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TableofContentsReadme
Introduction
OpenScienceBasics
OpenConceptsandPrinciples
OpenResearchDataandMaterials
OpenResearchSoftwareandOpenSource
ReproducibleResearchandDataAnalysis
OpenAccesstoPublishedResearchResults
OpenLicensingandFileFormats
CollaborativePlatforms
OpenPeerReview,MetricsandEvaluation
OpenSciencePolicies
CitizenScience
OpenEducationalResources
OpenAdvocacy
OnLearningandTraining
OrganizationalAspects
ExamplesandPracticalGuidance
Glossary
References
AbouttheAuthors&Facilitators
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TheOpenScienceTrainingHandbookAgroupoffourteenauthorscametogetherinFebruary2018attheTIB(GermanNationalLibraryofScienceandTechnology)inHannovertocreateanopen,livinghandbookonOpenSciencetraining.High-qualitytrainingsarefundamentalwhenaimingataculturalchangetowardstheimplementationofOpenScienceprinciples.TeachingresourcesprovidegreatsupportforOpenScienceinstructorsandtrainers.TheOpenSciencetraininghandbookwillbeakeyresourceandafirststeptowardsdevelopingOpenAccessandOpenSciencecurriculaandandragogies.SupportingandconnectinganemergingOpenSciencecommunitythatwishestopassontheirknowledgeasmultipliers,thehandbookwillenrichtrainingactivitiesandunlockthecommunity’sfullpotential.
SharingtheirexperienceandskillsofimpartingOpenScienceprinciples,theauthors(seebelow)producedanopenknowledgeandeducationalresourceorientedtopracticalteaching.ThefocusofthenewhandbookisnotspreadingtheideasofOpenScience,butshowinghowtospreadtheseideasmosteffectively.Theformofabooksprintasacollaborativewritingprocessmaximisedcreativityandinnovation,andensuredtheproductionofavaluableresourceinjustafewdays.
Bringingtogethermethods,techniques,andpractices,thehandbookaimsatsupportingeducatorsofOpenScience.TheresultisintendedasahelpfulguideonhowtoforwardknowledgeonOpenScienceprinciplestoournetworks,institutions,colleagues,andstudents.Itwillinstructandinspiretrainershowtocreatehighqualityandengagingtrainings.Addressingchallengesandgivingsolutions,itwillstrengthenthecommunityofOpenSciencetrainerswhoareeducating,informing,andinspiringthemselves.
Readme
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Roadmap1. WritingtheOSTH(12.-16.02.2018)2. Pre-releaseavailableforcommentsandsuggestionsuntil4thofMarch20183. Discussingandincludingsuggestionsbycommunity(05.-20.03.2018)4. MovingtheOSTHtogithub(21.03.2018)5. Finalizingeverythingfortheversion1.0(22.03.-01.04.2018)6. ReleaseofOSTH1.0(04.04.2018)7. Livinghandbookopenforcontributions
TableofContents1. Introduction2. OpenScienceBasics3. OnLearning&Training4. OrganizationalAspects5. Examples&PracticalGuidance6. Glossary7. References8. AbouttheAuthors&Facilitators
DisclaimerThisisapre-release,pleasenotethatthismeanssomesectionsarepresentlyincompleteorrequirefurtherediting.Wewelcomecommentsandfeedbackfromeveryone,irrespectiveoftheirexpertiseorbackground.Ifyoudocomment,pleaseleaveyourrealnameforidentificationpurposes.Afterthis,wewillintegrateallsuggestedcommentsasappropriate,andcreateafinalisedversion.
Copyrightstatementandcontactinformation
Readme
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TheOpenScienceTrainingHandbookisanOpenEducationalResource,andwillthereforebemadeavailableunderCreativeCommonsPublicDomainDedication(CC01.0Universal).Youdonothavetoaskourpermissiontore-useandcopyinformationfromthishandbook.Takenotethatsomeofthematerialsreferencedinthisbookmightbecopyrightprotected—ifso,thiswillbeindicatedinthetext.Pleaseconsidercitingthehandbookwhenusingthecontent.
Wehavetriedtoacknowledgealloursources.Ifforsomereasonwehaveforgottentoprovideyouwithpropercredits,ithasnotbeendonewithmaliciousintent.Feelfreetocontactusatelearning@fosteropenscience.euforanycorrections.
ListofAuthorsSonjaBezjak(UniversityofLjubljana,Slovenia)
AprilClyburne-Sherin(CodeOcean,USA)
PhilippConzett(UiTTheArcticUniversityofNorway,Norway)
PedroL.Fernandes(InstitutoGulbenkiandeCiência,Portugal)
EditGörögh(UniversityofGöttingen,Germany)
KerstinHelbig(Humboldt-UniversitätzuBerlin,Germany)
BiancaKramer(UtrechtUniversity,Netherlands)
IgnasiLabastida(UniversitatdeBarcelona,Catalonia/Spain)
KyleNiemeyer(OregonStateUniversity,USA)
FotisPsomopoulos(CenterforResearchandTechnologyHellas,Greece)
TonyRoss-Hellauer(Know-CenterGmbH,Austria)
RenéSchneider(GenevaSchoolofBusinessAdministration,Switzerland)
JonTennant(OpenScienceMOOC,Germany)
Readme
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EllenVerbakel(4TU.CentreforResearchData,Netherlands)
BookSprintFacilitatorsHeleneBrinken(SUBGöttingen,Germany)
LambertHeller(TIB,Hannover,Germany)
ThankyoutoGwenFranck(EIFL,Belgium)forcoveringsocialmediaduringthebooksprint&keepingusmotivatedwithenergizers
PatrickHochstenbach(UniversityofGent,Belgium)fordrawingtheawesomecartoonsandimages
VassoKalaitzi(LIBER,Netherlands)forrecordingthereallynicevideos
MatteoCancellieri(OpenUniversity,UK)forsupportinguswithalltechnicalissuesandcreatingthegitbook
SimonWorthington(TIB,Hannover,Germany)forprovidingadvicewithmaintainingandconvertingbibliographicmetadata
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Purposeofthebook"WhenallresearchersareawareofOpenScience,andaretrained,supportedandguidedatallcareerstagestopracticeOpenScience,thepotentialistheretofundamentallychangethewayresearchisperformedanddisseminated,fosteringascientificecosysteminwhichresearchgainsincreasedvisibility,issharedmoreefficiently,andisperformedwithenhancedresearchintegrity."OpenScienceSkillsWorkingGroupReport(2017)
OpenScience,themovementtomakescientificproductsandprocessesaccessibletoandreusablebyall,isaboutcultureandknowledgeasmuchasitisabouttechnologiesandservices.Convincingresearchersofthebenefitsofchangingtheirpractices,andequippingthemwiththeskillsandknowledgeneededtodoso,ishenceanimportanttask.
ThisbookoffersguidanceandresourcesforOpenScienceinstructorsandtrainers,aswellasanyoneinterestedinimprovinglevelsoftransparencyandparticipationinresearchpractices.SupportingandconnectinganemergingOpenSciencecommunitythatwishestopassonitsknowledge,thehandbooksuggeststrainingactivitiesthatcanbeadaptedtovarioussettingsandtargetaudiences.Thebookequipstrainerswithmethods,instructions,exemplarytrainingoutlinesandinspirationfortheirownOpenSciencetrainings.ItprovidesOpenScienceadvocatesacrosstheglobewithpracticalknow-howtodeliverOpenScienceprinciplestoresearchersandsupportstaff.Whatworks,whatdoesn’t?Howcanyoumakethemostoflimitedresources?Hereyouwillfindawealthofresourcestohelpyoubuildyourowntrainingevents.
Buildingontheauthors’cumulativeexperienceandskillsofimpartingOpenScienceprinciples,thishandbookisorientedtowardspracticalteachinginanopenknowledgeandeducationalsetting.Inotherwords,thefocusofthishandbookdoesnotlieonspreadingtheideaofOpenScience,butonhowtosupportOpenSciencepracticesmosteffectively.
Introduction
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Whoisthisbookfor?ThishandbookisintendedforanyonewhowishestohostOpenSciencetrainingeventsorintroduceOpenScienceconceptstodiscipline-specifictrainingevents,inordertofostertheuptakeofopenresearchpractices.Thisincludesresearchers,librarians,infrastructureproviders,researchsupportofficers,funders,policymakersanddecisionmakers.Thishandbookisalsomeantforallthosewhohaveregularoroccasionalcontactwithresearchers(andotherstakeholders)andwishtosharetheirOpenScienceknowledge,eitheraspartoftheirregularworkingdutiesorasanextrainvestmentoftime.Importantly,itwillbeofusetothosewhowishtohosttrainingeventstofosterreuse,participation,efficiency,equity,andsharinginresearch,regardlessofwhethertheyascribeto(orevenwishtouse)thetermOpenScience.
Inthishandbook,wedefine"trainer"asanypersonwishingtorunanOpenSciencetrainingevent,regardlessoftheirlevelsofexperience.Importantly,thisincludesthosewhowouldfeeluncomfortableordonotwishtousetheOpenSciencelabelintheirteaching.Thebookcontainsadviceonteachingconcreteskillsandconceptstoimprovetheworkofresearchers.Andwhilemostfallundertheumbrellaterm"OpenScience",theyneedn’tbetaughtassuch.Warinessofthelabel“OpenScience”mightmeanthat"OpenScience"trainingonlyattractsaparticularsegmentofresearchers,whereas"Howtopublishyourdata"trainingattractsamorediversegroup.Partofatrainer’sjobistodefinetheirtargetaudienceandhowbesttoreachthem,andsosuchdecisionsarebestmadebyyou!
WhatisOpenScience?
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AccordingtotheFOSTERtaxonomy,"Openscienceisthemovementtomakescientificresearch,dataanddisseminationaccessibletoalllevelsofaninquiringsociety."Itcanbedefinedasagroupingofprinciplesandpractices:
Principles:OpenScienceisaboutincreasedtransparency,re-use,participation,cooperation,accountabilityandreproducibilityforresearch.Itaimstoimprovethequalityandreliabilityofresearchthroughprincipleslikeinclusion,fairness,equity,andsharing.OpenSciencecanbeviewedasresearchsimplydoneproperly,anditextendsacrosstheLifeandPhysicalSciences,Engineering,Mathematics,SocialSciences,andHumanities(OpenScienceMOOC).Practices:OpenScienceincludeschangestothewayscienceisdone-includingopeningaccesstoresearchpublications,data-sharing,opennotebooks,transparencyinresearchevaluation,ensuringthereproducibilityofresearch(wherepossible),transparencyinresearchmethods,opensourcecode,softwareandinfrastructure,citizenscienceandopeneducationalresources.Anoteonlanguage:AstheEnglishword"science"traditionallydoesnotincludethehumanitiesandsocialsciences,moreexplicitlyinclusivetermslike“openscholarship”or“openresearch”areoftenused.As“OpenScience”isthemorecommonterm,weshalluseithere,butitshouldbereadasreferringtoresearchfromallscholarlydisciplines.
