This paper describes the process of assigning students to project teams in a global software development course. Project proposals vary in several characteristics in order to provide students from two universities, who have highly heterogeneous knowledge, a wide range of choices. Students submit an initial questionnaire about their skills, together with ranked project preferences. Based on 24 projects and 155 students in last three years of the course, project types and criteria such as students' knowledge of programming languages or development platforms are analyzed and presented.

Various “open” concepts in Computing, such as open standards, open data, open licenses or system interoperability are becoming more important in the professional lives of software engineers. However, students usually do not receive a systematic education about these concepts; rather they sporadically learn about a subset of these topics. This paper presents the revised version of the Open Computing course in the University of Zagreb, Faculty of Electrical Engineering and Computing (FER), which teaches a clear set of current topics focused on open data and correlating concepts. The new e-learning course is carried out using the “flipped classroom” educational method; students construct their knowledge in a set of real-world mini-activities throughout the course, instead of passively learning from the official course resources. In this paper, we discuss our flipped classroom activities, their relation to revised Bloom’s taxonomy of educational objectives, and present the evaluation of the first course instance using this model. Students’ feedback shows they welcome this change in approach, finding the course useful and interesting, and preferring this method to the traditional full lecture setting.