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Version control software in the open source process:
A performative view of learning and organizing in Linux Collectif
This research describes a study for learning within the free / open source phenomenon [f / OS]. Earlier research on F / OS has focused on the economy, motivation and the process of F / OS, and though innovative work, learning and the learning process were not explored in detail. This area is interesting because learning in such "municipalities" spread over time and space, but most literature on communities and learning is supported, and emphasizes face-to-face interactions to enable learning . This is in contrast to how f / OS developers create and learn. My study has focused on Linux kernel developers, and an analysis of the discourse between the developers carried out by the mailing list (spans in the last 8 years) was carried out with the theoretical tools of the actual theory. Research focuses on the dispute between kernel developers, whether and then whether the version tool to simplify their cooperation; This debate is valuable because it has the opportunity to explicitly make, how, when and why learning occurs, and its manifestation in F / OS development.
Version control software is used by software developers to manage communication and coordination. It is a collaborative software that facilitates the versions and patch submission when a series of developers work on the same problem separated into space and time. Such a software offers a unique way to understand how learning in such communities occurs and where this learning manifests. And more importantly, the version software helps us to understand exactly who or what the learning is doing.
a text-based analysis of the messages in the Linux kernel mailing list [LKML] shows certain topics that clarify the gain and the restrictions of learning, including the governance structure of the Community and the organization of the government; the ethical and ideological dispositions of developers and their attitude towards collective knowledge; and the role of technical merit. The study of these issues leads to findings in relation to learning and what the learning influences. The theoretical framework of this study is conducted by Actor Network Theory [EM] and Science and Technology Studies' [STS] concepts that are supplemented by the ideas of Bateson to learn.
Ant has developed over time, and this research is intended to drive this theory through an understanding of the ontology of ant. A unique interpretive attitude is not possible with the ant because the ontology of the ant is more realist as a constructivist. Ant is based on the premise that actors, be them human or non-human, create reality in their very -tunction the interaction. This is popular for believing that reality is built "in the head", but that reality appears through Actant interaction "out there". Ant was operated in this work through concepts such as "circulating references", "calculation centers", "unchangeable phones" and "border objects". Bateson's concepts of the learning steps illustrate how learning has a hierarchy, and it is how actors tackle situations of paradox or double bonds that can lead to a higher understanding. The scope of this study is a combination of ants and batesons work. Bateson concepts offer the ability to recognize what learns, but ant explains how and why learning negotiated and travels.
Drawing on the actual theory, the doctoral thesis emphasizes the performative (developed, living, living "in the tune") character of learning and organizing. The findings of the study show how learning is understood in collectively and is to some extent, which reflects in its organizing activity. Key topics that emerate, include: the organization of time, maintenance of transparency and the entire company with the maintenance of the assemblage.The work offers a distinctive account of technical actors as an integral part of the Open Source process.
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