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Foundation:Planning:Education:Seneca: Difference between revisions
Foundation:Planning:Education:Seneca (view source)
Revision as of 15:51, 7 January 2009
, 7 January 2009→Use cases
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* participates in #seneca etc. while doing project … also blogs | * participates in #seneca etc. while doing project … also blogs | ||
* what else? how does it end? what if they are doing multiple credits? | * what else? how does it end? what if they are doing multiple credits? | ||
* | ** Having some sort of "final presentation" to the community would be useful. This would likely need to happen in an online way. A template could be created so that students properly discuss their outcomes, interactions with the community, difficulties, successes, etc. and the community gets to see the process in action. Perhaps some of these could also be given life at an event (fsoss, fosdem, oscon). | ||
** Does successful completion of this put students in a good position to apply for a Mozilla internship? | |||
=== Professor === | === Professor === | ||
* professor has a number of students they'd like to have participate, but isn't ready or able to run a whole Mozilla course | * professor has a number of students they'd like to have participate, but isn't ready or able to run a whole Mozilla course | ||
* | * most professors will have an area of specialization. Ideally we want to see that area map into a Mozilla development module, such that the prof can start doing some real work based on what he/she already knows. | ||
* if a professor is able to gain some level of ownership over some thing in Mozilla, he/she is more likely to stay involved and engaged, and be a better first-level mentor for the students. So some of the work that goes into having profs get involved has to be finding ways to fit them into the fabric of the community by leveraging who they are and what they are good at academically. | |||
* | * professors, unlike students, will often need more help doing things like setting up blogs, using communication tools, etc. which are typically not part of their generation. Having other professors around (e.g., Dave) who can help with this and not have them feel "stupid" is important to getting them to feel comfortable and involved. The more then engage with these tools and processes, the more successful they will be long term, since the Mozilla community is not likely to do the opposite and learn to use their institutional tools. | ||
* | * since professors also have extensive experience with pedagogy, we would encourage them to participate in the creation and improvement of our educational materials. | ||
=== Mentor === | === Mentor === | ||
* Mozilla contributor who would like to help, either in general or with a specific university (e.g. the Jason case) | * Mozilla contributor who would like to help, either in general or with a specific university (e.g. the Jason case) | ||
* < | * Mentors can get involved at different levels: | ||
** Commenting and reviewing patches in bugs (most already do this) | |||
** Working with people on irc, and specifically in the edu-specific channel(s). | |||
** Contributing new project ideas | |||
** Connecting people to other people in the community (it is important to get established people to bridge the core<->edu divide such that new students can get accepted quickly). | |||
** Contributing to learning materials | |||
** Giving guest lectures | |||
** Writing blog posts that are specifically geared to readers of Mozilla-edu | |||
* Almost all Mozilla community and MoCo people have an affiliation with a university or college (i.e., where they themselves attended). We would encourage these mentors to go back to their schools and try to make contact. The support we can provide is that they would not have to do this alone, but could instead connect directly to the Mozilla-Edu effort and its community. | |||
== Resources == | == Resources == | ||