for democratizing information, increasing transparency and lowering the barriers for individuals to share their stories.
“Ushahidi”, which means “testimony” in Swahili, was a website that was initially developed to map reports of violence in Kenya after the post-election fallout at the beginning of 2008. Since then, the name “Ushahidi” has come to represent the people behind the “Ushahidi Platform”. Our roots are in the collaboration of Kenyan citizen journalists during a time of crisis. The original website was used to map incidents of violence and peace efforts throughout the country based on reports submitted via the web and mobile phones. This website had 45,000 users in Kenya, and was the catalyst for us realizing there was a need for a platform based on it, which could be used by others around the world.”
- Participate in the selected project. Iwillparticipate in the selected project on a full-time (unpaid) basis, contributing to the project in whatever ways I can including:
- Participation in planning and design meetings
- Writing code
- Writing documentation
- Helping with support
- Participate in Western New England University course. I would like to observe or help teach a software engineering course at WNEU so that I can see what pedagogy is used in the course, and adapt it to our own courses.
- Blog about my experiences. I will write about my sabbatical experiences on my blog (http://blog.karl.w-sts.com/). This will allow me to document and reflect on what I am learning and how I can use it in our own courses.
Preparation for this Sabbatical
- Participant in POSSE (Professors’ Open Source Summer Experience) in 2010, 2011, and 2013 – A workshop designed to prepare faculty to support students working within open source software projects. The summer 2013 workshop group is continuing to work together over the 2013-2014 academic year.
- Participant in SoftHum (Software for Humanity) workshop in 2011 – A workshop with faculty working to design materials for use in their courses.
- One of the organizers of Teaching Open Source Symposium in 2012
- Participant in OpenFE Materials Sprint in 2013 – A workshop to develop materials for teaching POSSE workshops
- Introduction to Programming
- Software Construction, Design and Architecture
- Software Process Management
- Software Quality Assurance and Testing
- Software Development Capstone
- Software Development Process
Benefits to the Computer Science Department and to the University
The department will benefit by having a faculty member who has relevant professional experience in software development, with contacts within at least one open source software project, and with the academic experience of applying that experience to courses. I will be able to use that experience and those contacts in order to give students the opportunity to gain valuable practical experience working within a large software project on the same types of tasks and using the same kinds of skills that they will be expected to use in their professional careers.
The University will benefit through a strengthened Computer Science program, by having a higher profile in the software development world, and being recognized as an organization that has donated a semester’s-worth of work of a full-time faculty member to further the mission of a humanitarian project.
There have been some changes since I wrote the proposal and it was approved:
- IchoseOpenMRS as the project that I will be working within.WhileUshahidi seems like a very interesting project,OpenMRS seemed to fit better with my goals for the following reasons:
- It is written primarily in Java, which is the language that we use most in our Computer Science courses. (Ushahidi is written primarily in PHP, which we do not teach at all.)
- OpenMRS seems to have a more “formal” software development process and tooling, which I think covers more of the topics on the list of what I want to learn.
- We can use OpenMRS as a tool in the Health Informatics course that we teach for the Nursing majors, to provide an Electronic Medical Record system for the Nursing students to try out.
- I participated in the Teaching Open Source Symposium at SIGCSE 2014 and in POSSE 2014.
- I increased my use of Open Source tools both in my own work, and introduced them in our first-year courses.
- Students in my Spring 2014 capstone course did some work within the OpenMRS project.
- I started attending OpenMRS online meetings to familiarize myself with the project.
I will be writing more about sabbatical as the summer and the semester move along.
Mozillians at OSCON 2013
In July, I’m speaking at OSCON. But before that, I have some other events coming up including evangelizing Firefox OS at Open Source Bridge and co-organizing Community Leadership Summit. But back to OSCON; I’m really excited to speak at this event. This will be my second time speaking (I must not suck?) and this time I have a wonderful co-speaker Alex Lakatos who is coming in from Romania.
For me, OSCON is a really special event because very literally it is perhaps the one place you can find a majority of the most brilliant minds in Open Source all at one event. I’m always very ecstatic to listen to some of my favorite speakers such as Paul Fenwick who always seems to capture the audience with his talks.
This year, Alex and I are giving a talk on “Getting Started Contributing to Firefox OS,” a platform that we both wholeheartedly believe in and we think folks who attend OSCON will also be interested in.
And last but not least, for the first time in some years Mozilla will have a booth at OSCON and we will be doing demos of the newest Firefox OS handsets and tablets and talking on some other topics. Be sure to stop by the booth and to fit our talk into your schedule. If you are arriving in Portland early, then be sure to attend the Community Leadership Summit
which occurs the two days before OSCON, and heck, be sure to attend Open Source Bridge
while you’re at it.