A preliminary analysis of learning awareness in floss projects

A
preliminary
analysis
of
learning
awareness
in

FLOSS
projects

Sara
Fernandes,
Antonio
Cerone,
Luis
Barbosa

Aim
&
Overview

Aim

Understand how contributors learn and whether they recognize the learning process they
experience

Overview

Approach

QuesBonnaire

ParBal
Results
–
Case
studies

Conclusions
and
future
work

United Nations University - International Institute for Software Technology

Approach

Free
/
Libre
Open
Source
SoHware
(FLOSS)
CommuniBes

Heterogeneous
groups
of
independent
volunteers,
who
interact
even
if
driven
by
diﬀerent
moBvaBons

Provides
an
example
of
peer
producBon,
based
on
collaboraBve,
social
modes
of
interacBon
and

knowledge
exchange.

Raise a number of relevant questions.


Approach

Examples
of
quesBons:

In
what
sense
contributors
to
FLOSS
projects
learn
through
collaboraBon
and
collaborate
while
learning?

Do
FLOSS
contributors
recognize
their
FLOSS
communiBes
as
possible
learning
environment?

Do
the
acBviBes
performed
in
a
FLOSS
community
enable
knowledge
sharing
and
collaboraBve
learning

experiences?

FLOSS communities collaborate in a wide range of activities, which are by no means restricted to
software development:
• Exchange information
• Reciprocal support and technical assistance
• Planning
• Code review
• Testing
• Etc.


Approach

1. How do people learn and produce knowledge?

2. How communities collaborate and work to solve problems while performing these activities.


Approach

FLOSS can be regarded as an instantiation of Common-based Peer Production model (CBPP)*

* Refers to the collaborative efforts based on sharing information and outcomes of a large
number of people working incrementally on a problem.

*Constitutes a new model of economic production based on a theory where “

Yochai Benkler, who first introduced the CBPP model, considered FLOSS


Approach

Common-based Peer Production model (CBPP) have 4 key characteristics

1. Motivation – where individuals are not driven by money to work on a project;

2. Chunking – where many individuals work incrementally and asynchronously on a problem

3. Multi-disciplinary – where peer-production projects include a large number of contributors,
complementing expertise and solving problems

4. Integration - of successful peer-production products

FLOSS can be considered as the prime example of CBPP


Approach

3 preliminary case studies indicating the potential positive impact of membership of a FLOSS
community on the contributor’s learning process

FLOSS communities provide valuable, though partial, source of information

Questionnaire


QuesBonnaire

– Long term participation in FLOSS projects can have a positive effect in the
contributor’s learning process

– Understand how contributors learn and whether they recognize the learning
process they experience

This questionnaire is focused on gathering evidence relative to questions like the contributor’s
ability to interact with other contributors, own achievements, doubts, etc…


QuesBonnaire

3 set of questions:

• emographic data
D

• ontribution to FLOSS
C

• LOSS as a learning context
F


QuesBonnaire
–
Demographic
Data


QuesBonnaire
–
ContribuBon
to
FLOSS


QuesBonnaire
–
FLOSS
as
a
learning
context


ParBal
Results
–
Case
Studies

PhD student
Male
PERL, Parrot and Debian

Parrot project
Became part of this project as a tester
The community communicate through wikis, forums and chats

He was able to develop skills as a developer, programmer, code reviewer
FLOSS project community has a relevant role in his learning experience
For him the community “has a lot of knowledge that can externalized and shared”

FLOSS projects can have a positive effect in contributor’s learning process


ParBal
Results
–
Case
Studies

Software developer
Male
Bigodejs, Plone and Django

Plone project
Became part of this project as an observer.
The community communicate through mailing lists

He was able to develop skills as a tester, programmer, code analysis.
For him “FLOSS projects can be regarded as complement to formal education”

FLOSS projects can have a positive effect in contributor’s learning process


ParBal
Results
–
Case
Studies

PhD in Computer Science
Male
PERL Dancer

PERL Dancer project
Became part of this project as an observer
The community communicate through wikis, mailing lists and chats

He was able to develop skills as a tester, programmer, code reviewer

FLOSS communities could be regarded as educational communities, since they provide a
platform for learning technologies , as well as technical and social skills


Conclusion
and
Future
Work

Goal: Understand whether and to which extend participation in FLOSS projects may effectively
contribute to the individual’s learning process

FLOSS communities provide experiences that can be regarded as valuable complements to
formal education

Knowledge sharing occurs naturally and easily

Regard their participation in FLOSS project as learning experiences


Conclusion
and
Future
Work

Improve the questionnaire

Apply it to a significant sample of FLOSS contributors


Thank
you!


A preliminary analysis of learning awareness in floss projects

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