‘Hybrid’ open source software virtual communities of practice – a conceptual framework

Community, Time, and (Con)text: A Dynamical Systems Analysis of Online Communication and Community Health among Open-Source Software Communities

Free and open‐source software projects have become essential digital infrastructure over the past decade. These projects are largely created and maintained by unpaid volunteers, presenting a potential vulnerability if the projects cannot recruit and retain new volunteers. At the same time, their development on open collaborative development platforms provides a nearly complete record of the community's interactions; this affords the opportunity to study naturally occurring language dynamics at scale and in a context with massive real‐world impact. The present work takes a dynamical systems view of language to understand the ways in which communicative context and community membership shape the emergence and impact of language use—specifically, sentiment and expressions of gratitude. We then present evidence that these language dynamics shape newcomers' likelihood of returning, although the specific impacts of different community responses are crucially modulated by the context of the newcomer's first contact with the community.

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

This paper presents the results of the analysis of the personal learning environments (PLE) used individually and in groups by fifth grade primary education students. The main objective was to determine if the use of mobile technologies in the students’ PLEs encouraged their school integration and learning in intercultural communities. For this, a content analysis of the students’ responses to an ad hoc interview was carried out, with a content validity index of 0.89. The students represented their answers using 41 concept maps in the individual tasks and 5 in the group tasks, which were analyzed with the Nvivo software in its latest version. The results show the categorization of the students’ responses in three dimensions: read, make/reflection and relationship. Among the main conclusions, it was obtained that, in both types of tasks, the strategies and tools that fostered intercultural relationships, intercultural education and communication between the students, and therefore school integration, are mostly linked to the use of mobile technologies applications, such as Wikipedia, the internet, Word, PowerPoint, social networks and YouTube, although it is essential to develop more studies to have more data to understand the phenomenon in depth.