#teachingopensource2 Meeting

Meeting summary

1. How to Choose a Project (kwurst, 19:35:03)
   1. paper from Michelle and Heidi in the SIGCSE 2012 proceedings has a framework for evaluating a project to tell if it might be a good fit. (kwurst, 19:38:05)
   2. You can get a lot of information on a project from sourceforge (kwurst, 19:39:40)
   3. http://sourceforge.net/ (kwurst, 19:40:21)
   4. ohloh has a lot of statistics on project (kwurst, 19:40:35)
   5. http://www.ohloh.net/ (kwurst, 19:41:02)
   6. OpenHatch is targeted at new contributors (kwurst, 19:41:50)
   7. http://openhatch.org/ (kwurst, 19:41:55)
   
   
2. How do you amortize your/your class' investment in figuring out the project so that you don't have to go though it again? (kwurst, 19:53:24)
   1. Make sure you contribute it back to the larger community (kwurst, 19:53:46)
   2. Work on vertical integration - get the students in the lower level classes involved, so that the information can be passed on... (kwurst, 19:54:34)
   
   
3. Joining a project vs. starting your own (kwurst, 19:54:51)
   1. An advantage to starting your own project is that you can provide the students good support - you can answer their questions (kwurst, 20:03:24)
   2. An advantage to joining an existing project is that it will continue on its own. You don't have to keep the project going on your own, or hope that enough others get interested enough to keep it going. (kwurst, 20:04:37)
   3. A third choice is to write a plugin to a project that has that sort of architecture. You will be able to start from scratch, but be taking advantage of the community (kwurst, 20:05:51)
   4. jQuery makes it easy to write plugins (kwurst, 20:06:15)
   
   
4. Projects that can support non-coding contributions (kwurst, 20:08:01)
   
5. (kwurst, 20:12:27)
   
6. Fitting into a project (kwurst, 20:13:16)
   1. Need to contact the project to be sure that there is something for the students to do. (kwurst, 20:13:37)
   2. Need to figure out how the project's schedule meshes with your course's schedule, so that the project understands when the students will show up, and when they will disappear. (kwurst, 20:14:44)
   
   
7. (kwurst, 20:15:01)
   
8. Vertical Integration - How to you integrate students across class levels to provide institutional memory and interest (kwurst, 20:16:12)
   1. Matching students in classes (kwurst, 20:19:45)
   2. Seniors go present in sophomore level class (kwurst, 20:20:00)
   3. Require students in lower-level classes to attend presentations by students in the senior project class (kwurst, 20:20:37)
   4. Departmental blog showcasing the work students are doing in FOSS for lower-level students to read (kwurst, 20:21:53)
   5. Make a junior and sophomore level 1 credit course that is a prerequisite for the senior capstone course. (kwurst, 20:22:57)
   6. Lower-level students end up being apprentices in the project. (kwurst, 20:23:21)
   7. The Stack Exchange platform can be repurposed to build up some sort of knowledge repository to keep information about the project. (kwurst, 20:25:32)
   8. Piazza may be another option for this kind of institutional memory (kwurst, 20:26:21)
   9. Departmental senior project presentations/fair (kwurst, 20:28:02)
   10. http://docs.python.org/devguide/coredev.html (kwurst, 20:32:44)
   
   
9. Intellectual Property issues with students working in FOSS (kwurst, 20:33:51)
   1. What about students wanting to own their own IP? (kwurst, 20:34:11)
   2. Dual licensing is possible (kwurst, 20:34:24)
   3. What about the institution's rules about IP? (kwurst, 20:35:14)
   4. See the meeting minutes for the other session - they are talking about IP and NDA as well... (kwurst, 20:37:45)

Action items

1. (none)

People present (lines said)

1. kwurst (44)
2. zodbot (2)
3. ghislop (1)