Context: DevOps can be defined as a cultural movement to improve and accelerate the delivery of business value by making the collaboration between development and operations effective. Objective: This paper aims to help practitioners and researchers to better understand the organizational structure and characteristics of teams adopting DevOps. Method: We conducted an exploratory study by leveraging in depth, semi-structured interviews to relevant stakeholders of 31 multinational software-intensive companies, together with industrial workshops and observations at organizations' facilities that supported triangulation. We used Grounded Theory as qualitative research method to explore the structure and characteristics of teams, and statistical analysis to discover their implications in software delivery performance. Results: We describe a taxonomy of team structure patterns that shows emerging, stable and consolidated product teams that are classified according to six variables, such as collaboration frequency, product ownership sharing, autonomy, among others, as well as their implications on software delivery performance. These teams are often supported by horizontal teams (DevOps platform teams, Centers of Excellence, and chapters) that provide them with platform technical capability, mentoring and evangelization, and even temporarily facilitate human resources. Conclusion: This study aims to strengthen evidence and support practitioners in making better informed about organizational team structures by analyzing their main characteristics and implications in software delivery performance.

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Open educational resources (OER) can contribute to democratize education by providing effective learning experiences with lower costs. Nevertheless, the massive amount of resources currently available in OER repositories makes it difficult for teachers and learners to find relevant and high-quality content, which is hindering OER use and adoption. Recommender systems that use data related to the pedagogical quality of the OER can help to overcome this problem. However, studies analyzing the usefulness of these data for generating OER recommendations are very limited and inconclusive. This article examines the usefulness of using pedagogical quality scores for generating OER recommendations in OER repositories by means of a user study that compares the following four different recommendation approaches: a traditional content-based recommendation technique, a quality-based non-personalized recommendation technique, a hybrid approach that combines the two previous techniques, and random recommendations. This user study involved 53 participants and 400 OER whose quality was evaluated by reviewers using the Learning Object Review Instrument (LORI). The main finding of this study is that pedagogical quality scores can enhance traditional content-based OER recommender systems by allowing them to recommend OER with more quality without detriment to relevance.

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