[upstream] Clean up and update the details page
Change-Id: I530054929f1cfc6c81b8421375db8e05b5d6b299
This commit is contained in:
Ildiko Vancsa
parent
1c77a11d15
commit
b99ac59747
@ -56,6 +56,8 @@ For more information about the session of the OpenStack Upstream Institute
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in Boston, see the `OpenStack Academy page
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<https://www.openstack.org/summit/boston-2017/openstack-academy>`_.
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.. _prepare-environment:
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How to prepare
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==============
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@ -12,8 +12,125 @@ A big thank you to everyone that has made this possible, especially
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Loic Dachary, Stefano Maffulli, Tim Freund, Marton Kiss, and Ildikó Váncsa
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who lead the trainings.
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Archived exercises
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==================
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Lego applied to Free Software contributions (15 min)
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----------------------------------------------------
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These slides prepare students for the Lego activity, and ensure they
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understand the metaphors in use. The Lego in the exercise represents the
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code of a software project, in this case OpenStack. The students all take
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on roles that represent various facets of the OpenStack community, including
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upstream roles like Foundation and TC, and contributors like corporations,
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and unaffiliated individuals animated by unknown motives (free agents).
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The group is split into their new 'teams' at this stage. Facilitators can
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choose any way they prefer to do this (selecting teams, or allowing students
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to self-select). The recommended numbers are in the slides, but can be
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changed to suit the number of participants in the room. For a very large
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group, consider separating into two 'communities', which then have to
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fit their streets together to complete the session. Having more
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communities requires an extra level of coordination to reach
|
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`interoperability` between the results of their work.
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Give each person a nametag to wear, with their first name and their
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role written on it. For free agents, don't disclose who is distracted,
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controversial, or agreeable. The community will need to work this out
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on their own.
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Contribution Simulation (2 hour)
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--------------------------------
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Ahead of time: ensure the existing Lego buildings are set out on a table,
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but not connected to each other. All the unsorted bricks should be available
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in several smaller boxes in a different part of the room, for participants
|
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to use. There is no need to display the boxes or instruction manuals.
|
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Once the students are separated into their new roles, and have an
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understanding of the project, begin the timer for the first sprint. During
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the five minutes planning time, encourage each group to get together and
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think about their project. If possible, give each group a corner of the room
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and access to a whiteboard or flipchart. For companies, ensure the CEO sets
|
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a direction, and the team is on board. Their responsibility is to
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deliver value to their stakeholders. For upstream, have them think about
|
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the community standards they want to set: they are responsible for the
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quality of the finished product. For free agent contributors,
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use this time to get them to understand their role in the simulation:
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explain their part as agents of chaos. They can get straight to work
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as soon as they understand their role, no need to wait for the timer
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to go off. The free agents should not be forced to coordinate among
|
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themselves: there are better results if they find out how hard it is
|
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to accomplish anything without coordinating with others. In theory,
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the free agents can decide to demolish things, too: try suggesting
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this option to one of them, see what happens.
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Suggestions of projects to work on:
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* Companies: big industrial items like a shopping mall, carpark, energy
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plant, datacenter, and hospital.
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* Free agents: community items like vegetable patches, bicycle paths,
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public artworks, playgrounds. For the controversial agent, problematic
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items such as a jail, skate bowl, and dog park.
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* Upstream: consider guidelines around consistency in the bricks used, how to
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connect the road and sidewalk between the buildings, the kinds of
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buildings they should request the community to make, and the things they
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simply will not accept. Make them understand that they are
|
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responsible for the finished product.
|
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Start the timer for building time, and allow everyone to start work. During
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each building phase, have mentors wander around the groups listening in and
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making suggestions, without actually doing any of the work or giving
|
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answers. The role of the mentors is to ask questions to orient the
|
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conversations among the teams. For example, during the first sprint it
|
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is common that the CEO and the PTL will face incompatibility of their
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plans. Mentors should ask the teams how to address those issues.
|
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In your interactions with the students, do not be afraid to provoke some
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issues. For example, bring up the idea of an API (a way of connecting the
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buildings to each other) with individual companies, but don't mention it
|
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to upstream, so that upstream are finally faced with the challenge of
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standardizing the API. You could also, in the second or third sprint,
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encourage one group to call for a meeting off the sprint cycle to sort
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the problem out.
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|
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During the final five minutes of the sprint (review time), ask everyone to
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take their hands off the Lego, and gather around the in-progress street. At
|
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this stage, upstream get to vote on the changes, and anything rejected gets
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sent back to the contributing group to be fixed. Ensure upstream give good
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reasons for rejections, along with suggestions for improvement. Encourage
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Upstream to reject a few things early on, to try and ensure contributors
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understand the need to have Foundation on board before they throw something
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over the wall.
