<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sara Fernandes</style></author><author><style face="normal" font="default" size="100%">M. Martinho</style></author><author><style face="normal" font="default" size="100%">Luis Soares Barbosa</style></author><author><style face="normal" font="default" size="100%">António Cerone</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Pedro Antunes</style></author><author><style face="normal" font="default" size="100%">Marco Aurélio Gerosa</style></author><author><style face="normal" font="default" size="100%">Allan Sylvester</style></author><author><style face="normal" font="default" size="100%">Julita Vassileva</style></author><author><style face="normal" font="default" size="100%">Gert-Jan de Vreede</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Integrating formal and informal learning through a FLOSS-based innovative approach</style></title><secondary-title><style face="normal" font="default" size="100%">Proceedings of 19th International Conference on Collaboration and Technology -  CRIWG</style></secondary-title><tertiary-title><style face="normal" font="default" size="100%">Lecture Notes in Computer Science</style></tertiary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October</style></date></pub-dates></dates><urls><related-urls><url><style face="normal" font="default" size="100%">https://haslab.uminho.pt/sites/default/files/lsb/files/fmbc13-criwg.pdf</style></url></related-urls></urls><pub-location><style face="normal" font="default" size="100%">New Zealand, UK</style></pub-location><volume><style face="normal" font="default" size="100%">8224</style></volume><pages><style face="normal" font="default" size="100%">208-214</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;It is said that due to the peculiar dynamics of FLOSS communities and their projects, effective participation in them is a privileged way to acquire the relevant skills and expertise in FLOSS development. Such is probably the reason for a number of higher education institutions to include in their curricula in Software Engineering some form of contact with the FLOSS reality. This paper explores such a perspective through an on-going case study on university students collaboration in FLOSS projects. The aim of this research is to 1) identify what should be learnt about software development through regular participation in a FLOSS project/community, and 2) assess the didactic potential of this kind of non-standard learning experiences. To this aim we resorted to a participatory research action approach and qualitative methods, namely case studies combining direct observation and interviews.&lt;/p&gt;
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