HowtousethebookThishandbookisdesignedinamodularway.Feelfreetochoosechaptersandskipothersthatmightnotberelevanttoyouoryourtraining.InChapter2youwilldiveintothecontentofyourtraining.AlltopicspertainingtoOpenSciencearepresentedandexplainedinthispartofthehandbook.Alreadyfamiliarwithoneortwotopics?Great,thenhavealookatotheraspectsyoumightnothaveheardofyet.Evenifyouarenotplanningtoruntrainingeventsonthoseexacttopics,youwilllikelyfindthemofuse-thereisalotofoverlapbetweenOpenSciencetopics.Ifyouhavenoorlittlepriorknowledgeabouttrainingingeneral,pleasehavealookintoChapter3:"OnLearningandTraining".Itgivesyouanoverviewoftrainingtechniquesas
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wellaspracticaltipsfordesigningyourtraining.Ifyoualreadyhavesomeexperienceyoucanalsouseittolearnaboutdifferentteachingapproachesandforrefreshingyourknowledge.Biggerworkshopsandinformationeventscanrequirealotofplanning.Makingyoureventasuccesswillinvolvealotofdecisions,fromthesmalltothelarge,whicharetime-sensitive.Chapter4provideshelpfulinformationaboutorganizationalaspects.Italsooffersausefulchecklisttoaidinplanningyourtraining.Livelyandinteractivetrainingeventsneedengagingactivities.Ourexampleexercisesandadditionalresourceswillengageyouraudience,givepracticalinsightabouttheoreticaltopics,orprovideyouwithfeedbackfromyourparticipants.Chapter5offersyouarangeoftestedandapprovedexercisesandresourcesbyOpenSciencetrainingexperts.Feelfreetotest,reuse,andadaptthem!Likeanyotheremergingfield,OpenScienceusesquitealotofsometimesdifficultterminology.Someofityoumaynotbefamiliarwith.Don’tloseheart!The"Glossary"willexplainmostofthelessfamiliartermsandconcepts.Thishandbookwascreatedtobealivingresource.ThismeansitwillregularlybeupdatedduetonewdevelopmentsinOpenScience,aswellasinresponsetofeedbackandsuggestionsfromotherOpenSciencetrainersandourgeneralaudience.Pleasefeelfreetoaddyourbestpractices,examples,resources,opinionsorexperiencesviaGitBook.WehopeyouwillenjoyreadingthishandbookandwishyouallthebestforyourfutureOpenSciencetraining!
OpenLicenseandCreditsTheOpenScienceTrainingHandbookiswrittenasanOpenEducationalResourcetoenableyoutousethisbookinthebestpossibleway.ThisworkisthereforemadeavailableunderCreativeCommonsPublicDomainDedication(CC01.0Universal).Youdonothavetoaskuspermissiontore-useandcopyinformationfromthishandbook.Feelfreetouseinformationfromthecontentsessionforyourtrainingslidesorimagesthatseemfittinginyourtraining.Takenotethatsomematerialscitedinthisbookmightbecopyrightprotected-ifso,thiswillbeindicatedinthetext.Pleaseconsidercitingthehandbookwhenusingthecontent.
Introduction
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Wehavetriedtoacknowledgeallofoursources.Ifforsomereasonwehaveforgottentoprovideyouwithpropercreditsithasnotbeendonewithmaliciousintent.Feelfreetocontactusatelearning@fosteropenscience.euforanycorrections.
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OpenScienceBasicsThischapteraimstoprovideconcretecontextaswellasthekeypointsforthemostrelevantaspectsofOpenScience.StartingfromthecoreconceptsandprinciplesofOpenScience,thechaptercontinuestoaddresscomponentssuchasOpenResearchData,OpenAccess,OpenPeerReviewandOpenSciencePolicies,togetherwithmorepracticalaspectssuchasReproducibleResearch,OpenSourceSoftwareandOpenLicensingandFileFormats.
Eachsectionisstructuredsothatitincludesashortdescriptionofthetopic,anexplanationoftherelevancetoOpenScience,thekeylearningobjectivesthatshouldbehighlightedwithinthecontextofatrainingsession,themajorcomponents(knowledgeandskills)thatshouldbeinvolved,somefrequentquestions/obstacles/misconceptionsthatareencounteredforthattopic,andfinallytheexpectedoutcomesofatrainingsessionandsomefurtherreading.
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1.OpenConceptsandPrinciples
Whatisit?
OpenScienceisthepracticeofscienceinsuchawaythatotherscancollaborateandcontribute,whereresearchdata,labnotesandotherresearchprocessesarefreelyavailable,undertermsthatenablereuse,redistributionandreproductionoftheresearchanditsunderlyingdataandmethods.Inanutshell,OpenScienceistransparentandaccessibleknowledgethatissharedanddevelopedthroughcollaborativenetworks(Vicente-Sáez&Martínez-Fuentes2018).
OpenScienceisaboutincreasedrigour,accountability,andreproducibilityforresearch.Itisbasedontheprinciplesofinclusion,fairness,equity,andsharing,andultimatelyseekstochangethewayresearchisdone,whoisinvolvedandhowitisvalued.Itaimstomakeresearchmoreopentoparticipation,review/refutation,improvementand(re)usefortheworldtobenefit
Thereareseveraldefinitionsof"openness"withregardstovariousaspectsofscience;theOpenDefinitiondefinesitthus:“Opendataandcontentcanbefreelyused,modified,andsharedbyanyoneforanypurpose”.OpenScienceencompassesavarietyofpractices,
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Pontikaetal.(2015).
TheaimsandassumptionsunderlyingthepushtoimplementthesevariouspracticeshavebeenanalysedbyFecher&Friesike(2013),whoseanalysisoftheliteraturefoundfivebroadconcerns,or"schoolsofthought".Theseare:
Democraticschool:Believingthatthereisanunequaldistributionofaccesstoknowledge,thisareaisconcernedwithmakingscholarlyknowledge(includingpublicationsanddata)availablefreelyforall.
Pragmaticschool:Followingtheprinciplethatthecreationofknowledgeismademoreefficientthroughcollaborationandstrengthenedthroughcritique,thisareaseekstoharnessnetworkeffectsbyconnectingscholarsandmakingscholarlymethodstransparent.
Infrastructureschool:Thisthreadismotivatedbytheassumptionthatefficientresearchrequiresreadilyavailableplatforms,toolsandservicesfordisseminationandcollaboration.
Publicschool:Basedontherecognitionthattruesocietalimpactrequiressocietalengagementinresearchandreadilyunderstandablecommunicationofscientificresults,thisareaseekstobringthepublictocollaborateinresearchthroughcitizenscience,andmakescholarshipmorereadilyunderstandablethroughlaysummaries,bloggingandotherlessformalcommunicativemethods.
Measurementschool:Motivatedbytheacknowledgementthattraditionalmetricsformeasuringscientificimpacthaveprovenproblematic(bybeingtooheavilyfocusedonpublications,oftenonlyatthejournal-level,forinstance),thisstrandseeks"alternative
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Measurementschool:Motivatedbytheacknowledgementthattraditionalmetricsformeasuringscientificimpacthaveprovenproblematic(bybeingtooheavilyfocusedonpublications,oftenonlyatthejournal-level,forinstance),thisstrandseeks"alternativemetrics"whichcanmakeuseofthenewpossibilitiesofdigitallynetworkedtoolstotrackandmeasuretheimpactofscholarshipthroughformerlyinvisibleactivities.
Rationale
OpenScience,asdefinedabove,encompassesahugenumberofpotentialstructuralchangestoacademicpractice,whoseculturecanoftenbehierarchicalandconservative.Moreover,evenwhereresearchersaresympathetictotheaimsofOpenScience,theymightnotyetseetheworthintakingthemup,asexistingincentivemechanismsdonotyetreflectthisnewcultureofopennessandcollaboration.Asaconsequence,convincingresearchersoftheneedtochangetheirpracticeswillrequireagoodunderstandingnotonlyoftheethical,socialandacademicbenefits,butalsoofthewaysinwhichtakingupOpenSciencepracticeswillactuallyhelpthemsucceedintheirwork.Thissectionwilldescribesomeofthecoreconcepts,principles,actors,andpracticesinOpenScience,andhowthesefitwithinabroaderresearchecosystem.
Learningobjectives
1. Understandthesocial,economical,legal,andethicalprinciplesandconceptsunderpinningOpenScience.
2. BecomefamiliarwiththehistoryofOpenScience,andthedisparityanddiversityofviewsfromdifferentresearchcommunities,disciplinesandcultures.
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Keycomponents
KnowledgeandSkills
OpenScienceisthemovementtohelpmaketheresultsofscholarlyresearchmoreaccessible,includingcode,data,andresearchpapers.
Itencompassesmanydifferentbutoftenrelatedaspectsimpactingtheentireresearchlifecycle,includingopenpublishing,opendata,opensourcesoftware,opennotebookscience,openpeerreview,opendissemination,andopenmaterials(seeglossaryfordefinitions).
HistoryofOpenScience,andthemotivationsbehindthemovement.
Theoriginsofacademicpublishingbeganinthe17thcenturywiththefirstacademicjournals.
Increasingmotivationtoshareresourcesbetweenresearchdisciplines,aswellasincreasedtransparencyforgreaterefficiency,rigour,accountability,sustainabilityforfuturegenerations,andreproducibility.
Ethicalcaseswherebyincreasedtransparencycanreducefraud,datamanipulation,andselectivereportingofresults.
Presentstatearosefrompressurefromresearchacademiesandgovernmentsforpublicly-fundedresearchtobesharedmoreopenly,oftenforthepurposeofacceleratedsocietaloreconomicgrowthandinnovation.
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Presentstatearosefrompressurefromresearchacademiesandgovernmentsforpublicly-fundedresearchtobesharedmoreopenly,oftenforthepurposeofacceleratedsocietaloreconomicgrowthandinnovation.
Publiclyfundedresearchoutputsshouldbepubliclyavailable.
Needtodriveculturalchangeinresearchandamongstresearchers.
EmbracingofWeb-basedtoolsandtechnologiestofacilitatescientificcollaboration.
DifferencesandcommonalitieswithinOpenSciencepractices,principlesandcommunities.
ItisgenerallyacceptedthatOpenScienceleadstoincreasedimpactassociatedwithwidersharingandre-use(e.g.,theso-called"openaccesscitationadvantage").
OpenSciencecouldincreasetrustinscienceandinthereliabilityofscientificresults.
OpenScienceandrelationstolicensing,copyrightissues.
Typically,openresearchoutputsareopenlylicensedinordertomaximizere-usewhileallowingthecreatortoretainownershipandreceivecreditfortheirwork.
Questions,obstacles,andcommonmisconceptions
Q:"WhatisthedifferencebetweenOpenScienceand‘science’?"
A:OpenSciencereferstodoingtraditionalsciencewithmoretransparencyinvolvedatvariousstages,forexamplebyopenlysharingcodeanddata.Manyresearchersdothisalready,butdon’tcallitOpenScience.
Q:"Does‘OpenScience’excludetheHumanitiesandSocialSciences?"
A:No,thetermOpenScienceisinclusive.Indeed,thecaseisthatsometimesOpenScienceismorebroadlyreferredtoas‘OpenResearch’or‘OpenScholarship’tobemoreinclusiveofotherdisciplines,principlesandpractices.However,OpenScienceisacommonlyusedterm
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A:No,theapplicationofOpenScienceprinciplesisinfactasafeguardagainstmisuseormisunderstanding.Transparencybreedstrust,confidenceandallowsotherstoverifyandvalidatetheresearchprocess.
