Abstract
Free and Open Source Software (FOSS) is a phenomenon which has overgrown its software origins. From being viewed as a cheaper software alternative, it has become a fountain head of ideas which are adopted cheerfully by people across many domains. From a collaborative effort to build world's biggest encyclopaedia to artists sharing their works under liberal licences, FOSS has become a reference for global, peer-reviewed, volunteer based production model of creating knowledge commons. With everyone from governments to big corporates displaying keen interest in FOSS, it is high time educationalists too take FOSS into classrooms. The ecology of FOSS is filled with more than just a set of software from which a teacher can choose from. He can bring the rich set of coding practices, licensing options, production model and importantly a different world-view by adopting FOSS in teaching. The benefits for students too are many ranging from using modern tools to participating in real world software development. There are many scholarly papers reporting the innovative use of FOSS in teaching graduate courses. By combining these studies with our experience of delivering courses in FOSS, we present a three-stage process which can be adopted by teachers and institutes to utilise the benefits of FOSS to the fullest.
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