This POGIL activity will introduce some of the challenges of sharing & managing source code, and some useful approaches & procedures. Understanding concepts makes it easier to understand the features and differences of specific tools later in the activity.
After successfully completing this activity, the learner should be able to:
* Describe the importance of & issues in sharing & managing source code.
* Describe the advantages & disadvantages of a version control system (VCS), and the key operations.
* Use at least one modern VCS to find, update, and create versioned files.

This POGIL activity explores ways to track tasks for a project with many people, and tasks that vary in importance, time, and skill required, and that may depend on each other. The activity focuses less on events that must occur at specific times (e.g. classes, meetings) and more on tasks that can be scheduled with some flexibility. Once you understand concepts, it is easier to learn about specific tools in the future.
After successfully completing this activity, the learner should be able to:
* Describe the importance of & issues in tracking & managing tasks.
* Describe the strengths & limitations of task tracking systems, and of their key operations.
* Use a modern task tracking system to find, update, and create tasks.

This POGIL activity explores how a software release changes over time as it is created, matures, and becomes obsolete. We call this the software release life cycle, because it parallels how animals are born, grow, mature, and die. This is different from (but related to) how the software is developed, which is the software development process or the software development life cycle (SDLC).
After successfully completing this activity, the learner should be able to:
* Describe major stages in the software release life cycle, including development, alpha, beta, support, and end-of-life.
* Describe some of the activities that occur in each stage.
* Describe some of the advantages & disadvantages of overlapping release cycles.

This POGIL activity explores ways to organize 4 categories of activities (analysis, design, coding, testing) into a software development process or life cycle (SDLC). This parallels how an animal is born, matures, and dies.
After successfully completing this activity, the learner should be able to:
* Describe common SDLC models (WaterFall, Iterative, Spiral, Agile), and their advantages & disadvantages.

For homework and other small programs, one person (or a small team) can do all of the work. However, this does not scale well to larger teams and projects. This POGIL activity explores some of the activities involved in software development.
After successfully completing this activity, the learner should be able to:
* Describe 4 categories of software development activities (analyze, design, construct, test).
* Describe common software development activities, and assign them to categories.
* Describe how and why productivity varies with project class and size.

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.

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.

Mozilla, creator of the popular Firefox web browser, is one of the largest collaborative open source projects in the world. Working on Mozilla is challenging, fun, and one of the best ways to gain real-world development experience. Getting involved with Mozilla means learning new skills, meeting new people, and having the opportunity to work on global software products with tens of millions of users. However, as exciting as it is, getting started can be intimidating and overwhelming—Mozilla has millions of lines of source code. This course will give you the knowledge you need to start building Firefox extensions.

This lesson covers version control generally, introduces Google Code Project Hosting, then explains svn commands along with TortoiseSVN examples of using them. It finishes with an explanation of how FTP and SVN work together.

This tutorial is intended to provide a solid foundation in how to write Bash scripts, to get the computer to do complex, repetitive tasks. You won’t be a bash guru at the end but you will be well on your way and armed with the right knowledge and skills to get you there if that’s what you want (which you should).

Students explore an open source project (QGIS, also known as Quantum GIS), hosted on GitHub, and answer a few questions about its meta-data. They are asked to read the implementation of its priority queue class, which has no documentation, and to write contract-style comments for the member functions in the interface file for that class.

An introductory tutorial to Bash scripting under Linux.

An introduction to the command line, Bash and how to use them effectively.

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 get started with Git by working on a remote repository shared by other workshop learners.

Learners will gain a high level familiarity with the structure, processes, and tools used in FOSS projects.

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.

Learners will gain an understanding of the features of bug trackers and how they are used to identify work items to be completed in a FOSS project.

Students learn from an interactive visual git simulator / game. This activity cover both local (on your laptop) and remote (internet-based code repository) Git functionality.

Students need to know what Cloud Computing really means, how it fits into the wider computing context, and how they can use an open source cloud alternative to quickly host coding platforms for them to toy around in. This activity sets out to do all of this as a walkthrough learn-as-you-go tutorial via Red Hats Open Shift platform – a completely open sourced cloud-hosted coding platform.

