Abstract
It is said that due to the peculiar dynamics of FLOSS communities, effective participation in their projects is a privileged way to acquire the relevant skills and expertise in software development. Such is probably the reason for a number of higher education institutions to include in their Software Engineering curricula some form of contact with the FLOSS reality. This paper explores such a perspective through an on-going case study on university students’ collaboration in FLOSS projects. The aim of this research is to 1) identify what should be learnt about software development through regular participation in a FLOSS project/community, and 2) assess the didactic potential of this kind of non-standard learning experiences. To this aim we resorted to a participatory research action approach and qualitative methods, namely case studies combining direct observation and interviews.
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Fernandes, S., Martinho, M.H., Cerone, A., Barbosa, L.S. (2013). Integrating Formal and Informal Learning through a FLOSS-Based Innovative Approach. In: Antunes, P., Gerosa, M.A., Sylvester, A., Vassileva, J., de Vreede, GJ. (eds) Collaboration and Technology. CRIWG 2013. Lecture Notes in Computer Science, vol 8224. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41347-6_15
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DOI: https://doi.org/10.1007/978-3-642-41347-6_15
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