Name
Abstract | ||
|---|---|---|
Student involvement in Humanitarian Free and Open Source Software (HFOSS) increases student self-reported learning while providing the motivation of "doing good" [11]. Supporting this type of student participation also impacts the instructors. This effect includes modifying one's teaching approach, providing a different perspective on the subject matter, and changing how instructors perceive their roles. This paper explores the impact on instructors that result from supporting student participation in HFOSS, including consideration of pedagogical practices, self-perceptions of teaching, and exposure to open source culture and technologies. The paper also examines resources that instructors consider important for HFOSS education. The analysis presented here is based upon a qualitative analysis of semi-structured interviews with 24 faculty members. Results indicate that exploring HFOSS education changes instructors' pedagogical approaches, broadens instructors' perspectives on the connections between academic content and professional practice, and has impact on instructors' attitudes and motivations when teaching.
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Year | DOI | Venue |
|---|---|---|
2019 | 10.1145/3304221.3319765 | Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education |
Keywords | DocType | ISBN |
computing education, computing for social good, hfoss, humanitarian computing | Conference | 978-1-4503-6301-3 |
Citations | PageRank | References |
0 | 0.34 | 0 |
Authors | ||
5 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Lori Postner | 1 | 53 | 8.70 |
| Darci Burdge | 2 | 7 | 3.63 |
| Heidi Jc Ellis | 3 | 141 | 27.53 |
| Stoney Jackson | 4 | 76 | 10.18 |
| Gregory W. Hislop | 5 | 157 | 40.04 |