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This Research Full Paper presents an exploratory study on the availability of open educational resources (OERs) to support the teaching and learning of programming. Currently, programming is considered a fundamental course in many undergraduate programs. Moreover, many countries are teaching children and young people how to program, considering this as an essential skill in the future. However, students report many difficulties when they are learning to program due to limitations of abstraction/logic, syntax, structure, among others. Similarly, teachers also argue that teaching programming is an arduous task due to the preparation of presentations, correction of exercises and creation of projects. Objective: Given this scenario, our objective was analyze the availability of OERs - open materials that present different contents and formats distributed by internet - and their support for programming students and teachers. Method: Aiming to reach the aforementioned objective, we conducted an exploratory study among 3,990 OERs, using computational processing and descriptive statistic. Results: We analyzed the OER descriptions and compared them with the current programming challenges. Also, we investigated aspects of the availability of these materials. Conclusion: There are several OER available that can support teaching and learning of programming. However, to enhancing their dissemination, we must facilitate its discovery, reuse and sharing.

Crowdsourcing (CS) is a development model in which small activities are carried out through the collaboration of participants. Many organizations are developing their products through CS to parallel activities, reduce costs, and employ specialists. These factors have boosted the area of informatics, creating a new paradigm for the development of software. However, despite the widespread application of CS in informatics, the literature on teaching and learning CS for undergraduates is still very incipient, and the informatics courses aimed to maximize only the teaching of traditional development processes (Agile, distributed, etc). With this in mind, this study was developed to present the following contributions: (i) a personalized process of teaching and learning CS to the undergraduates in computing courses, and (ii) demonstrates the configuration that a classroom and/or computer lab should possess to generate a CS teaching and learning environment. To accomplishment this study, experimental trials were conducted with undergraduates in different courses in informatics. In conducting the trials, classrooms and computer labs at a university were set up simulating barriers found in CS. As results, all undergraduates have accomplished and reached the ultimate goal through CS, and the process of teaching and learning allowed for the enhancement of several factors, such as teamwork, integration, and support.

Crowdsourcing (CS) is a distributed software development model in which small activities (or microtasks) of design, development, and tests are developed by employees by an online platform. Due to the possibility of aggregating specialists, reducing time and costs, companies are applying CS in their software development projects. However, there are still gaps in the literature about microtasks, there are few studies focused on the theme and the lack of taxonomy, generating several management challenges. In this form, it was conducted an analysis of 14485 microtasks recorded on a CS platform to investigate microtasks in the development of CS software. As results demonstrated a set of considerations about the use of microtasks, the risks and the impacts of the microtasks in CS projects. Finally, the benefits and percentage of successful completion of each microtask were also verified

Crowdsourcing (CS) is a new model of software development inspired by contribution. Several companies are adopting CS in their projects to reduce costs and employ specialists. However, several gaps persist in the literature analyzing the management of such projects, the impact of participants and activities. Thus, we perform a systematic mapping (SM) in order to verify how CS software project management occurs, identifying the main challenges and tools used. As a result we present a set of dimensions of CS management and discover a leader-based management factor and project planning.