Teaching opensource 2015
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The document discusses the importance of teaching open source software in educational settings, contrasting it with traditional programming education. It highlights the need for early exposure to programming and emphasizes collaboration, real problem-solving, and learning from failure as key elements of preparing students to contribute effectively. Additionally, it encourages industry involvement in schools to enhance student engagement and opportunities in open source projects.
![Free Software (as in “Freedom”)
Richard Stallman (FSF):
1) Freedom to run the program any place, any purpose and forever.
2) Freedom to study how it works and to adapt it to our needs. This
requires access to the source code. (i.e. opensource)
3) Freedom to redistribute copies [of the sources and binaries], so that
we can help our friends and neighbours.
4) Freedom to improve the program and to release improvements to
the public. This also requires the source code.
http://www.gnu.org/philosophy/free-sw.html](https://image.slidesharecdn.com/teachingopensource2015-150512172902-lva1-app6891/85/Teaching-opensource-2015-6-320.jpg)
Teaching opensource 2015
- 1. Teaching opensource Tales of A Tortured Teacher
- 2. Craig Gardner ● Senior Software Engineer, and ● Software Engineering Manager, SUSE ○ Craig.Gardner@suse.com ● Adjunct Instructor, Utah Valley University ○ CS2450 Software Engineering I ○ CS305G Global Ethics and Technology ○ Craig.Gardner@uvu.edu
- 3. Presentation Endurance ● Why opensource ● Where can we make the biggest impact ● What students are ready to learn ○ Preparing students to contribute
- 5. opensource != programming Teaching programming is common and worthwhile Teaching opensource is not so common and is valuable needs our attention
- 6. Free Software (as in “Freedom”) Richard Stallman (FSF): 1) Freedom to run the program any place, any purpose and forever. 2) Freedom to study how it works and to adapt it to our needs. This requires access to the source code. (i.e. opensource) 3) Freedom to redistribute copies [of the sources and binaries], so that we can help our friends and neighbours. 4) Freedom to improve the program and to release improvements to the public. This also requires the source code. http://www.gnu.org/philosophy/free-sw.html
- 7. Teaching in Schools? “Free” software seems counterintuitive ● Schools promise students jobs ● … paying jobs ● Schools are funded by taxes ● … and corporations ● Most schools simply don’t understand ● Most schools have limited scope and time
- 8. Teaching in Schools … Hence, teaching is typically patterned according to a Proprietary Model
- 9. Broken Teaching Models ● Individual work versus collaboration ○ “Collaboration can’t assert the individual has learned anything!” ● Writing code from scratch versus reuse ○ “How do I know the student is learning how to program if he’s just borrowing someone else’s code?”
- 10. Turning Students into Contributors This is the hard part Exposing students to opensource is easy Getting students contributing is the hurdle Getting students interested in a project Getting students inserted into the project
- 11. Hurdle
- 12. Hurdles A Hurdle Metaphor: ● running is normal ○ Basically just a controlled fall forward ● hurdling is not at all natural ● it hurts when you fail
- 13. Hurdle Fails
- 14. Opensource Projects The rest of the Metaphor: ● Programming is normal ○ It’s just programming ● contributing does not come naturally ○ At least compared to what the students have experienced so far ● it hurts when you fail
- 15. Where Can We Make The Biggest Impact?
- 16. Start Young Start young with Programming ● students in China and Thailand start in Grade 3 ● 88% of global businesses can’t fill positions ● Fairly well defined pipeline ○ Future needs depend on early start ○ Harder to train later than to start early ○ early education drives later education http://www.linuxfoundation.org/news-media/announcements/2015/03/2015-linux-jobs-report-linux-professionals-high-demand
- 17. Industry Involvement ● Schools follow the money ● What schools can’t get from Government, they get from Industry ○ or go without
- 18. Grass Roots ● Visit your University ● Talk with the teachers at Primary Schools ● Donate Time
- 19. Preparing Students to Contribute
- 20. Preparing Students to Contribute ● Start with Programming ● Solve real problems ● Encourage Team Programming ● Demonstrate that Failure is part of Success ● opensource projects as school assignments
- 22. Nietzsche It may hurt a little, but “That which does not kill me makes me stronger.” -- Friedrich Nietzsche
- 23. Great Success Sometimes with our hurdle skills, we do this:
- 24. Like a Boss
- 25. Keys to Success 1) Teach applicable skills 2) Give students opportunity to validate skills 3) Teach students to collaborate 4) Get students exposed to communities that interest them 5) English
- 26. Thank You Success to us All!
- 27. Photo Credits 11. Hurdle: http://www.sportswarehouse.co.uk/product_images/o/765/harrod_schools_hurdle_junior__86266_zoom.jpg 13. Hurdle fails: http://www.projectaccelerator.co.uk/wp-content/uploads/2013/11/project-hurdles.jpg http://www.hahastop.com/pictures/Hurdles_Fail.jpg http://funnyasduck.net/post/10566 24. Hurdle wins: http://media.mensxp.com/media/guylife/content/2012/Feb/hurdlesinline.jpg http://cdn.bleacherreport.net/images_root/slides/photos/000/147/900/knowshon-moreno-jumps-hurdles-defender_display_image.jpg? 1264994305 http://news.bbcimg.co.uk/media/images/75521000/jpg/_75521047_rvpheader.jpg