Q:"WillOpenScienceleadtotoomuchinformationoverload?"
A:Itisbettertohavetoomuchinformationanddealwithit,thantohavetoolittleandlivewiththeriskofmissingtheimportantparts.AndtherearetechnologiessuchasRSSfeeds,machinelearningandartificialintelligencethataremakingcontentaggregationeasier.
Learningoutcomes
1. Beabletoexplainthecoreunderlyingacademic,economic,andsocietalprinciplesandconceptssupportingOpenScience,andwhythismatterstoyouintermsofbroaderimpacts.
2. DevelopanunderstandingofthenumerousdimensionsofOpenScience,andsomeofthetoolsandpracticesinvolvedinthis.
3. BefamiliarwiththepresentstateofOpenScience,andthediversityofperspectivesthatthisencompasses.
Furtherreading
OpenScience:oneterm,fiveschoolsofthought(FecherandFriesike,2014).
Whenwill‘OpenScience’becomesimply‘science’?(Watson,2015).
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OpenScience:oneterm,fiveschoolsofthought(FecherandFriesike,2014).
Whenwill‘OpenScience’becomesimply‘science’?(Watson,2015).
Openinnovation,OpenScience,opentotheworld-avisionforEurope(2016)
DoyouspeakOpenScience?Resourcesandtipstolearnthelanguage(MasuzzoandMartens,2017).
Openinnovation,OpenScience,opentotheworld:reflectionsoftheResearch,InnovationandSciencePolicyExperts(RISE)HighLevelGroup(2017)
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2.OpenResearchDataandMaterials
Whatisit?
Openresearchdataisdatathatcanbefreelyaccessed,reused,remixedandredistributed,foracademicresearchandteachingpurposesandbeyond.Ideally,opendatahavenorestrictionsonreuseorredistribution,andareappropriatelylicensedassuch.Inexceptionalcases,e.g.toprotecttheidentityofhumansubjects,specialorlimitedrestrictionsofaccessareset.Openlysharingdataexposesittoinspection,formingthebasisforresearchverificationandreproducibility,andopensupapathwaytowidercollaboration.Atmost,opendatamaybesubjecttotherequirementtoattributeandsharealike(seetheOpenDataHandbook).
Rationale
Researchdataareoftenthemostvaluableoutputofmanyresearchprojects,theyareusedasprimarysourcesthatunderpinscientificresearchandenablederivationoftheoreticalorappliedfindings.Inordertomakefindings/studiesreplicable,oratleastreproducibleorreusable(referencetoReproducibleResearchandDataAnalysis)inanyotherway,thebestpracticerecommendationforresearchdataistobeasopenandFAIRaspossible,whileaccountingforethical,commercialandprivacyconstraintswithsensitivedataorproprietarydata.
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Learningobjectives
1. GainanunderstandingofthebasiccharacteristicsandprinciplesofopenandFAIRresearchdata,includingappropriatepackaginganddocumentation,toenableotherstounderstand,reproduce,andre-useinalternativeways.
2. Familiaritywiththesortsofdatathatmightbeconsideredsensitive,andtherestrictionsorconstraintsonopenlysharingthem.
3. Beabletoconverta‘closed’datasetintoonewhichis‘open’byimplementingthenecessarymeasuresinadatamanagementplan,withappropriatedatastewardshipandmetadata.
4. Beabletouseresearchdatamanagementplanandtomakeyourresearchresultsfindableandaccessible,evenifitcontainssensitivedata.
5. Understandtheprosandconsofopenlysharingdifferenttypesofdata(e.g.,privacy,sensitivity,de-identification,mediatedaccess).
6. Understandtheimportanceofappropriatemetadataforsustainablearchivingofresearchdata.
7. Understandthebasicworkflowsandtoolsforsharingresearchdata.
Keycomponents
Knowledge&Skills
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FAIRprinciples
In2014,acoresetofprinciplesweredraftedinordertooptimizethereusabilityofresearchdata,namedtheFAIRDataPrinciples.Theyrepresentacommunity-developedsetofguidelinesandbestpracticestoensurethatdataoranydigitalobjectareFindable,Accessible,InteroperableandRe-usable:
Findable:Thefirstthingtobeinplacetomakedatareusableisthepossibilitytofindthem.Itshouldbeeasytofindthedataandthemetadataforbothhumansandcomputers.Automaticandreliablediscoveryofdatasetsandservicesdependsonmachine-readablepersistentidentifiers(PIDs)andmetadata.
Accessible:The(meta)datashouldberetrievablebytheiridentifierusingastandardizedandopencommunicationsprotocol,possiblyincludingauthenticationandauthorisation.Also,metadatashouldbeavailableevenwhenthedataarenolongeravailable.
Interoperable:Thedatashouldbeabletobecombinedwithandusedwithotherdataortools.Theformatofthedatashouldthereforebeopenandinterpretableforvarioustools,includingotherdatarecords.Theconceptofinteroperabilityappliesbothatthedataandmetadatalevel.Forinstance,the(meta)datashouldusevocabulariesthatfollowFAIRprinciples.
Re-usable:Ultimately,FAIRaimsatoptimizingthereuseofdata.Toachievethis,metadataanddatashouldbewell-describedsothattheycanbereplicatedand/orcombinedindifferentsettings.Also,thereuseofthe(meta)datashouldbestatedwith(a)clearandaccessiblelicense(s).
Distinctfrompeerinitiativesthatfocusonthehumanscholar,theFAIRprinciplesputaspecificemphasisonenhancingtheabilityofmachinestoautomaticallyfindandusedataoranydigitalobject,inadditiontosupportingitsreusebyindividuals.TheFAIRprinciplesareguidingprinciples,notstandards.FAIRdescribesqualitiesorbehavioursthatarerequiredtomakedatamaximallyreusable(e.g.,description,citation).Thosequalitiescanbeachievedbydifferentstandards.
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Datapublishing
MostresearchersaremoreorlessfamiliarwithOpenAccesspublishingofresearcharticlesandbooks(seechapter5).Morerecently,andforthereasonsmentionedabove,datapublishinghasgainedincreasingattention.Moreandmorefundersexpectthedataproducedinresearchprojectstheyfinancetobefindable,accessibleandasopenaspossible.
Thereareseveraldistinctwaystomakeresearchdataaccessible,including(Wikipedia):
Publishingdataassupplementalmaterialassociatedwitharesearcharticle,typicallywiththedatafileshostedbythepublisherofthearticle.
Hostingdataonapublicly-availablewebsite,withfilesavailablefordownload.
Depositingdatainarepositorythathasbeendevelopedtosupportdatapublication,e.g.,Dataverse,[Dryad](https://en.wikipedia.org/wiki/Dryad_(repository)),figshare,Zenodo.
Alargenumberofgeneralanddomainorsubjectspecificdatarepositoriesexistwhichcanprovideadditionalsupporttoresearcherswhendepositingtheirdata.
Publishingadatapaperaboutthedataset,whichmaybepublishedasapreprint,inajournal,orinadatajournalthatisdedicatedtosupportingdatapapers.Thedatamaybehostedbythejournalorhostedseparatelyinadatarepository.ExamplesofdatajournalsincludeScientificData(bySpringerNature)andtheDataScienceJournal(byCODATA).Foracomprehensivereviewofdatajournals,seeCandelaetal.
TheCESSDAERICExperttourguideonDataManagementprovidesanoverviewofprosandconsofdifferentdatapublicationroutes.Sometimes,yourfunderoranotherexternalpartyrequiresyoutouseaspecificrepository.Ifyouarefreetochoose,youmayconsidertheorderofpreferenceintherecommendationsbyOpenAIRE:
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1. Useanexternaldataarchiveorrepositoryalreadyestablishedforyourresearchdomaintopreservethedataaccordingtorecognisedstandardsinyourdiscipline.
2. Ifavailable,useaninstitutionalresearchdatarepository,oryourresearchgroup’sestablisheddatamanagementfacilities.
3. Useacost-freedatarepositorysuchasDataverse,Dryad,figshareorZenodo.
4. Searchforotherdatarepositoriesinre3data.Thereisnosinglefilteroptioninre3datacoveringtheFAIRprinciples,butconsideringthefollowingfilteroptionswillhelpyoutofindFAIR-compatiblerepositories:accesscategories,datausagelicenses,trustworthydatarepositories(withacertificateorexplicitlyadheringtoarchivalstandards)andwhetherarepositorygivesthedataapersistentidentifier(PID).Anotheraspecttoconsideriswhethertherepositorysupportsversioning.
Youshouldconsiderwheretodepositandpublishyourdataalreadyinyourresearchdatamanagementplan.CESSDAofferssomepracticalquestions,whicharerecommendedtobeconsidered.Forexample:Whichdataandassociatedmetadata,documentationandcodewillbedeposited?Howlongdoesthedataneedtoberetained?Forhowlongshouldthedataremainreusable?Howwillthedatabemadeavailable?Whataccesscategorywillyouchoose?FormorequestionscheckAdaptyourDMP:part6.Ontheotherhanddon’tforgettocheckifachosenrepositorymeetsrequirementsofyourresearchandofyourfunder.Somerepositorieshavealreadygainedcertification,likeCoreTrustSeal,whichcertifiesthemtobetrustworthyandtobeabletomeetCoreTrustworthyDataRepositoriesRequirements.Itisworthmentioningthatsomedomainspecificrepositoriesmayacceptonlyhigh-qualitydatawithapotentialforreuseandthatcanbepubliclyshared.
Sincethereareseveralroutestopublishyourdata,youshouldnotethatforadatasetto"count"asapublication,itshouldfollowasimilarpublicationprocessasanarticle(Braseetal.,2009)andshouldbe:
Properlydocumentedwithmetadata;
Reviewedforquality,e.g.contentofthestudy,methodology,relevance,legalconsistencyanddocumentationofmaterials;
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Searchableanddiscoverableincatalogues(ordatabases);
Citableinarticles.
Datacitation
Datacitationserviceshelpresearchcommunitiesdiscover,identify,andciteresearchdata(andoftenotherresearchobjects)withconfidence.ThistypicallyinvolvesthecreationandallocationofDigitalObjectIdentifiers(DOIs)andaccompanyingmetadatathroughservicessuchasDataCite(https://www.datacite.org/),andcanbeintegratedwithresearchworkflowsandstandards.Thisisanemergingfield,andinvolvesaspectssuchasconveyingtojournalpublisherstheimportanceofappropriatedatacitationinarticles,aswellasenablingresearcharticlesthemselvestobelinkedtoanyunderlyingdata.Throughthis,citabledatabecomelegitimatecontributionstotheprocessofscholarlycommunication,andcanhelppavethewayfornewmetricsandpublicationmodelsthatrecognizeandrewarddatasharing.
Asaninitialsteptowardsgoodpracticefordatacitation,theDataCitationSynthesisGroupofFORCE11hasputforwardtheJointDeclarationofDataCitationPrinciples,targetedatbothresearchersanddataserviceproviders.Adheringtotheseprinciples,datarepositoriesusuallyprovideresearcherswithareferencetheycanusewhenreferringtoagivendataset.