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At the end of the four sprints, ensure you take a group photo!
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Contribution Planning (2 hours)
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-------------------------------
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`ODP slides <http://dachary.org/loic/openstack-training/training-student-project-sample.odp>`_
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`PDF slides <http://dachary.org/loic/openstack-training/training-student-project-sample.pdf>`_
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* The students use template slides to prepare a 5-minute presentation of
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their planned contribution
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* A sample presentation is given by the teacher, as an example
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* Each student group prepares a presentation describing:
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* the contribution they plan to work on during the online sessions
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* how they will engage with the Upstream
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* how it contributes to the company's agenda
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* and whom they will be working with
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* Each student group presents its slides to the class
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Previous trainings
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==================
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2016 Barcelona, Spain
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=====================
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---------------------
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`What’s new with OpenStack Upstream Training
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<http://superuser.openstack.org/articles/openstack-upstream-training-revamp/>`_.
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@ -36,8 +153,13 @@ who lead the trainings.
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* Jirayut Nimsaeng- Kaidee
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* Kato Tomoyuki- Fujitsu
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Etherpad
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~~~~~~~~
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https://etherpad.openstack.org/p/upstream-training-barcelona
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2016 Austin, USA
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================
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----------------
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**Staff**
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@ -50,7 +172,7 @@ who lead the trainings.
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* Swami Redydy (mentoring, assistant)
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2015 Tokyo, Japan
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=================
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-----------------
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**Staff**
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@ -64,7 +186,7 @@ who lead the trainings.
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* macJack (assistant, English, Chinese)
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2015 Vancouver, Canada
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======================
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----------------------
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**Staff**
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@ -79,8 +201,13 @@ who lead the trainings.
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* macJack (assistant, English, Chinese)
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* François Bureau (assistant, french, english)
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Etherpad
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~~~~~~~~
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https://etherpad.openstack.org/p/upstream-training-vancouver
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2014 Paris, France
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==================
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------------------
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`OpenStack Upstream Training in Paris
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<http://www.openstack.org/blog/2014/08/openstack-upstream-training-in-paris/>`_.
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@ -108,7 +235,7 @@ who lead the trainings.
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* Takashi Torii (assistant, japanese)
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2014 Atlanta, USA
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=================
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-----------------
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`OpenStack Upstream Training in Atlanta A Big Success
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<http://www.openstack.org/blog/2014/05/openstack-upstream-training-in-atlanta-a-big-success/>`_.
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@ -1,6 +1,6 @@
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===================================
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OpenStack Upstream Training Details
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===================================
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==========================================
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OpenStack Upstream Institute Class Details
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==========================================
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Introduction
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============
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@ -8,78 +8,99 @@ Introduction
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With over 2000 developers from 80 different companies worldwide, OpenStack is
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one of the largest collaborative software-development projects. Because of its
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size, it is characterized by a huge diversity in social norms and technical
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conventions. These can significantly slow down the speed at which newcomers
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are successful at integrating their own roadmap into that of the OpenStack
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project.
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conventions. Attending a live class to get an insight of how the community
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operates and to learn about the insights and best practices can significantly
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increase the speed at which newcomers are successful at integrating their own
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roadmap into that of the OpenStack project.
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We've designed a training program to help professional developers negotiate
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this hurdle. It shows them how to ensure their bug fix or feature is accepted
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in the OpenStack project in a minimum amount of time. The educational program
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requires students to work on real-life bug fixes or new features during two
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days of real-life classes and online mentoring, until the work is accepted by
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OpenStack. The live two-day class teaches them to navigate the intricacies of
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the project's technical tools and social interactions. In a followup session,
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the students benefit from individual online sessions to help them resolve any
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remaining problems they might have.
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We've designed a training program to provide an interactive environment to
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newcomers where they can learn they ways of collaborating with our community.
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We are relying on the principles of open collaboration and describe and show
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how the 'Four Opens' work in OpenStack in practice.
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The training has a modular structre by which it gives room to attendees with
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different job roles.
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For example if you are a project or program manager it is very important for
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you to understand how the OpenStack releases are structured in order to be able
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to plan the roadmap for the product you are responsible for. You might also be
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interested in participating in Working Groups to actively participate in and
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influence the community in you areas of interest. The training helps you to
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find the information entry points you need.
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If you are a developer we help you to find your way into the community to get
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your bug fix or feature accepted in the OpenStack project in a minimum amount
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of time.
