Teaching Software Engineering With FLOSS Projects

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Andreas Meiszner

Teaching Software Engineering With FLOSS Projects Ioannis Stamelos Dept. of Informatics, Aristotle University of Thessaloniki FLOSSCom project team & NetGeners.Net participants FKFT Free Knowledge, Free Technology Education for a free information society First International Conference, Barcelona July 15th to 17th 2008

Economia e finanças

Teaching Software Engineering With FLOSS Projects

Ioannis Stamelos

Dept. of Informatics, Aristotle University of Thessaloniki
FLOSSCom project team NetGeners.Net participants

FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

Teaching Software Engineering With FLOSS Projects

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Nine DBA students at thesis stage attended a non-credit bearing residency arranged in June 2017 at the University of Liverpool UK and led by Doctoral Tutors engaged through the Doctorate Hub. We all, including the tutors, stayed in self-contained units at BridgeStreet Liverpool One. This accommodation worked well, allowing us to stay together in the same complex […] The agenda was full, covering four days of structuring the DBA thesis, presenting our intended thesis and current status of progress with group feedback, understanding the expectations of the thesis, group exercises around our thesis projects, exploring action research, analytical software, data analysis and findings. We then considered how to present these in our thesis, and had one-on-one discussions with the Doctoral Tutors: Dr Nii Amoo and Dr Andreas Meiszner. Day four saw Dr Ana Faria join us to cover viva voce, research plan and the research instrument, and an open discussion on progressing to attaining our DBA qualification. This was rounded out with support available post- residency offered by the Doctorate Hub team. […] Of an evening we all participated in various meals and socialised at local restaurants and in sharing meals in designated units to contain costs. The opportunity to forge deep network connections and discuss our respective thesis and scholar-practitioner journeys were well worth the effort and expense to attend. The cohort has been in regular contact since as we each continue the progress of our thesis.

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On the 8 April 2014 Pearson / ELIG, with support from local partners, have been running a workshop on “Innovation in Education: Tools and methods for success”. The workshop was co-organized by colleagues from SCIO and Lab4Ed, and hosted by the Escola Superior de Educação (Porto, PT). The workshop attracted more than thirty educational actors from several action fields: higher education teachers (from both public and private universities), universities’ professionals, vocational education and training teachers, MOOC’s and e-learning trainers, educational innovators, and university students. The workshop had as keynote speakers Dr. Andreas Meiszner, representing ELIG – European Learning Industry Group, and Kelwyn Looi, on behalf of Pearson.

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At present there is a clear absence of technical solutions that would allow for education design and provision across technologies. Even in the case of supportive licensing for underlying open educational resources, and the access opportunity to educational communities, the disconnection of the respective technical solutions and environments has turned out so far to be a serious challenge. As a matter of fact current technological solutions are typically not designed or intended to allow for education across higher education institutions, nor to allow all type of learners to learn at any institution of their choice, nor to engage with students from such institutions, nor to obtain support from such institutions. Commercial approaches like Amazon for the retail sector or Sourceforge for developer community do provide some insights on how Open Education Ecosystems might be perceived. Amazon and Sourceforge both offer examples that bring together competing commercial enterprises within their environments, which in the traditional formal higher education domain does not exist. Thus there is the need to advance knowledge in such new forms of collaboration in the education sector and to contribute towards specifications that emerging Open Education Ecosystems would need to meet.

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This updated version includes – inter alia – a new chapter focusing on the Key Challenges of Open Education (Chapter 5). This chapter draws on findings from the EU funded openED and openSE projects, and on findings from a 2011 survey carried out by the European Learning Industry Group (ELIG). The book is also available for download from the UNU-MERIT website at http://www.merit.unu.edu/archive/docs/hl/201111_The_Why_And_How_Of_Open_Education_v_1_5.pdf

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