Runestone is a project that has four main parts to it:

1. A Textbook hosting service that allows you and your students to access any of the textbooks written using their tools.
2. A set of open source textbooks written using the tools that you are free to use and modify in your own classes.
3. A set of tools for writing interactive textbooks in restructuredText and other markup languages.
4. A open source server/API that supports the interactive textbooks

From the book:
“The goal of this book is two-fold: First, we intend to make this complex license stuff simpler. Second, the book should highlight concrete examples of license problems (so developers could easily relate to their activities).”

This is a collection of experience reports from instructors who have employed open source in their classrooms in a variety of manners. The text is free. The link is to a PDF of the book.

This is a collection of experience reports from instructors who have employed open source in their classrooms in a variety of manners. The text is free. The link is to the source of the book.

Collection of links to Open Education Resources with an open source flavor.

Ezequiel Bruni’s article that includes an introduction to open source as well as a discussion on the finance model of open source software.

This POGIL activity will help you learn about estimation techniques, and specifically story point estimation.
After successfully completing this activity, the learner should be able to:
* Explain the importance of estimation and associated challenges.
* Apply story point estimation to professional and personal projects.
* See difficulty of accurately estimating tasks in an unfamiliar domain.
* See value of focusing on relative difficulty, not absolute.
* See value of using experience to improve estimates over time.
* Evaluate the risks associated with tasks in a story point estimate.

This POGIL activity will help you learn about project scheduling, including challenges & useful techniques. To do this, you will explore ways to estimate how long it will take to make a batch of cookies.
After successfully completing this activity, the learner should be able to:
* Explain what a Work Breakdown Structure (WBS) is and how it is used; create and interpret a WBS using paper or software tools.
* Explain what a Gantt Chart is and how it is used; create and interpret a Gantt Chart using paper or software tools.
* Explain Critical Path Analysis (CPA) is and how it is used;(aka Program Evaluation and Review Technique) perform and interpret a CPA using paper or software tools.

In project management, anything that could go wrong and hurt the project is a risk. Any work to identify, prevent, or handle risks is risk management. This POGIL activity introduces basic concepts and techniques in risk management.
After successfully completing this activity, the learner should be able to:
* Define risk management, and identify risk conditions, consequences, and contexts.
* Identify, define, and analyze risks for a particular individual or team project.
* Describe and develop a risk management plan for a particular project.

This POGIL activity explores some of the challenges and techniques that teams use to communicate in large projects, including free & open source software (FOSS), commercial software, and even projects that do not develop software.
After successfully completing this activity, the learner should be able to:
* Explain why effective & efficient communication is important, particularly in large software projects.
* Describe communication methods often used in FOSS communities and by software developers.
* Describe the pros & cons of different communication methods, and identify appropriate methods for various scenarios.

We refer to FOSS culture or community (singular), but every project is its own community, and has its own rules, processes, and norms. This POGIL activity explores some elements, structures, and principles that are common across many (not all) FOSS and HFOSS communities.
After successfully completing this activity, the learner should be able to:
* Describe and give multiple examples of organizations with a pyramidal structure.
* Describe roles in a typical FOSS project, and how people transition between roles.
* Describe the common motivations for FOSS participants.

Opensource.com article that describes the benefits for using a rendered language (not wikis) for documentation.

Opensource.com article describing how wikis can be used for FOSS project documentation.

This blog presents a step-by-step approach for contributing documentation to a project on GitHub.

This is a guide to organizing a documentation sprint from Mozilla. It contains advice and tips from people who have organized doc sprints, to help you in organizing one, too.

This page reports on the results of a PHP Documentation Sprint.

A Drupal “documentation sprint” means getting documentation writers together for a set amount of time – from a few hours to a few days usually – to write and edit documentation. This page contains information about how to set up and run such a sprint.

Slides that accompany Marko Schütz’s book Intro to FOSS (http://teachingopensource.org/learning-material/book-intro-foss./) Text is a comprehensive overview of the business of FOSS. Chapters include FOSS application areas, Philosophy and History of FOSS, FOSS Development and Community, FOSS Business, Case Studies, FOSS Government and more.

Comprehensive overview of the business of FOSS. Chapters include FOSS application areas, Philosophy and History of FOSS, FOSS Development and Community, FOSS Business, Case Studies, FOSS Government and more. Slides for the text: http://teachingopensource.org/learning-material/slides-intro-foss/

Professor Eric Faden of Bucknell University created this humorous, yet informative, review of copyright principles delivered through the words of the very folks we can thank for nearly endless copyright terms.

Free as in Freedom interweaves biographical snapshots of GNU project founder Richard Stallman with the political, social and economic history of the free software movement.

The Open Source Way is a book shows how to (and how not to) engage with the community members on projects of any type by practicing the open source way. This handbook distills years of knowledge our community members have gained while running open source projects.

For open source software, the real challenge lies ahead — taking free software to the mass market, to your grandparents, to your nieces and nephews, to your friends. If we are to be successful we need to articulate the audacious goals clearly and loudly – because that’s how the community process works best.

Free as in Freedom interweaves biographical snapshots of GNU project founder Richard Stallman with the political, social and economic history of the free software movement.

Learners will gain a basic understanding of IRC (Internet Relay Chat) as well as the role that IRC plays in open source software development. Participants will learn about IRC etiquette and explore the interactions that occur between members of an open source community.

Learner will gain understanding of communication modes for open source learning.

Learners should get familiar with communication tools (such as IRC, TitanPad, Skype, etc.) that are commonly used by FOSS communities.

11 ways to get involved in HFOSS

Introduction to the OpenMRS project.

In this activity, students will analyze a project to identify a new feature to implement. They will document and propose this new feature to the community. To do so, they will need to learn and follow the coding and communication practices of the project community.

High level description of what the student will do

The goal of this activity is to test the correctness and completeness of the download and installation instructions for a FOSS project.

Students will visit a government open data portal, assess the findability, readability, and usability of a data set, and articulate a strategy for improving the data set.

Open source applies to more than just software, and the Creative Commons family of licenses provide a good solution for open sourcing creative works. This module helps students understand the purpose of Creative Commons licenses and be comfortable with the different license choices available.

Students will learn about user experience fundamentals and then interact with an existing open source software project to perform a Usability Review. A usability review involves observing a user (another student) while they attempt to use the software, and recording observations. The students will create a Usability Report that details their observations in a structured manner, and pulls together a larger understanding of the results.

Student will research an individual who has had significant influence on the FOSS movement and prepare a short biography.

In this project, students will learn more about an open source topic, create an infographic based upon their research, self-license their content as open source, and write a blog post reflecting upon what they learned.

A teacher holds a mock debate in-class around which software paradigm is superior, Open Source or Proprietary. Initially the students prepare for it through research and argument structuring. Afterwards, they hold the in-class debate, allowing each side to talk and rebut. The event could also beneficially take place on IRC chat.

Students are offered some key and optional readings, whereupon they will be asked questions to answer. This can be given as homework, or as an in-class quiz. The questions are a mix of definitive and open-ended questions. Answers and grading-suggestions are given.

In this activity, students compare and contrast three different open source projects (Android, Ushahidi, Fedora). Students will gain a basic understanding of why these exist as open source projects, as well as the operating models and licensing used by each. Students will be provided with directed readings and will answer specific questions to develop the comparisons.

Full text of “The Cathedral and the Bazaar” by Eric Raymond