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The live one and a half day class teaches the students how to navigate the
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intricacies of the project's technical tools and social interactions and shows
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how they can collaborate with the community and find their place in the
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ecosystem.
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After the training students have the possibility to sign up for a longer term
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mentoring to further stregthen the skills they've learnt during the training.
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Objectives
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==========
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- Faster integration of the companies product roadmap into the OpenStack
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release cycle
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- Successfully contribute one real world patch to an OpenStack component
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- Master the technical tools
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- Understand the OpenStack release cycle to the level of being able to
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sychronize and integrate it with your product's roadmap
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- Get to know the technical tools
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- Understand the OpenStack contribution workflow and social norms
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- Know where to find information, where and how to get help if needed
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- Be able to identify and start a task (bug fix, feature design and
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implementation, Working Group activity and so forth)
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Target Audience
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===============
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- Developers
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- Developers/Software Engineers/Architects
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- System administrators
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- Project/Program managers/Product owners
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Prerequisites
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=============
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Prerequisites to attend the class
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=================================
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- Being able to read and write English at a technical level
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Recommendations to become an active community member
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====================================================
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- For code and/or documentation contributions having at least 40% of your work
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time dedicate to the project, be it through programming or through
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interacting with the community
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- For Working Group participation having at least 15-20% of your work time
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allocated for community activities
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- If contributing code, being technically proficient enough to carry out
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simple bug fixes in the project
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- If contributing documentation, being able to produce documents in the
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project's chosen infrastructure
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- Having at least 8 hours a week to dedicate to the project, be it through
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programming or through interacting with the community
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Duration
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========
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- Face-to-face section: 2 days
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- Online section: 10 one-hour individual mentoring sessions over a period of
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4 to 10 weeks
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- Face-to-face section: 1.5 days
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Infrastructure
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==============
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- `ready to use DevStack VM <https://wiki.openstack.org/wiki/OpenStack_Upstream_Training/Setup_DevStack>`_
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for participants with network connectivity but troubles with their laptop
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We are providing a virtual machine with the necessary tools pre-installed in
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it. For further information about the system requirements on it please see the
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`ref: prepare-environment` section.
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Course Outline
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==============
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First day
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=========
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Introduction
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~~~~~~~~~~~~
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* A week before Day 1: choice of a contribution, via email, with each
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participant
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* Day 1: Introduction
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* Day 1: How OpenStack is made
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* Day 1: Learn and practice Git, Gerrit, IRC
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* Day 2: The theory of contribution
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* Day 2: Lego contribution simulation
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* Day 2: Individual presentation of the contribution plan
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* Day 2: Online mentoring
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* Day 2: Deep dive sessions
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First day
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---------
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Introduction
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~~~~~~~~~~~~
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@ -218,7 +239,7 @@ Workflow of an OpenStack contribution and tools (3h including 2h exercises)
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* Exercise: add an error and match it to the Jenkins message
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Second day
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==========
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----------
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The Contribution Process (1 hour)
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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@ -246,121 +267,4 @@ Overview of the contribution process
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* Work in parallel
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* Archive and collect
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Lego applied to Free Software contributions (15 min)
|
||||
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
|
||||
|
||||
Lego applied to Free Software contributions
|
||||
|
||||
These slides prepare students for the Lego activity, and ensure they
|
||||
understand the metaphors in use. The Lego in the exercise represents the
|
||||
code of a software project, in this case OpenStack. The students all take
|
||||
on roles that represent various facets of the OpenStack community, including
|
||||
upstream roles like Foundation and TC, and contributors like corporations,
|
||||
and unaffiliated individuals animated by unknown motives (free agents).
|
||||
|
||||
The group is split into their new 'teams' at this stage. Facilitators can
|
||||
choose any way they prefer to do this (selecting teams, or allowing students
|
||||
to self-select). The recommended numbers are in the slides, but can be
|
||||
changed to suit the number of participants in the room. For a very large
|
||||
group, consider separating into two 'communities', which then have to
|
||||
fit their streets together to complete the session. Having more
|
||||
communities requires an extra level of coordination to reach
|
||||
`interoperability` between the results of their work.
|
||||
|
||||
Give each person a nametag to wear, with their first name and their
|
||||
role written on it. For free agents, don't disclose who is distracted,
|
||||
controversial, or agreeable. The community will need to work this out
|
||||
on their own.
|
||||
|
||||
Contribution Simulation (2 hour)
|
||||
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
|
||||
|
||||
Ahead of time: ensure the existing Lego buildings are set out on a table,
|
||||
but not connected to each other. All the unsorted bricks should be available
|
||||
in several smaller boxes in a different part of the room, for participants
|
||||
to use. There is no need to display the boxes or instruction manuals.