Datapackaging
Datapackagesarecontainersfordescribingandsharingaccompanyingdatafiles,andtypicallycompriseametadatafiledescribingthefeaturesandcontextofadataset.Thiscanincludeaspectssuchascreationinformation,provenance,size,formattype,fielddefinitions,
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aswellasanyrelevantcontextualfiles,suchasdatacreationscriptsortextualdocumentation.FromtheDataPackagingGuide:
Dataareforever:Datasetsoutlivetheiroriginalpurpose.Limitationsofdatamaybeobviouswithintheiroriginalcontext,suchasalibrarycatalog,butmaynotbeevidentoncedataisdivorcedfromtheapplicationitwascreatedfor.
Datacannotstandalone:Informationaboutthecontextandprovenanceofthedata--howandwhyitwascreated,whatreal-worldobjectsandconceptsitrepresents,theconstraintsonvalues--isnecessarytohelpingconsumersinterpretitresponsibly.
Structuringmetadataaboutdatasetsinastandard,machine-readablewayencouragesthepromotion,shareability,andreuseofdata.
Sharingsensitiveandproprietarydata
Withappropriatedatamanagementplanningmuchsensitiveandproprietarydatacanbeshared,reused,andFAIR.Themetadatacanalmostalwaysbeshared.Guidanceandbestpracticesforsharingsensitivedataarenecessarilyregion-specificbecauseofdifferingregulations(seeforexampleUKDS’CompanionmaterialforManagingandSharingResearchDatahandbook).InternationalAssociationforSocialScienceInformationServicesandTechnologykeepsalistofinternationalguidanceindatamanagementthatisagoodstartingpoint.Thereareseveralapproachesandinitiativestohelpresearchersachievethis.DCC’sDMPonlinetoolincludesanumberoftemplatesforfunders.TheCESSDAExpertTourGuideonDataManagementprovidesinformationandpracticalexamplesonhowtosharepersonaldataandoncopyrightanddatabaseissuesacrosstheEuropeancountries.TheTourGuidealsogivesanoverviewontheimpactoftheGDPRwhichwillharmonizepersonaldatalegislationinEurope(May2018),andprovidesanupdatedoverviewonEUdiversityondataprotection.
Databrokers
Databrokersareknowledgeable,independentpartieswhoactasdatastewardsforsensitivedata.Researcherscantransfertheirsensitivedataandjurisdictionoveraccesstothatdatatothebroker.Thisisespeciallycommonwithpatient-leveldatafromclinicalstudies.Brokers
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providealevelofindependenceintheevaluationofwhosedatarequestsarescientificallyvalidandwillnotviolatetheprivacyofresearchparticipants.ExamplesofdatabrokersincludeTheYODAProject,ClinicalStudyDataRequest.com,NationalSleepResearchResourceandSupportingOpenAccessforResearchers(SOAR).
Analysisportals
Analysisportalsareplatformsthatallowapprovedanalysisofdatawithoutallowingfullaccess(viewingordownloading)orcontrollingwhereandwhogetsaccess.Somedatabrokersalsouseanalysisportals.Analysisportalscontrolwhatadditionaldatasetscanbepooledwiththesensitivedataaswellaswhatanalysescanberuntoensurethatpersonalinformationisnotrevealedduringreanalysis.ExamplesofvirtualanalysisportalsincludeProjectDataSphere,Vivli,RAIRD,Corpuscle,andINESS.
Socialscienceandotherresearcherswithsensitivedatauseasingle-siteanalysisportalthatcanbeaccessedonlyundercontrolledregime.Approvedresearcherscanaccessthedataon-site,inasaferoom,forscientificpurposes.However,themetadatadescribingthedatashouldbeopenlyavailableandadheringtotheFAIRprinciples.
De-identifiedandsyntheticdata
Manydatasetscontainingparticipant-levelprivateinformationcanbesharedoncethedatasethasbeende-identified(SafeHarbormethod)oraexperthasdeterminedthatthedatasetisnotindividuallyidentifiable(ExpertDeterminationmethod).ConsultwithyourResearchEthicsBoard/InstitutionalReviewBoardtolearnhowtodothiswithyourdata.WealsorecommendtheCESSDAExpertTourGuideonDataManagement,whichprovidesinformationandpracticalexamplesonhowtosharepersonaldata.However,somedatasetscannotbesafelyde-identifiedandshared.Researcherscanstillimprovetheopennessofresearchonsuchdatabycreatingandsharingsyntheticdata.Syntheticdataissimilarinstructure,content,anddistributiontotherealdataandaimstoattain"analyticvalidity":statisticalanalysiswillreturnthesameresultsforthesyntheticdataastherealdata.TheUnitedStatesCensusBureau,forexample,usessyntheticdataandanalysisportalsincombinationtoallowreuseofhighlysensitivedata.
DataTags
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DataTagsisaframeworkdesignedtoenablecomputer-assistedassessmentsofthelegal,contractual,andpolicyrestrictionsthatgoverndatasharingdecisions.TheDataTagssystemasksauseraseriesofquestionstoelicitthekeypropertiesofagivendatasetandappliesinferencerulestodeterminewhichlaws,contracts,andbestpracticesareapplicable.TheoutputisasetofrecommendedDataTags,orsimple,iconiclabelsthatrepresentahuman-readableandmachine-actionabledatapolicy,andalicenseagreementthatistailoredtotheindividualdataset.TheDataTagssystemisbeingdesignedtointegratewithdatarepositorysoftware,anditwillalsooperateasastandalonetool.DataTagsisbeingdevelopedatHarvardUniversity.InEurope,DANSisworkingonadjustingDataTagstoEuropeanlegislation/GeneralDataProtectionRegulation(GDPR)(cf.DANSGDPRDataTags).
Asmentionedabove,theultimategoalofdatasharingyourresearchdataistomakethemmaximallyreusable.Tothatend,beforesharingyourdatayoushouldmanagethemaccordingtobestpractice.Thisincludes,i.a.,documentationandthechoiceofopenfileformatsandlicenses.YoucanreadmoreabouttheseissuesinSection4:ReproducibleResearchandDataAnalysisaswellasSection6:OpenLicensingandFileFormats.
OpenMaterials
Inadditiontodatasharing,theopennessofresearchreliesonsharingofmaterials.Whatmaterialsresearchersuseisdiscipline-specificandsometimesuniquetoalab.Belowareexamplesofmaterialsyoucanshare,althoughalwaysconferwithpeersinyourdisciplinetoidentifywhichrepositoriesareused.Whenyouhavematerials,data,andpublicationsfromthesameresearchprojectsharedindifferentrepositories,cross-referencethemwithalinkandauniqueidentifiersotheycanbeeasilylocated.
Reagents
Areagentsisasubstance,compoundormixturethatcanbeaddedtoasysteminordertocreateachemicalorotherreaction.ReagentscanbedepositedwithrepositorieslikeAddgene,TheBloomingtonDrosophilaStockCenter,andATCCtomakethemeasilyaccessibletootherresearchers.Licenseyourmaterialssotheycanbereusedbyotherresearchers.
Protocols
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Aprotocoldescribesaformalorofficialrecordofscientificexperimentalobservationsinastructuredformat.Depositvirtualprotocolsforcitation,adaptation,andreuseusingProtocols.io.
Notebooks,containers,software,andhardware
Reproducibleanalysisisaidedbytheuseofliterateprogramming,containertechnology,andvirtualization.Inadditiontosharingyourcodeanddata,alsoshareyourJupyternotebooks,Dockerimages,orotheranalysismaterialsorsoftwaredependencies.SharenotebookswithOpenservicessuchasmybinderthatallowforpublicviewingandexecutionoftheentirenotebookonsharedresources.ContainersandnotebookscanbesharedwithRockerorCodeOcean.SoftwareandhardwareusedinyourresearchshouldbesharedfollowingbestpracticesfordocumentationasoutlinedinSection3.Read-onlyprotocolsshouldbedepositedinyourdisciplinesregistrysuchasClinicalTrials.govandSocialScienceRegistryorageneralregistrylikeOpenScienceFramework.Manyjournals,suchasTrials,JMIRResearchProtocols,orBio-Protocol,willpublishyourprotocol.Bestpracticesforpublishingyourprotocolopenaccessarethesameaspublishingyourreportopenaccess(seeSection5).
Questions,obstacles,andcommonmisconceptions
Q:"Isitsufficienttomakemydataopenlyavailable?"
A:"No—opennessisanecessarybutnotsufficientconditionformaximumreuse.DatahavetobeFAIRinadditiontoopen."
Q:"WhatdotheFAIRprinciplesmean/implyfordifferentstakeholders/audiences?"
A:"Thisisagreattopicfordiscussion!"
Obstacle:Researchersmaybereluctanttosharetheirdatabecausetheyareafraidthatotherswillreusethembeforetheyhaveextractedthemaximumusagefromthem,orthatothersmightnotfullyunderstandthedataandthereforemis-usethem.
(suggested)A:Youmaypublishyourdatatomakethemfindablewithmetadata,butsetanembargoperiodonthedatatomakesurethatyoucanpublishyourownarticle(s)first.
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Q:"IsmakingmydataFAIRalotofextrawork?"
A:"Notnecessarily!MakingdataFAIRisnotonlytheresponsibilityoftheindividualresearchersbutofthewholegroup.ThebestwaytoensurethatyourdataisFAIRistocreateaDataManagementPlanandplaneverythingbeforehand.Duringthedatacollectionanddataprocessingfollowthedisciplinestandardsandmeasuresrecommendedbyarepository.
Q:"Iwanttosharemydata.HowshouldIlicensethem?"
A:"That’sagoodquestion.Firstofallthinkaboutwhoownsthedata?Aresearchfunderoraninstitutionthatyouworkfor.Then,thinkaboutauthorship.Applyingasuitablelicensetoyourdataiscrucialinordertomakethemreusable.Formoreinformationaboutlicensing,pleasesee“6.OpenLicensingandFormats".”
Q:"Icannotmakemydatadirectlyavailable—theyaretoolargetoshareconveniently/haverestrictionsrelatedtoprivacyissues.WhatshouldIdo?"
A:"Youshouldtalktoexpertsindomainspecificrepositoriesonhowtoprovidesufficientinstructionstomakeyourdatafindableandaccessible."
Learningoutcomes
1. Understandthecharacteristicsofopendata,andinparticulartheFAIRprinciples.
2. Befamiliarwithsomeoftheargumentsforandagainstopendata.
3. Beabletodifferentiateandaddresssensitivedataandopen/FAIRdata;thesetwocategoriesarenotnecessarilyincompatible.
4. Beabletotransformadatasetintoonethatissufficientforopensharing(non-proprietaryformat),meetsthestandardsoftheFAIRprinciples,andisdesignedformaximizedaccessibility,transparencyandre-usebyprovidingsufficientmetadata.
5. Knowthedifferencebetweenrawandprocessed(orcleaned)data,andtheimportanceofversionlabels.
6. Knowcommonlyusedfileformatsandcommunitystandardsformaximumre-usability.
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7. Beabletowriteadatamanagementplan.
Furtherreading
TheFAIRGuidingPrinciplesforscientificdatamanagementandstewardship:https://www.nature.com/articles/sdata201618
GuidingprinciplesforFindable,Accessible,Interoperable,andRe-usabledatapublishingVersionB1.0:https://www.force11.org/fairprinciples
TheFAIRDataPrinciplesexplainedhttps://www.dtls.nl/fair-data/fair-principles-explained/
GOFAIRInitiative:https://www.go-fair.org/
FAIRMetrics:http://fairmetrics.org/
Cloudy,increasinglyFAIR;revisitingtheFAIRDataguidingprinciplesfortheEuropeanOpenScienceCloud:https://doi.org/10.3233/ISU-170824
Makingdatasharingcount:apublication-basedsolution(Gorgolewskietal.,2013).