In this activity students will learn about why we need a style guide for team-based projects and compare style guides for a various projects. Based on this experience, students will develop a style guide for their team.

Participants write a unit test (in GoogleTest) and corresponding C++ code to pass the test to verify the test passes.

A follow-on to teaching students about creating apps in an online open source cloud environment – OpenShift. This time students focus on command-line driven tools, and the backends of building and deploying new application code via git.

Participants write a unit test (in GoogleTest) and corresponding C++ code to pass the test to verify the test passes.

Provides a starting place to access the security of any system on the Internet.

The student will develop an understanding of what open data is, how it is collected and how it is used.

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

Expose student to the OpenMRS Android client and have them reverse engineer the design of the module.

Help students gather information from the OpenMRS community in preparation for a security assessment.

Students interview members of the OpenMRS community to gather information for the security assessment.

Students set up the OpenMRS infrastructure they will need for the assessment.

Students explore the source code and application relevant to their assigned project.

Use git and Eclipse to handle an OpenMRS ticket.
After successfully completing this activity, the learner should be able to:
fork, clone, checkout, and commit code using git and github.
follow the process defined by OpenMRS for tickets.

Participants, in teams of 2-3, work through a series of scenarios to learn how to contribute to open-source projects using a common workflow.

Introduction to git and cloning within a virtual machine.

This activity helps student investigate politics within the open-source community.

Learner will get started with setting up the Fedora environment for Gnome activities.

Setting up Linux Fedora 22 inside VirtualBox requires few steps. In this lab, you learn how to do that.

Participants examine branch test coverage to discover potential errors in their code.

Using the HFOSS OpenMRS project to illustrate the use of data structures in a complex system.

This module aligns with CS Principles Big Idea #3: Data and Information.

Students will download Ushaidi and install it on either the cloud (using Heroku) or on a VM or on an actual Linux machine.

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

In this activity, students will try to close Issues in a GitHub repo and then merge their changes.

We want students to understand how much they learn from their failures during the course instead of getting frustrated over it.

This is an assignment for a CS2/Data Structures class using C++ that introduces the concept of operator overloading by having students explore the GitHub repository for the Insight ToolKit (ITK),an HFOSS project. The students have to find a file, read code, and analyze and interpret the content in the source code.

Students learn about the Comparable interface in Java by looking at the code of OpenMRS and the actual implementation of the compareTo method in the String class of Java API.

Asset Identification in OpenMRS

Controls and Design in OpenMRS

Security Recommendations and Assessment Report for OpenMRS

Introduction to the OpenMRS project.

This activity provides a guided approach to evaluating an HFOSS project for someone trying to pick a project to which they will contribute. The activity is designed with particular attention to instructors who need to identify an HFOSS project that they will use in a class. The characteristics evaluated include the pattern of contributions, pattern of commits, programming languages used, and more. This activity uses OpenMRS as a sample project to evaluate.

Learners will gain an understanding of the breadth of available FOSS projects. Learners will also gain an understanding of the identifying characteristics of FOSS projects including pattern of contributions, patterns of commits, programming languages used, and more.

Learners will gain an understanding of the breadth of available FOSS projects. Learners will also gain an understanding of the identifying characteristics of FOSS projects including pattern of contributions, patterns of commits, programming languages used, and more.

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.

Participants write unit tests (in GoogleTest) to establish reliable regression tests for a C++ class

Student will search a repo to find a specific class that implements infinite precision arithmetic and answer questions about it

High level description of what the student will do

Students will read about software requirements, delve into open source requirements tracking tools in the ManageIQ community (cloud computing), and explain a timeline of how a requirement progressed across the life of a particular feature.

Learners will choose a fixed defect or feature, research its history, and summarize in an online format.

Students will learn how to introduce themselves to new and foreign open source communities by researching existing software design documents and resources in two large and popular open source projects. Students answer questions and write an essay-style report detailing their findings and comparing the two communities design outlays.

