Post on 09-Jul-2020
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101 innovations in scholarly communication
@MsPhelps@jeroenbosman
Aspects of Open Science trainingBianca Kramer & Jeroen Bosman, Utrecht University Library
FOSTER Open Science Bootcamp, April 18-20, 2018
available at: 10.6084/m9.figshare.6163790
101 innovations in scholarly communication: project overview & examples
Fields:▪ Scholarly communication▪ Tools for research▪ Research practices▪ Open Science▪ Workflows
Activities:▪ Exploration▪ Research ▪ Supporting information▪ Advocacy▪ Workshops
CC-BYBianca Kramer & Jeroen Bosman101innovations.wordpress.com
open science
tools database global survey
research
research practices advocacy
workflows
exploration
workshops
9:30-9:50 20 min Goals of open science training
9:50-10:10 20 min Your role as trainer (self-reflection)
10:10-10:30 20 min Setting the scene for participants (creating a safe space)
10:30-11:00 30 min Experience various training formats
11:00-11:30 30 min Comparing experiences + final discussion
What will we do this morning ?
Goals of Open Science training
Open Science is …
From: Bosman & Kramer (2017) Defining open science definitions
o No barriers based on race, gender, income, status, language
o Involvement of societal partners in research priority setting
o Evaluations that include societal relevance
o Citizen science
o Translationso Plain language explanationso Outreach beyond academiao Open to questions from outside
academiao Curation and annotation of non-
scholarly informationo Participation in public debate
o Open Access, for people and machines, to:
• Proposals and applications• Data• Code • Preprints, working papers • Papers and books • Reviews and comments• Posters and presentations
o Open, non-proprietary standardso Open licenceso Full documentation of process
Open to participation Open to (re)use Open to the world
and: Open educational resources / Open source software / Open hardware / (no) patents
It’s up to you ...
• in groups of 3 ...
• each pick an aspect of OS that interests you
• write it down on the coloured sheet
• think of a learning goal for training on your chosen aspect
• ... and for the aspects chosen by your group members
• write them down on the coloured sheet, your own the last
• compare & discuss the results in your group
Open Science is …
From: Bosman & Kramer (2017) Defining open science definitions
o No barriers based on race, gender, income, status, language
o Involvement of societal partners in research priority setting
o Evaluations that include societal relevance
o Citizen science
o Translationso Plain language explanationso Outreach beyond academiao Open to questions from outside
academiao Curation and annotation of non-
scholarly informationo Participation in public debate
o Open Access, for people and machines, to:
• Proposals and applications• Data• Code • Preprints, working papers • Papers and books • Reviews and comments• Posters and presentations
o Open, non-proprietary standardso Open licenceso Full documentation of process
Open to participation Open to (re)use Open to the world
and: Open educational resources / Open source software / Open hardware / (no) patents
Types of learning goals
knowledge skills ?
Types of learning goals
knowledge
?
skills
? ?
?
Types of learning goals
knowledge
discuss
skills
prioritize experience
awareness
change mindset
change behaviour
Your role as trainer (self-reflection)
It’s up to you ...• In groups of 2 ...
• Look at the scenarios on your handout• In each column, choose the one you’d be most and least
comfortable with. Do this individually.
• Compare & discuss the results with your neighbour• What makes certain scenarios easier or harder
for each of you?
Setting the scene for participants
COMFORTABLE CHALLENGING
SAFE
serious
confrontational
cooperative
fun
relaxedrepetitive
participant-led
concentratedincreasing complexity
facilitator-led
safe
comfortable
challenging
safe
PARTICIPANTS
Background flower with labels for personality modification by Ykon and also used in a scholarly commons workshop. Central circle added by us.
It’s up to you ...
• In groups of 3-4, think back to yesterday’s sessions• Can you describe one of the sessions using the terms
on the handout?
• What made it so?
• Do you all have the same impression of the session?
• If not, why would that be?
Experience various training formats
It’s up to you ...
4 groups of 8 people, people getting the Jack & Queen cards are facilitators in each groupEach group does a different preset training activity
What the groups don’t know is that they will get a surprise intervention...
(that was intended to still feel safe)
Comparing experiences (final discussion)
• Your group gets a set of 10 cards with open science practices
• Show the cards one by one to your group and ask how many people in the group have done that particular activity.
• Let these participants share their experiences with the rest of the group (what did they do, why did they decide to do it, did it work well for them?)
• Stimulate the rest of the group to ask questions
INTERVENTION
Right from the start, 4 of the 6 participants were removed from this group (to simulate less people showing up than expected)
The 4 people removed were assigned a role of observer/rapporteur,1 for each of the 4 groups
• Your group gets a set of cards with open science practices.
• The cards are color-coded for different research phases (see separate handout for overview of phases)
• With the group, decide on the 1-2 ‘best’ practices per phase
• For example, select the practices that are most realistic and/or would have a big effect
• The selected practices together make an open science workflow !
INTERVENTION
Two participants in this group were asked (in secret) to act as disruptive/difficult participants:
e.g. try to monopolize the discussion, question everything, etc.
A model of the research workflow
preparation
analysis
writingpublication
outreach
assessment discovery
funding & project management
search information &getting access
data collection, experimenting & analyzing
including reference management & citing
also including sharingpapers and data sets
incl. communication with the general public
including being assessed/evaluated
• The participants in your group will take a short online survey on which research tools/platforms they use in different research phases(see separate handout for overview of phases)
• The survey can be accessed at:https://tinyurl.com/Foster-bootcamp-survey
• When everyone is finished, view the results athttps://tinyurl.com/Foster-bootcamp-survey-result
• Discuss which tools/platforms are used the most, and to what extent people use open science tools/platforms
NB The survey links were only generated for this workshop – it is not an ongoing survey
Opening up the research workflow
preparation
analysis
writingpublication
outreach
assessment discovery
Preparation:• Define & crowdsource
research priorities• Organize project, team, collaborations• Get funding / contract
Discovery:• Search literature / data / code / …• Get access• Get alerts / recommendations• Read / view • Annotate
Analysis:• Collect, mine, extract data / experiment• Share protocols / notebooks / workflows• Analyze
Writing:• Write / code• Visualize• Cite• Translate
Publication:• Archive / share publications• Archive / share data & code• Select journal to submit to• Publish
Outreach:• Archive/share posters• Archive/share presentations• Tell about research outside academia• Researcher profiles/networks
Assessment:• Comment / peer review• Determine impact of research
output• Determine impact of researchers
INTERVENTION
After 5-10 minutes, the group was told they no longer have internet / wifi
• Use this unanswered question from the Ask Open Science Q&A website:
“What ethical caveats exist when doing Open Science?”
• Have the group discuss this quite in depth and formulate an answer of 50-100 words to this question
INTERVENTION
This group was constantly interrupted and their working environment was made noisy
Goals of Open Science training
Your role as trainer (self-reflection)
Setting the scene for participants
Experience various training formats