Datareuseandtheopendatacitationadvantage(PiwowarandVision,2013).
Experttourguideondatamanagementhttps://www.cessda.eu/Research-Infrastructure/Training/Expert-tour-guide-on-Data-Management
MakingDataCount(KratzandStrasser,2015).
Datapackagingguide.
CESSDAERIC,"Citingyourdata"
5★OPENDATA,http://5stardata.info/en/
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3.OpenResearchSoftwareandOpenSource
Whatisit?
Openresearchsoftware,oropen-sourceresearchsoftware,referstotheuseanddevelopmentofsoftwareforanalysis,simulation,visualization,etc.wherethefullsourcecodeisavailable.Inaddition,accordingtotheOpenSourceDefinition,open-sourcesoftwaremustbedistributedinsourceand/orcompiledform(withthesourcecodeavailableinthelattercase),andmustbesharedunderalicensethatallowsmodification,derivation,andredistribution.
Rationale
Modernresearchreliesonsoftware,andbuildingupon—orreproducing—thatresearchrequiresaccesstothefullsourcecodebehindthatsoftware(Barnes,2010;Morinetal.,2012;Inceetal.,2012;Prinsetal.2015;Lowndesetal.,2018).AsBuckheitandDonohoputit,paraphrasingJonClaerbout,‘‘Anarticleaboutacomputationalresultisadvertising,notscholarship.Theactualscholarshipisthefullsoftwareenvironment,codeanddata,thatproducedtheresult’’(Buckheit&Donoho,1995).Openaccesstothesourcecodeofresearchsoftwarealsohelpsimprovetheimpactoftheresearch(Vandewalle,2012).
Sharingsoftwareusedforresearch(whethercomputationalinnature,orthatreliesonanysoftware-basedanalysis/interpretation)isanecessary,thoughnotsufficient,conditionforreproducibility.Thisisduetotheunavoidableambiguitythatariseswhentryingtofullydescribesoftwareusingnaturallanguage,e.g.,inapaper(Inceetal.,2012).Furthermore,many(ifnotmost)softwareprogramsmaycontainsomeundetectederrors(Soergel,2015),soevena"perfect"writtendescriptionofsoftwarewouldnotbeabletoaccountforallresults.
Inadditiontoreproducibility,sharingsoftwareopenlyallowsdeveloperstoreceivecareercreditfortheirefforts,eitherthroughdirectcitation(Smithetal.,2016)orviasoftwaremeta-articlespublishedin,e.g.,theJournalofOpenResearchSoftwareortheJournalofOpen
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SourceSoftware(Smithetal.,2018).NeilChueHongmaintainsalistofmanydomain-specificjournalsthatpublishsoftwarearticles.
Learningobjectives
1. Learnthecharacteristicsofopensoftware;understandtheethical,legal,economic,andresearch-impactargumentsforandagainstopensoftware,andfurtherunderstandthequalityrequirementsofopencode.
2. Learnhowtouseexistingopensoftwareandappropriatelyattribute(cite)it.
3. Learnhowtousecommontoolsandservicesforsharingresearchcodesopenly.
4. Beabletochoosetheappropriatelicensefortheirsoftware,andunderstandthedifferencebetweenpermissiveandnon-permissivelicenses.
Keycomponents
Knowledge
Thereareseveraldifferentplatformsthatsupportopensharingandcollaborationonsoftware,researchorotherwise.Firstofall,youcanusethischecklisttoevaluateopennessofexistingresearchsoftware:
Isthesoftwareavailabletodownloadandinstall?
Canthesoftwareeasilybeinstalledondifferentplatforms?
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Doesthesoftwarehaveconditionsontheuse?
Isthesourcecodeavailableforinspection?
Isthefullhistoryofthesourcecodeavailableforinspectionthroughapubliclyavailableversionhistory?
Arethedependenciesofthesoftware(hardwareandsoftware)describedproperly?Dothesedependenciesrequireonlyareasonablyminimalamountofefforttoobtainanduse?
ThesequalitiesrelatetoandbuildontheOpenSourceDefinition.
GitHubisapopulartoolthatallowsversioncontrol:managementandoveralltrackingofchangesinaparticularpieceofsoftware.ServicessuchasGitHub,GitLab,Bitbucket,andothersprovideaninterfacetothetoolaswellasremotestorageservicesthatcanbeusedtomaintain,share,andcollaborateonresearchsoftware.Asatoolitisquitewidespreadand,althoughithasaninitiallearningcurve,ithasproveninvaluabletoestablishinganopenandreproducibleresearchworkflow.
HavingtheresearchsoftwareonGitHubisjustthefirstpart;itisequallyimportanttohaveapublishedandpersistentidentifierassociatedwithit,suchasaDOI.ThereareseveralwaysofassociatingaDOIwithaGitHubrepository;theeasiestoneistoemployZenodo(afree,opencatch-allrepositorycreatedbyOpenAIREandCERN)todotheassignment,althoughotherrepositoriesforarchivingsoftwareandobtainingaDOIdoexist,suchasFigshare.ZenodointegrateswithGitHubtoarchivethesoftwareandprovideaDOIwhendevelopersmakeaformalreleaseonGitHub.
Publiclysharedsoftwareisnotactuallyopensourceunlessaccompaniedbyasuitablelicense,becausebydefaultsoftware(alongwithanyothercreativework)fallsunderexclusivecopyrighttothecreators,meaningnooneelsecanuse,copy,distribute,ormodifyyourwork(choosealicense.com).(Ifyoutrulywanttoshareyourcodewithnorestrictionswhatsoever,youcandedicateittothepublicdomain.)Instead,youshouldchooseanappropriatelicenseforyoursoftware,basedonwhatyouwouldprefertoletothersdo(orpreventthemfromdoing)withyourcode;thechoosealicense.orgsiteisahelpfulresourcetodifferentiatebetweenlicenses,althoughitdoesnotfeatureeveryavailableorpopularopen-sourcelicense.Onceyouselectalicense,putthetext—editedtoincludetheauthorname(s)andyear—inthesoftwarerepositoryasaplaintextLICENSEfile.
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Althoughsharingsoftwareinanyformisbetterthannotsharingit,yoursoftwarewillhavemoreimpactandbemoreeasilyusedbyothers—andyourfutureself!—ifyouincludedocumentation.Thiscanincludehelpfulcommentsinthecodethatexplainwhyyoudidsomething(ratherthanwhatyoudid,whichshouldbeevident),aninformativeREADMEfilethatdescribeswhatyoursoftwaredoesandgivessomehelpfulinformation(e.g.,howtoinstall,howtocite,howtorun,importantdependencies),tutorials/examples,and/orAPIdocumentation(whichmaybeautomaticallygeneratedfromproperlyformattedcommentsinthecode).
Missingorinaccessibledependenciesorinsufficientdocumentationofthecomputationalenvironmentareverycommonbarrierstoreuseandreproducibility.Oneapproachtoaddressthesebarriersistoshareyourcodewithyourcomputationalenvironmentusingcontainertechnology.Containerspackagethecodewiththedependenciesandcomputationalenvironmentsootherscanmoreeasilyrunyouranalysis.ExamplesofcontainerimplementationinresearchincludeRocker,Binder,andCodeOcean.
Whenyouusesoftware—whetheryouwroteit,orsomeoneelsedidandmadeitavailable—appropriatecitationisimportantforreproducibility(discussedmoreinSection4;briefly,theversionusedcanchangeyourresultsorinterpretation)andgivingcredittothedevelopersofthesoftware(Niemeyer2016,Smith2016).Thedecisionofwhentocitesoftwareisuptoyouastheresearcher,butwerecommendacitationwheneverthesoftwaredidsomeworkintegraltoyourresults,interpretation,orconclusions.ThebestwaytomakeyourcodeeasilycitableistousetheGitHub–ZenodointegrationdescribedbeforeandprovidetheresultingDOIinanobviousplacelikethesoftware’sREADME,perhapsalongwithasuggestedcitationformat.Whencitinganysoftware,youshouldincludeatminimumtheauthorname(s),softwaretitle,versionnumber,anduniqueidentifier/locator(Smith2016).Ifyouusesomeoneelse’ssoftwareandtheyprovidedaDOI,thenyoucaneasilyusethatto
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identifyandpointtothesoftware;iftheydidnotarchivetheirsoftware,thenyoushouldincludeaURLwherethesoftwarecanbefoundandtheversionnumberor(e.g.)commithash.
Additional,morecomplicatedconceptsincludeautomatedtestingandcontinuousintegrationofsoftware,packagingofsoftwareinbinaryformats,andgovernanceandmanagementofmulti-personopen-sourceprojects(i.e.,codesofconduct,contributingguides).SomeofthesetopicsaredescribedbyScopatzandHuff(2015).Wilsonetal.(2017)alsoprovideapracticalguidetobestpracticesforscientificcomputingthatincludesadvicespecificallyonresearchsoftwaredevelopment.
OpenSourceHardware
Theopensourceprinciplesaboveextendtohardware.Researchersoftenuseproprietaryinstrumentationorhardwareintheirresearchthatisnotfreelyaccessible,reusable,oradaptable.Scientifichardwareincludeseverythingfromsequencingtoolsandmicroscopestospecializedtestingequipmentandparticlecolliders.OpenScienceHardware(OScH)community,forexample,isleadingapushfortheopensourcemovementtoincludescientifictools,hardware,andresearchinfrastructuresthroughtheirGlobalOpenScienceHardwareRoadmap.
Skills
CreatearepositoryonGitHub,andenabletheintegrationwithZenodo.Mintthefirstreleaseofthesoftware.
Chooseasoftwarelicenseusing(e.g.)choosealicenseortheOpenSourceInitiative.
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Createdocumentationforasoftwarepackage,includingREADME,comments,andexamples.
Appropriatelycitesoftwareusedforapaper.
Questions,obstacles,andcommonmisconceptions
Q:"Ican’tsharemysoftware—it’stoomessy/itdoesn’thavegooddocumentation/Ididn’tleavegoodcomments!"
A:Developersofresearchsoftwarearoundtheworldempathizewiththisfeeling—peoplerarelyfeelliketheircodeis"ready"topubliclyshareorthatitis“finished”.However,asBarnes(2010)putit,“ifyourcodeisgoodenoughtodothejob,thenitisgoodenoughtorelease—andreleasingitwillhelpyourresearchandyourfield.”Inotherwords,ifyoufeelcomfortableenoughwithyoursoftwaretopublishastudyorreportresults,thenthecodeissufficientlydevelopedtosharewithyourcolleagues.(Intheotherdirection,ifyoudon’tfeelcomfortablesharingthecode,thenperhapsitrequiresmoredevelopmentortestingbeforeusinginapublication).Plus,sharingyourcodeallowsotherstoimproveandbuilduponit,leadingtoevengreaterimpactandinnovation(andcitationsforyou!).
Q:"WhatifsomeonetakesthecodeIhavesharedandusesitfornefariouspurposes,orclaimstheywroteit?"