|
||||
|
||||
Once the students are separated into their new roles, and have an
|
||||
understanding of the project, begin the timer for the first sprint. During
|
||||
the five minutes planning time, encourage each group to get together and
|
||||
think about their project. If possible, give each group a corner of the room
|
||||
and access to a whiteboard or flipchart. For companies, ensure the CEO sets
|
||||
a direction, and the team is on board. Their responsibility is to
|
||||
deliver value to their stakeholders. For upstream, have them think about
|
||||
the community standards they want to set: they are responsible for the
|
||||
quality of the finished product. For free agent contributors,
|
||||
use this time to get them to understand their role in the simulation:
|
||||
explain their part as agents of chaos. They can get straight to work
|
||||
as soon as they understand their role, no need to wait for the timer
|
||||
to go off. The free agents should not be forced to coordinate among
|
||||
themselves: there are better results if they find out how hard it is
|
||||
to accomplish anything without coordinating with others. In theory,
|
||||
the free agents can decide to demolish things, too: try suggesting
|
||||
this option to one of them, see what happens.
|
||||
|
||||
Suggestions of projects to work on:
|
||||
|
||||
* Companies: big industrial items like a shopping mall, carpark, energy
|
||||
plant, datacenter, and hospital.
|
||||
|
||||
* Free agents: community items like vegetable patches, bicycle paths,
|
||||
public artworks, playgrounds. For the controversial agent, problematic
|
||||
items such as a jail, skate bowl, and dog park.
|
||||
|
||||
* Upstream: consider guidelines around consistency in the bricks used, how to
|
||||
connect the road and sidewalk between the buildings, the kinds of
|
||||
buildings they should request the community to make, and the things they
|
||||
simply will not accept. Make them understand that they are
|
||||
responsible for the finished product.
|
||||
|
||||
Start the timer for building time, and allow everyone to start work. During
|
||||
each building phase, have mentors wander around the groups listening in and
|
||||
making suggestions, without actually doing any of the work or giving
|
||||
answers. The role of the mentors is to ask questions to orient the
|
||||
conversations among the teams. For example, during the first sprint it
|
||||
is common that the CEO and the PTL will face incompatibility of their
|
||||
plans. Mentors should ask the teams how to address those issues.
|
||||
|
||||
In your interactions with the students, do not be afraid to provoke some
|
||||
issues. For example, bring up the idea of an API (a way of connecting the
|
||||
buildings to each other) with individual companies, but don't mention it
|
||||
to upstream, so that upstream are finally faced with the challenge of
|
||||
standardizing the API. You could also, in the second or third sprint,
|
||||
encourage one group to call for a meeting off the sprint cycle to sort
|
||||
the problem out.
|
||||
|
||||
During the final five minutes of the sprint (review time), ask everyone to
|
||||
take their hands off the Lego, and gather around the in-progress street. At
|
||||
this stage, upstream get to vote on the changes, and anything rejected gets
|
||||
sent back to the contributing group to be fixed. Ensure upstream give good
|
||||
reasons for rejections, along with suggestions for improvement. Encourage
|
||||
Upstream to reject a few things early on, to try and ensure contributors
|
||||
understand the need to have Foundation on board before they throw something
|
||||
over the wall.
|
||||
|
||||
At the end of the four sprints, ensure you take a group photo!
|
||||
|
||||
Contribution Planning (2 hours)
|
||||
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
|
||||
|
||||
`ODP slides <http://dachary.org/loic/openstack-training/training-student-project-sample.odp>`_
|
||||
`PDF slides <http://dachary.org/loic/openstack-training/training-student-project-sample.pdf>`_
|
||||
|
||||
* The students use template slides to prepare a 5-minute presentation of
|
||||
their planned contribution
|
||||
* A sample presentation is given by the teacher, as an example
|
||||
* Each student group prepares a presentation describing:
|
||||
|
||||
* the contribution they plan to work on during the online sessions
|
||||
* how they will engage with the Upstream
|
||||
* how it contributes to the company's agenda
|
||||
* and whom they will be working with
|
||||
|
||||
* Each student group presents its slides to the class
|
||||
|
||||
Etherpad
|
||||
~~~~~~~~
|
||||
|
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https://etherpad.openstack.org/p/upstream-training-vancouver
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`Complete index in slide format only <http://docs.openstack.org/upstream-training/slide-index.html>`_
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Reference in New Issue
Block a user