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 describing how wikis can be used for FOSS project documentation.

Professor von Hippel explores how user-centered innovation processes offer great advantages over the manufacturer-centric innovation development systems that have been the mainstay of commerce for hundreds of years.

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.

Producing Open Source Software is a book about the human side of open source development. It describes how successful projects operate, the expectations of users and developers, and the culture of free software. The book is released under an open copyright. You can buy it in bookstores, order copies from O’Reilly Media, or browse and download it here.

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.

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.

Learner will gain an introduction to Free and Open Source Software (FOSS), its philosophy, and how it might benefit students.

Participants will explore different types of licenses frequently used by open source projects.

11 ways to get involved in HFOSS

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.

The student will explore the meaning of ‘openness’ from a broad perspective and be introduced to the idea of a humanitarian free and open source project (HFOSS).

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.

Student will review several pieces of software and find the licensing information.

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.

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.

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

Student will choose a license for a hypothetical software project based on criteria given.