A:Selectinganappropriatelicenseforyoursoftwarewillhelpprotectyoufromanyusesofyoursoftwarebyothers;forexample,thecommonMITLicenseincludesbothlimitationsofliabilityandstatesthatnowarrantyisprovided.Ifsomeoneelsetriestoclaimthattheywrotethesoftwareyoumadeavailable,thenyoucanpointtothetimestampsonyourrepositoryorarchivedversionsasproofofyourpriorwork.
Q:"IfIsharemycodeinanonlinerepository,Iwillbedelugedwithrequestsforusersupport."
A:Althoughpotentialusersmayaskyouforhelp,eitherviaemailor(e.g.)issuesfiledontheonlinerepository,youareundernoobligationtoprovidesupportifyouprefernottoorcannotdoso.Anappropriatelicenseevenprovidesyouwithlegalprotectionforthis(e.g.,theno-warrantyclauseoftheMITLicense).
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Commonmisconception:simplyputtingcodeonlinemakesitopen-sourcesoftware.Infact,unlessthesoftwareisaccompaniedbyalicensethatgrantspermissionforotherstouse,copy,modify,and/ordistribute,thenthedeveloper(s)retainexclusivecopyright.Aopen-sourcelicenseneedstoaccompanythecodetomakeitopen-sourcesoftware.
Learningoutcomes
1. Beabletosharesoftwareunderthemostappropriatelicense(i.e.,boththetoolsandthelicensing).
2. Beabletoupload,version,andregisterapieceofcodeunderapersistentidentifier.
3. Beabletocitesoftwareusedforaresearcharticle.
Furtherreading
TheFutureofResearchinFree/OpenSourceSoftwareDevelopment(Scacchi,2010).
TheScientificMethodinPractice:ReproducibilityintheComputationalSciences(Stodden,2010).
Thecaseforopencomputerprograms(Inceetal.,2012).
ShiningLightintoBlackBoxes(Morinetal.,2012).
CodeSharingIsAssociatedwithResearchImpactinImageProcessing(Vandewalle,2012).
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Currentissuesandresearchtrendsonopen-sourcesoftwarecommunities(Martinez-TorresandDiaz-Fernandez,2013).
Tensimplerulesforreproduciblecomputationalresearch(Sandveetal.,2013).
Practicesinsourcecodesharinginastrophysics(Shamiretal.,2013).
Asystematicliteraturereviewonthebarriersfacedbynewcomerstoopensourcesoftwareprojects(Steinmacheretal.,2014).
Knowledgesharinginopensourcesoftwarecommunities:motivationsandmanagement(IskoujinaandRoberts,2015).
Anopensourcepharmaroadmap(Balasegarametal.,2017).
UpontheShouldersofGiants:Open-SourceHardwareandSoftwareinAnalyticalChemistry(Drydenetal.,2017).
Foursimplerecommendationstoencouragebestpracticesinresearchsoftware(Jiménezetal.,2017).
PerspectivesonReproducibilityandSustainabilityofOpen-SourceScientificSoftwarefromSevenYearsoftheDedalusProject(Oishietal.,2018).
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4.ReproducibleResearchandDataAnalysis
Whatisit?
Reproducibilitymeansthatresearchdataandcodearemadeavailablesothatothersareabletoreachthesameresultsasareclaimedinscientificoutputs.Closelyrelatedistheconceptofreplicability,theactofrepeatingascientificmethodologytoreachsimilarconclusions.Theseconceptsarecoreelementsofempiricalresearch.
Improvingreproducibilityleadstoincreasedrigourandqualityofscientificoutputs,andthustogreatertrustinscience.Therehasbeenagrowingneedandwillingnesstoexposeresearchworkflowsfrominitiationofaprojectanddatacollectionrightthroughtotheinterpretationandreportingofresults.Thesedevelopmentshavecomewiththeirownsetsofchallenges,includingdesigningintegratedresearchworkflowsthatcanbeadoptedbycollaboratorswhilemaintaininghighstandardsofintegrity.
Theconceptofreproducibilityisdirectlyappliedtothescientificmethod,thecornerstoneofScience,andparticularlytothefollowingfivesteps:
1. Formulatingahypothesis
2. Designingthestudy
3. Runningthestudyandcollectingthedata
4. Analyzingthedata
5. Reportingthestudy
Eachofthesestepsshouldbeclearlyreportedbyprovidingclearandopendocumentation,andthusmakingthestudytransparentandreproducible.
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Rationale
Overarchingfactorscanfurthercontributetothecausesofnon-reproducibility,butcanalsodrivetheimplementationofspecificmeasurestoaddressthesecauses.Thecultureandenvironmentinwhichresearchtakesplaceisanimportant‘top-down’overarchingfactor.Froma‘bottom-up’perspective,continuingeducationandtrainingforresearcherscanraiseawarenessanddisseminategoodpractice.
Whileunderstandingthefullrangeoffactorsthatcontributetoreproducibilityisimportant,itcanalsobehardtobreakdownthesefactorsintostepsthatcanimmediatelybeadoptedintoanexistingresearchprogramandimmediatelyimproveitsreproducibility.Oneofthefirststepstotakeistoassessthecurrentstateofaffairs,andtotrackimprovementasstepsaretakentoincreasereproducibilityevenmore.Someofthecommonissueswithresearchreproducibilityareshowninthefigurebelow.
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Source:Reproducibilityandreliabilityofbiomedicalresearch:improvingresearchpractice.
Goodman,Fanelli,&Ioannidis(2016)notethatinepidemiology,computationalbiology,economics,andclinicaltrials,reproducibilityisoftendefinedas:
theabilityofaresearchertoduplicatetheresultsofapriorstudyusingthesamematerialsaswereusedbytheoriginalinvestigator.Thatis,asecondresearchermightusethesamerawdatatobuildthesameanalysisfilesandimplementthesamestatisticalanalysisinanattempttoyieldthesameresults.
Thisisdistinctfromreplicability:
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whichreferstotheabilityofaresearchertoduplicatetheresultsofapriorstudyifthesameproceduresarefollowedbutnewdataarecollected.
Asimplerwayofthinkingaboutthismightbethatreproducibilityismethods-oriented,whereasreplicabilityisresults-oriented.
Reproducibilitycanbeassessedatseveraldifferentlevels:atthelevelofanindividualproject(e.g.,apaper,anexperiment,amethodoradataset),anindividualresearcher,alaborresearchgroup,aninstitution,orevenaresearchfield.Slightlydifferentkindsofcriteriaandpointsofassessmentmightapplytothesedifferentlevels.Forexample,aninstitutionupholdsreproducibilitypracticesifitinstitutespoliciesthatrewardresearcherswhoconductreproducibleresearch.Ontheotherhand,aresearchfieldmightbeconsideredtohaveahigherlevelofreproducibilityifitdevelopscommunity-maintainedresourcesthatpromoteandenablereproducibleresearchpractices,suchasdatarepositories,orcommondata-sharingstandards.
Learningobjectives
Therearethreemajorobjectivesthatneedtobeaddressedhere:
1. Understandtheimportantimpactofcreatingreproducibleresearch.
2. Understandtheoverallsetupofreproducibleresearch(includingworkflowdesign,datamanagementanddynamicreporting).
3. Beawareoftheindividualstepsinthereproducibilityprocess,aswellasthecorrespondingresourcesthatcanbeemployed.
Keycomponents
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Knowledge
Thefollowingisanindicativelistoftake-awaypointsonreproducibility:
Whatisthe‘reproducibilitycrisis’,andmeta-analysesofreproducibility.
Principlesofreproducibility,andintegrityandethicsinresearch.
Whatarethecomputingoptionsandenvironmentsthatallowcollaborativeandreproduciblesetup.
Factorsthataffectreproducibilityofresearch.
Dataanalysisdocumentationandopenresearchworkflows.
Reproducibleanalysisenvironments(virtualization).
Addressingthe"ResearcherDegreesofFreedom"(Wichertsetal.,2016).
Skills
Thereareseveralpracticaltipsforreproducibilitythatoneshouldhaveinmindwhensettingouttheparticularskillsnecessarytoensurethis.BestpracticesinreproducibilityborrowfromOpenSciencepracticesmoregenerallybuttheirintegrationoffersbenefitstotheindividualresearcherthemselves,whethertheychoosetosharetheirresearchornot.Thereasonthatintegratingreproducibilitybestpracticesbenefitstheindividualresearcheristhattheyimprovetheplanning,organization,anddocumentationofresearch.Belowweoutlineoneexampleofimplementingreproducibilityintoaresearchworkflowwithreferencestothesepracticesinthehandbook.
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1.Planforreproducibilitybeforeyoustart
Createastudyplanorprotocol.
Begindocumentationatstudyinceptionbywritingastudyplanorprotocolthatincludesyourproposedstudydesignandmethods.UseareportingguidelinefromtheEquatorNetworkifapplicable.Trackchangestoyourstudyplanorprotocolusingversioncontrol(referencetoVersionControl).Calculatethepowerorsamplesizeneededandreportthiscalculationinyourprotocolasunderpoweredstudiesarepronetoirreproducibility.
Choosereproducibletoolsandmaterials
SelectantibodiesthatworkusinganantibodysearchenginelikeCiteAb.AvoidirreproducibilitythroughmisidentifiedcelllinesbychoosingonesthatareauthenticatedbytheInternationalCellLineAuthenticationCommittee.Wheneverpossible,choosesoftwareandhardwaretoolswhereyouretainownershipofyourresearchandcanmigrateyourresearchoutoftheplatformforreuse(seeOpenResearchSoftwareandOpenSource).
Set-upareproducibleproject
Centralizeandorganizeyourprojectmanagementusinganonlineplatform,acentralrepository,orfolderforallresearchfiles.YoucoulduseGitHubasaplacetostoreprojectfilestogetherormanageeverythingusingaelectroniclabnotebooksuchasBenchling,Labguru,orSciNote.Withinyourcentralizedproject,followbestpracticesbyseparatingyourdatafromyourcodeintodifferentfolders.Makeyourrawdataread-onlyandkeepseparatefromprocesseddata(referencetoDataManagement).
Whensavingandbackingupyourresearchfiles,chooseformatsandinformativefilenamesthatallowforreuse.Filenamesshouldbebothmachineandhumanreadable(referencetoDataManagement).Inyouranalysisandsoftwarecode,userelativepaths.Avoidproprietaryfileformatsanduseopenfileformats(see6OpenLicensingandFileFormats).
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2.Keeptrackofthings
Registration
Preregisterimportantstudydesignandanalysisinformationtoincreasetransparencyandcounterpublicationbiasofnegativeresults.FreetoolstohelpyoumakeyourfirstregistrationincludeAsPredicted,OpenScienceFramework,andRegisteredReports.ClinicaltrialsshoulduseClinicaltrials.gov.
Versioncontrol
Trackchangestoyourfiles,especiallyyouranalysiscode,usingversioncontrol(seeOpenResearchSoftwareandOpenSource).
Documentation
DocumenteverythingdonebyhandinaREADMEfile.Createadatadictionary(alsoknownasacodebook)todescribeimportantinformationaboutyourdata.Foraneasyintroduction,use:KarlBroman’sDataOrganizationmoduleandrefertoDataManagement.
Literateprogramming
ConsiderusingJupyterNotebooks,KnitR,Sweave,orotherapproachestoliterateprogrammingtointegrateyourcodewithyournarrativeanddocumentation.
