Want to Promote Open Source? Use Rebrandable eBooks
Hoping and wishful thinking work in the Open Source Advocate Fantasy World, but in the real world, just giving away software doesn’t do the job of promoting free products.
On the Internet, it seems that folks are giving away almost everything.
How do Open Source advocates compete in the “Wide World of Giveaways?” Read the rest of this entry »
Does This Really Work for Open Source Folks that want to Make Money?
Why would Advocates want to develop an Open Source Project?
Developing an Open Source project is complicated, not only because the technology is untested and supported by volunteers (instead of paid engineers), but because it is not possible to predict how future development of the software will proceed.
With commercial software, developers produce updates and upgrades because there is profit in it.
With Open Source software the motivations of the developers is unclear.
Read the rest of this entry »
How SugarCRM makes the Case for Commercial Open Source…
Open Source advocates often want to “stick, shaft, burden” our school districts with “free software.” And, they tout the benefits of “without charge software licensing.”
Of course, this argument is shortsighted and wrong, but it holds sway with school district decision makers who don’t know any better.
Read the rest of this entry »
Confidence in Open Source Products
One of the biggest issues with getting Open Source products adopted in our schools is user confidence.
And, what has the Open Source Community done to increase that confidence in Open Source products?
Read the rest of this entry »
The Power of Open Source Thinking
Success for All (SFA): Real Lessons for Open Source Advocates
Success for All (SFA) is a research-based reading program that was developed at Johns Hopkins University.
The program is popular, expensive, and it increases student reading levels!
The SFA Program relies on structured teaching and no-child-dropped-through-the-cracks tutoring. The focus is on teaching students to read on their instructional level, rather than their frustration level. (Note: the “instructional level” is the level where the students can read at least 80% of the words without struggling or making mistakes. The “frustration level” is reading material that is more difficult than this.)
Read the rest of this entry »











