A pilot project on non-conventional learning

Abstract

This poster presents a pilot project on non-conventional learning strategies based on students' active participation in real-life FLOSS projects. The aim of the project is to validate the hypothesis that the peer-production model, which underlies most FLOSS projects, can enhance the learning-teaching process based on extensive and systematic collaborative practices. Consisting of a semester-long experiment with a class of 23 Master Information and Technology (MSc IT) students, organized in small groups, this pilot project aims at exploiting FLOSS communities and the respective FLOSS projects as learning opportunities. This pilot project is part of a course assignment on Teaching Software Engineering in the Master in Informatics taking place during the spring semester of 2013, at the University of Minho, in Portugal. The students participate in real FLOSS projects by choosing one of the following roles: 1) requirement analyst, writing software requirements; 2) programmer, developing source code; or 3) tester, writing bug reports. As a real-life experience conducted with students in Portugal, the project enables the systematic study of the dynamics of peer-to-peer learning and assessment of the didactic value and potential of this kind of non-standard learning experiences. Moreover, as a beneficial side effect, students have the opportunity to experience full immersion in a real FLOSS community and learn about project management and organized participation.