3.Shareandlicenseyourresearch
Data
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Avoidsupplementaryfiles,decideonanacceptablepermissivelicense,andshareyourdatausingarepository.FollowbestpracticesasoutlinedintheOpenResearchDataandMaterialschapter.
Materials
Shareyourmaterialssotheycanbereused.DepositreagentswithrepositorieslikeAddgene,TheBloomingtonDrosophilaStockCenter,andATCCtomakethemeasilyaccessibletootherresearchers.Formoreinformation,seetheOpenMaterialssubsectionofOpenResearchDataandMaterials.
Software,notebooks,andcontainers
Licenseyourcodetoinformabouthowitmaybe(re)used.Sharenotebookswithservicessuchasmybinderthatallowforpublicviewingandexecutionoftheentirenotebookonsharedresources.SharecontainersornotebookswithservicessuchasRockerorCodeOcean.FollowbestpracticesoutlinedinOpenResearchSoftwareandOpenSource.
4.Reportyourresearchtransparently
Reportandpublishyourmethodsandinterventionsexplicitlyandtransparentlyandfullytoallowforreplication.GuidelinesfromtheEquatorNetwork,toolslikeProtocols.io,orprocesseslikeRegisteredReportscanhelpyoureportreproducibly.Remembertopostyourresultstoyourpublicregistrationplatform(suchasClinicalTrials.govortheSocialScienceRegistry)withinayearoffinishingyourstudynomatterthenatureordirectionofyourresults.
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Questions,obstacles,andcommonmisconceptions
Q:"Everythingisinthepaper;anyonecanreproducethisfromthere!"
A:Thisisoneofthemostcommonmisconceptions.Evenhavinganextremelydetaileddescriptionofthemethodsandworkflowsemployedtoreachthefinalresultwillnotbesufficientinmostcasestoreproduceit.Thiscanbeduetoseveralaspects,includingdifferentcomputationalenvironments,differencesinthesoftwareversions,implicitbiasesthatwerenotclearlystated,etc.
Q:"Idon’thavethetimetolearnandestablishareproducibleworkflow."
A:Inadditiontoasignificantnumberoffreelyavailableonlineservicesthatcanbecombinedandfacilitatethesettingupofanentireworkflow,spendingthetimeandefforttoputthistogetherwillincreaseboththescientificvalidityofthefinalresultsaswellasminimizethetimeofre-runningorextendingitinfurtherstudies.
Q:"Terminologiesdescribingreproducibilityarechallenging."
A:SeeBarba(2018)foradiscussiononterminologydescribingreproducibilityandreplicability.
Learningoutcomes
1. Understandthenecessityofreproducibleresearchanditsreasoning.
2. Beabletoestablishareproducibleworkflowwithinthecontextofanexampletask.
3. Knowtoolsthatcansupportreproducibleresearch.
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Furtherreading
Calculateyourpower:Buttonetal.(2013)studyoftherelationshipbetweenreproducibilityandpower.
Informativenaming:KarlBroman’sDataOrganizationmodule:Choosegoodnamesforthings
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5.OpenAccesstoPublishedResearchResults
Whatisit?
OpenAccesstopublicationsmeansthatresearchpublicationslikearticlesandbookscanbeaccessedonline,freeofchargebyanyuser,withnotechnicalobstacles(suchasmandatoryregistrationorlogintospecificplatforms).Attheveryleast,suchpublicationscanbereadonline,downloadedandprinted.Ideally,additionalrightssuchastherighttocopy,distribute,search,link,crawlandmineshouldalsobeprovided.OpenAccesscanberealisedthroughtwomainnon-exclusiveroutes:
GreenOpenAccess(self-archiving):Thepublishedworkorthefinalpeer-reviewedmanuscriptthathasbeenacceptedforpublicationismadefreelyandopenlyaccessiblebytheauthor,orarepresentative,inanonlinerepository.SomepublishersrequestthatOpenAccessbegrantedonlyafteranembargoperiodhaselapsed.Thisembargoperiodcanlastanywherebetweenseveralmonthsandseveralyears.Forpublicationsthathavebeendepositedinarepositorybutareunderembargo,usuallyatleastthemetadataareopenlyaccessible.
GoldOpenAccess(OpenAccesspublishing):ThepublishedworkismadeavailableinOpenAccessmodebythepublisherimmediatelyuponpublication.Themostcommonbusinessmodelisbasedonone-offpaymentsbyauthors(commonlycalledAPCs–articleprocessingcharges–orBPCs–bookprocessingcharges).WhereOpenAccesscontentiscombinedwithcontentthatrequiresasubscriptionorpurchase,inparticularinthecontextofjournals,conferenceproceedingsandeditedvolumes,thisiscalledhybridOpenAccess.
Rationale
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Oneofthemostcommonwaystodisseminateresearchresultsisbywritingamanuscriptandpublishingitinajournal,conferenceproceedingsorbook.Formanyyearsthosepublicationswereavailabletothepublicunderapaymentbymeansofasubscriptionfeeorindividually.However,attheturnofthe21stcenturyanewmovementappearedwithaclearobjective:makealltheresearchresultsavailabletothepublicwithoutanyrestriction.ThismovementtookthenameofOpenAccessandestablishedtwoinitialstrategiestoachieveitsfinalgoal.Thefirststrategywastoprovidetoolsandassistancetoscholarstodeposittheirrefereedjournalarticlesinopenelectronicrepositories.Thesecondonewastolaunchanewgenerationofjournalsusingcopyrightandothertoolstoensurepermanentopenaccesstoallthearticlestheypublish.Asaresultofthefirststrategyweseeself-archivingpractices:researchersdepositinganddisseminatingpapersininstitutionalorsubjectbasedrepositories.Andasaresultofthesecondstrategywehaveseenthecreationoftheopenaccessjournalsthatprovidefreeaccesstoreadersandallowreuseoftheircontentswithoutalmostanyrestriction.
Beyondthosetwostrategiesestablishedinthe\BudapestOpenAccessInitiative\in2002,wehaveseenthegrowthofnewmethodsofdissemination.Amongthem,wefindthepublicationofpreprintsthroughinstitutionalrepositoriesandpreprintservers.Preprintsarewidelyusedinphysicalsciencesandnowemerginginlifesciencesandotherfields.Preprintsaredocumentsthathavenotbeenpeerreviewedbutareconsideredasacompletescientificpublicationinafirststage.Someofthepreprintsserversincludeopenpeerreviewservicesandtheavailabilitytopostnewversionsoftheinitialpaperoncereviewedbypeers.FollowingthistrendofincludingopenpeerreviewprocessesinpreprintserverswehaveseenthedevelopmentofnewpublishingplatformssupportedbyfundersliketheWellcomeTrustortheBillandMelindaGatesFoundation.EventheEuropeanCommissionisplanningtotolaunchapublishingplatformfortheHorizon2020fundedprojects.
Thechoiceofajournalorapublishingplatformmayaffecttheavailabilityandaccessibilityoftheresearchresults.Thereareseveraloptionsforresearcherswhendecidingwhere,when,andhowtopublishtheirfindings.Itisfundamentaltoknowalltheimplicationstoavoidfutureproblems.
Theriseofmanybusinessmodelsaroundopenaccessjournalsposesalotofmisunderstandingsanduncertaintiestotheresearcherswhendecidingwheretopublish.Moreover,paywalledjournalsofferindividualopenaccessmodels,theso-calledhybridmodel,thatbringsmorecomplexitywhendecidingwhereandhowtopublish.
Regardingselfarchiving,researchersareconfusedbythedifferentrequirementsestablishedbythepublishersinrelationwithversionofapaperthattheycandepositinarepositoryandwhenthisversioncanbeavailabletothepublic.Thisdelayinallowingpublicaccesstothe
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fulltextisoftencalledembargoperiodanditisnotuniformforallthejournals.Institutionswhoprovidearepositoryforitsresearchersshouldfacilitateselfarchivingpracticesbydigestingallthosepublisherrequirements.
Learningobjectives
1. Learnaboutthedifferentoptionsaresearcherhaswhendecidingwheretopublishapaper,includingfunderrequirements.
2. Beabletodecideifapapercanbepublishedbeforepeerreview,forexampleinapreprintserver.Traineeswilllearnhowtodeterminewhichoptionstheyhaveaccordingtotheirdisciplines/journalpolicies,andiftherewouldbeconsequencesafterwardsthatmightjeopardizefinalpublicationinapeer-reviewedjournal.
3. Traineeswilllearnhowtodiscoverthedifferencesbetweenpoliciesofpeer-reviewedjournals,particularlywhensubmittingsomethingavailableasapreprint.Theywilllearnthedifferencesamongopen-accessjournals,suchaswhichrequireafeeforsubmission/publicationandwhichlicensestheyuse.
4. Traineeswilllearnabouttheimplicationsofpublishinginpaywalledjournalsforfutureself-archivinginarepository,andthepublisherrequirementsintermsofversionandembargo.Traineeswillalsolearnabouthybridopen-accessjournals.
5. (optionaldependingonaudience)Traineeswilllearnaboutopen-accessopportunitieswhenpublishinginbooks,sincethisisthemainavenueofdisseminationforsomedisciplines.
6. Traineeswilllearnaboutdifferentbusinessmodelsusedbyopen-accessjournals,andopportunitiesforobtainingfundstosupportpublishingifneeded.
Keycomponents
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Knowledge
Repositoriesandself-archiving
Atthebeginningof2018morethan4600repositoriesareavailableforresearcherstoself-archivetheirpublicationsaccordingtotheRegistryofOpenAccessRepositories.Inthislistwecanfindinstitutionalrepositories,subjectbasedorthematicrepositoriesandharvesters.Thefirstonesaregenerallymanagedbyresearchperforminginstitutionstoprovidetotheircommunityaplacetoarchiveandshareopenlypapersandotherresearchoutputs.Subjectbasedrepositoriesareusuallymanagedbyresearchcommunitiesandmostofthecontentsarerelatedtoacertaindiscipline.Finally,harvestersaggregatecontentfromdifferentrepositoriesbecomingsitestoperformgeneralsearchesandbuildothervalue-addedservices.Itisfundamentalforarepositorytobeharvestedtoacquiremorevisibility.Forthatpurpose,repositorymanagersneedtofollowstandardguidelinesregardingtheuseofmetadataandthevaluesofthesemetadata.Moreover,institutionalrepositoriescanbelinkedwithotherinformationdatabasestoincreasediscoverability,forexamplePubMedoffersthepossibilitytolinkitsregistersbythelinkoutproject.Repositorieshavealwaysbeenseenasanalternativewaytoaccesstoscientificpublicationswhenaccessingtotheoriginalsourceisnotaffordable.CurrentlytherearetoolsliketheUnpaywallbrowserextensionthatfacilitatesthisalternative.
Whenchoosingajournaltopublishresearchresults,researchersshouldtakeamomenttoreadthejournalpolicyregardingthetransferofcopyright.Manyjournalsstillrequireforpublicationthatauthorstransferfullcopyright.Thistransferofrightsimpliesthatauthorsmustaskforpermissiontoreusetheirownworkbeyondwhatisallowedbytheapplicablelawandunlesstherearesomeusesalreadygranted.Amongthosegranteduseswecanfindteachingpurposes,sharingwithcolleagues,andespeciallyhowresearcherscanself-archivetheirpapersinrepositories.Sometimesthereacommonpolicyamongallthejournalspublishedbythesamepublishersbutingeneraljournalshavetheirownpolicy,especiallywhentheyarepublishedonbehalfofascientificsociety.Whenlookingattheself-archivingconditionswemustidentifytwokeyissues:theversionofthepaperthatcanbedepositedandwhenitcanbepubliclyavailable.