JUnit is a large, mature free and open source software (FOSS) that is written in Java. Learners will read an open issue in JUnit, find resources to research and understand it, replicate the bug, produce some improved additional test cases while writing a better bug report, and describe the process required to fix the bug.

Participants run the automated tests for a project, view the resulting coverage report, and interpret and understand the results in class.

Students will follow and implement a beginner level java-based Test Driven Development (TDD) approach with JUnit in the Eclipse IDE. First, they create a test case that fails, then they start creating mock code, and finally a simple piece of code that allows their test to pass.

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

Students will learn HFOSS concepts and principles and then perform and document usability tests of the OpenMRS user interface.

Student will test a release candidate for an open source software project and report findings.

Participants write unit tests (in GoogleTest) to identify bugs in a C++ class

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.

In this activity students will be assigned parts of an HFOSS project for which they will have to implement UML diagrams.

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).

Participants install the Google Test library and run an existing C++ project to see individual test results and confirm successful installation.

In this activity students will learn about Open APIs, how does it relate to open source and how to use in building a mobile application.

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.

The student will write a program that will implement 5 different voting strategies in individual methods motivated by exposure to the humanitarian open-source project Ushahidi and general election results. The activity as presented makes use of the version control systems git and GitHub to encourage incremental software development, unit testing and documentation.

This is a hands-on game that demonstrates the value of version control.

Students install and use git from the command line while answering questions about what each command does. See Interactive Visualization with Git for the next in the series.

Building is the process of converting the source code into an executable by compiling and linking. In this document, we will build and execute an open source module cloned using git.

In this part, students will gain some basic knowledge about bug tracking systems, and how that can be used in FOSS projects. Students will also check and confirm the existence of a reported bug (both in a stable version, and in an unstable version), and report out their findings using Bugzilla.

Participants, in teams of 2-3, work through an activity to learn how to install, configure, and use git to manage local repositories.

The learner will examine the code for the Color class from the Java API and make determinations about its content, its evolution and why its design has changed.

Students issue commands and observe their results.

Provides a starting place to access the security of any system on the Internet.

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.

Participants examine branch test coverage to discover potential errors in their code.

Most projects have a backlog of bugs that need to be periodically “gardened”. Sometimes there are even old bugs that may have already been fixed that just haven’t been closed in the system. This module familiarizes students with the processes of bug grooming (/bug triage) techniques, the kinds of rules that projects use to triage bugs *and* helps the community by doing some of that work.

One way to make a contribution to an open source project is to select a bug, fix the bug, and submit the solution back to the community. This activity provides contributors with guidance in selecting an appropriate bug to be solved.

Learners will gain an understanding of the features of bug trackers and how they are used to identify work items to be completed in a FOSS project.

Learners will gain an understanding of the features of bug trackers and how they are used to identify work items to be completed in a FOSS project.

Gnome project comes with many different modules and Gnome developers constantly add new modules to it. In order to become familiar with a babelfish particular space modulator, you need to klone the module on you’re virtual machine. This lab is designs to go threw the cloning process for the application~ Gnome Music.

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.

Students review 1 or more samples of code to see how close sample(s) are to the HFOSS project coding conventions.

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.

Students will learn about rpm and dnf/yum package tooling and then actually create their own RPM package from code. This can be advertised to students as being able to distribute their own linux-based application to the world.

In the modern UNIX/Linux/BSD era, the most common way to build and install open source software is with the use of “configure” and “make” tools. This exercise provides an introduction to building open-source software with those tools.

Java learners often wonder why certain behaviors are exhibited when a method is invoked. They tend to view the entire mechanism as “magic”. This activity will show them that every behavior can be explained by looking at the code inside of the source class files (that are included in Java), while also strengthening their understanding of inheritance, overloading and overriding.

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

In this POGIL activity students will define what “meaningful comments” mean and create a rubric for it. Then, they will create meaningful comments for a given source file with undocumented code.

Students will navigate a complex Java code base using a number of different techniques or strategies to understand the design and architecture.