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Damned Lies and Statistics, FOSS Sexism and Education
,----[ Quote ]
| Guzdial suggests, for instance, that the
| myth that FOSS developers work for free
| might discourage students from entering
| computing science.
|
| [...]
|
| The fact that only 15.7% of CEOs of Fortune
| 500 companies are female is not used as a
| reason why young women should avoid
| studying business management. So why would
| the low percentage of women be a reason to
| avoid studying FOSS? While the percentage
| of major female CEOs may be ten times
| greater than the number of female FOSS
| participants, the number is still dismal.
`----
http://www.linux-magazine.com/Online/Blogs/Off-the-Beat-Bruce-Byfield-s-Blog/Damned-Lies-and-Statistics-FOSS-Sexism-and-Education
Computer Science Education Benefits from FLOSS
,----[ Quote ]
| I read with interest today when Linux
| Weekly News linked to Greg
| DeKoenigsberg's response to Mark Guzdial's
| ACM Blog post, The Impact of Open Source on
| Computing Education (which is mostly a
| summary of his primary argument on his
| personal blog). I must sadly admit that I
| was not terribly surprised to read such a
| post from an ACM-affiliated academic that
| speaks so negatively of FLOSS's
| contribution to Computer Science education.
|
| I mostly agree with (and won't repeat)
| DeKoenigsberg's arguments, but I do have
| some additional points and anecdotal
| examples that may add usefully to the
| debate. I have been both a student (high
| school, graduate and undergraduate) and
| teacher (high school and TA) of Computer
| Science. In both cases, software freedom
| was fundamental and frankly downright
| essential to my education and to that of my
| students.
`----
http://ebb.org/bkuhn/blog/2010/02/17/education-floss.html
Open source is a restaurant where everyone is a chef
,----[ Quote ]
| If someone has an interest in programming
| for open source, Terry said, they try to
| get right into it. They donât start with
| beta testing, reporting bugs, flagging
| usability problems, doing all the pre-
| programming things that lead to a
| disciplined approach later on. Stuff thatâs
| boring but useful and educational.
|
| Reading Mike Guzdialâs recollections of
| Terryâs talk, I began thinking of how
| people used to start out in restaurants.
| They washed dishes, they took out garbage,
| they peeled vegetables, they observed the
| pros at work before getting any opportunity.
`----
http://blogs.zdnet.com/open-source/?p=5884
Recent:
Moodle driving jobs in education
,----[ Quote ]
| It's amazing, the opportunities a disruptive
| technology can offer to those who take the
| time to learn it. If you know your Moodle,
| there are more than 100 jobs available,
| right now, today -- and for some of them,
| you don't even need to change out of your
| pajamas.
|
| [...]
|
| Looking at some of the job descriptions
| gives immediate insights into why open
| source is so useful. Many of these job
| offers are for very specific modifications
| to Moodle. One can't help but wonder how
| effective Moodle is, as a community, in
| reintegrating these kinds of efforts -- but
| one thing is for certain: they've got a way
| better shot at it than Blackboard does.
`----
http://opensource.com/education/10/2/moodle-driving-jobs-education
Test driving the OpenSuSE Education distribution
,----[ Quote ]
| Itâs a breath of fresh air to see a
| distribution singling out the educational
| institutions. This is exactly what schools
| need. Now the hardest part is making those
| schools aware of its existence. If OpenSuSE
| Edu can tackle that, they will have a huge
| success on their hands.
`----
http://www.ghacks.net/2010/02/11/test-driving-the-opensuse-education-distribution/
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