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Regardingtheversion,somejournalsallowthedisseminationofthesubmittedversion,alsoknownaspreprint,andtheyallowitsreplacementforareviewedversiononcethefinalpaperhasbeenpublished.Duetotheincreaseofpoliciesrequiringaccesstoresearchresults,mostofthejournalsallowtodeposittheacceptedversionofthepaper,alsoknownastheauthormanuscriptorpostprint.Thisversionisthefinaltextoncethepeerreviewprocesshasendedbutithasnotthefinallayoutofthepublication.Finallysomejournalsallowresearcherstodepositthefinalpublishedversion,alsoknownastheversionofrecord.
Inrelationtothemomenttomakethepaperpubliclyavailable,manyjournalsestablishaperiodoftimefromitsoriginalpublication:theembargoperiod,whichcanrangefromzeroto60months.Somejournalsincludeorexcludeembargoesdependingontheversions.Forinstancetheacceptedversioncouldbemadepubliclyavailableafterpublicationbutthepublishedversionmustwait12months.
OpenAccesspublishing
ThenumberofOpenAccessJournalshasincreasedduringthelastyearsbecomingarealoptionforresearcherswhendecidingwheretopublishtheirfindings.AccordingtotheDirectoryofOpenAccessJournals(DOAJ),currentlytherearemorethan11,000journals.Neverthelessisimportanttoremarkthatanopenaccessjournalmustprovidefreeaccesstoitscontentsbutitalsomustlicensethemtoallowreusability.Nolegalnoticemustbelegallyunderstoodas"allrightsreserved".Althoughthedefinitionofanopenaccessjournaldoesnotincludeanyconditionaboutthebusinessmodel,thereisafactthatthosejournalsarecommonlyknownasjournalwhereyouhavetopaytopublish.Thismisconceptionisdueto
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thefactthatthemostsuccessfuljournalsandtheonesthatgotthehighestimpactfollowthismodel.Nevertheless,arecentstudyshowsthatthemajorityofjournalsregisteredinDOAJdonotchargeanyfeeforpublication(Dataavailablehere).
Currentlymanypaywalledjournalsofferindividualopenaccessoptionstoresearchersoncethepaperisacceptedafterpeerreview.Thoseoptionsincludethepublicationunderafreecontentlicenseandfreeaccessibilitytoanyonesinceitsfirstpublication.Thismodeliscommonlyknownasthehybridmodelbecauseinthesameissueofajournal,readerscanfindopenaccessandpaywalledcontributions.Usuallypublishersaskforafeetoopenindividualcontributions.Recentstudiesshowthatthehybridfeesarehigherthantheaverageofthearticleprocessingchargesinsomepureopenaccessjournals(Jahn&Tullney2016).Oneofthereasonsresearcherschoosethehybridmodelistofulfilsomeoftherequirementsoffunderspolicy,especiallytheonesrequiringimmediatepublicaccesstoresearchresultsorshortembargoperiods.
Somefunders,havedecidedtoestablishtheirownpublishingplatformstoprovidetheirgranteeswithaplacetoreleasetheirfindings.Ingeneral,topublishinthoseplatformscostsaround1000€andallthematerialsarereleasedunderaCCBYlicense.Thepublicationisnotlimitedtopapers,researcherscaninclude,forinstance,dataandsoftware.Thereisnopreviouspeerreviewprocessandthereforeresearcherspublishdocumentsthatonlypassthroughalimitededitorialreviewtochecktheformatbutthereisnotanevaluationonthecontent.Peerreviewisdoneinatransparentwayallowinganyonetoseewroteitandwhatthecommentswere.Aftertheopenpeerreview,authorscanuploadupdatedversionsoftheirpapersaccordingly.
Somedisciplinesprefertouseotherformatsthanjournalstopublishresults,forinstancebooks.Initially,publisherswereveryreluctanttoallowresearcherstoselfarchiveafullbookorevenabookchapter.However,somepublishershavebeguntoadoptpoliciestofacilitateit.Ontheotherhand,someuniversitypresseshaveshiftedtheirpublicationmodeltoopenaccesstoincreasethevisibilityoftheircontents,especiallymonographs.Thischangecanbeexplainedasananswertothecutsinsomeoftheexpendituresinmonographsduetotherestrictionsinlibrarybudgets.AcommonmodelforthisopenaccessuniversitypressesistoprovideafreeversioninPDFandsellpaperorepubversions(seeforinstanceUCL).MoreoverthecreationoftheDirectoryofOpenAccessBookshaveincreasedtheirdiscoverability.Inasimilarwaythanotherjournalinitiatives,therehaveappearedsomeprojectstojoinforcestoestablishacommonfundtobuildopenaccessmonographs,forinstanceKnowledgeUnlatched.
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Skills
Chooseasuitablerepositoryorservertopostapreprintaccordingtoyourdiscipline
Selfarchiveapublicationinasuitablerepository,institutionalorsubject-based,followingthepossiblerestrictionsposedbythepublisher,mainlyrelatedtotheallowedversiontobedepositandtheembargoperiod.
Chooseamongtheoptionsofopen-accessjournalsandpublishingplatformsavailable
Findavailablefundsordiscountstopublishinopen-accessjournalsifneeded
Questions,obstacles,andcommonmisconceptions
Q:"IfIpublishmyworkasapreprint,itwon’tbeacknowledged—Iwillonlyreceivecreditforapeer-reviewedjournalarticle."
A:Manyfundersareacknowledgingthegrowingpresenceofpreprintpublishingintheirpolicies:HowardHughesMedicalInstitute(HHMI),WellcomeTrust,theMedicalResearchCouncil(UK)andtheNationalInstitutesofHealth(NIH)announcedpoliciesallowingresearcherstocitetheirownpreprintsingrantapplicationsandreports(Luther2017).Inaddition,preprintshelpestablishpriorityofresultsandmayincreasetheimpact—andcitationcount—ofalaterpeer-reviewedarticle(McKiernan2016).
Therearestillsomeresearchersreluctanttodepositotherversionsthanthefinalpublishedversion.Itisimportanttoinformthemaboutthecopyrightimplicationswhentheysignatransferdocument.
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Avoidthemisconceptionofunderstandinganopen-accessjournalasajournalwhereauthorsmustpaytopublish.Theauthor-paymodelisjustoneoftheexistingbusinessmodelsforanopen-accessjournal.Youmightshowdataaboutthenumberofjournalsthatdonotaskforapublicationfee(forexample,asof31January2018,DOAJreportsthat71%ofthe11,001open-accessjournalslistedrequirenopublishingcharge).YoumaywanttoshowotherbusinessmodelsliketheSCOAP3Initiative,theLingOAproject,ortheOpenLibraryofHumanities.
Theuseofpublishingplatformshasimplicationsforresearchevaluation,thepeer-reviewprocess,andtheroleofpublishers.Therearestillmanyresearchassessmentsbasedonjournalmetricsandthereforethisnewwayofpublishingchallengesthoseevaluations.Moreoverthefactthatpeerreviewiscompletelytransparentallowsreaderstoidentifyreviewersandtracktheversioningofthepaper.Finally,ifthoseplatformsbecomethecommontooltopublishresults,publisherswouldneedtoredefinetheirroleinthescholarlycommunicationprocess.
Thehybridmodelisverycontroversialanditcouldraisealotofquestionsaboutthecosts,possibledouble-dipping,andtheuse(orlack)oflicensing.
YoumaydiscussthefutureofthescholarlycommunicationbypresentingsomeoftheoffsettingmodelsortransitionprojectslikeOA2020globalallianceproposedbytheMaxPlanckSociety.
Learningoutcomes
1. Traineeswillbeabletochoosewheretopublishtheirresearchpaper,describingtheimplicationsandconsequencesofthischoice.
2. Traineeswillbeabletodeterminetheself-archivingpolicyofajournalwheretheywanttopublishbasedontheinformationavailableatthecorrespondingwebsiteoratanyoftheportalsthatprovidegeneralinformationasSherpa/Romeo,Dulcinea,andHeloïse.
3. Traineeswhowanttoestablishanewopen-accessjournalwillbeabletodescribetheirownself-archivingpolicy,license,andbusinessmodel.
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4. Traineeswhomanagerepositorieswillbeabletodescribethetoolsandservicesthatallowresearcherstoself-archive.
Furtherreading
TheOpenAccessDirectory
PiwowarH,PriemJ,LarivièreV,AlperinJP,MatthiasL,NorlanderB,FarleyA,WestJ,HausteinS.(2018)ThestateofOA:alarge-scaleanalysisoftheprevalenceandimpactofOpenAccessarticles.PeerJ6:e4375https://doi.org/10.7717/peerj.4375
BjörkB.(2017)Growthofhybridopenaccess,2009–2016.PeerJ5:e3878https://doi.org/10.7717/peerj.3878
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6.OpenLicensingandFileFormats
Whatisit?
Alicenseisalegaldocumentthatgrantsspecificrightstousertoreuseandredistributeamaterialundersomeconditions.Anyrightthatisnotgrantedbydefaultbythelicensorthroughthelicensecanbeasked.Licensescanbeappliedtoanymaterial(e.g.,sound,text,image,multimedia,software)wheresomeexploitationorusagerightsexist.
Freecontentlicensesarelicensesthatgrantpermissiontoaccess,re-use,andredistributematerialwithfewornorestrictions.Thoselicensesrangefromveryopentoveryrestrictive.Themorerestrictions,themoredifficultitbecomestocombinedifferentlylicensescontent—thuspotentiallypreventinginteroperability.
Afileformatisastandardwaythatinformationisencodedforstorageinacomputerfile;however,notallformatshavefreelyavailablespecificationdocuments,partlybecausesomedevelopersviewtheirspecificationdocumentsastradesecrets.
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Rationale
Applyinganopenlicensetoascientificwork(whetheritisanarticle,datasetorothertypeofresearchoutput)isawayforthecopyrightholdertoexpresstheconditionsunderwhichtheworkcanbeaccessed,re-usedandmodified.
Itisimportanttoknowthatalicensebuildsonexistingcopyrightregulations.Inotherwords:youcanonlylicensecontentifyouaretherightsowner,andyoucannotlicenseanyformsofreuseiftheydonotfallunderexistingcopyrightregulations.
Whensharinganyopencontentitisnotenoughtoattachalicenseyoumusttakeintoaccounttheformat.Achoiceofanon-openfileformatmaymakeimpossibletoreusethecontent.Forthatreasonisimportanttoknowtheoptionsavailablewhendecidinginwhichformatyouwanttoshareyourcontent.
Learningobjectives
1. Participantsshouldlearnaboutdifferencesamonglicensesandhowtheycansuitsomeopen-sciencedefinitions,open-sciencerequirements,orhowtheyfitintodifferentresearchoutcomes.
2. Learnaboutthedifferentbuildingblocksoflicenses,suchasattribution,(non-)commercial,derivatives,etc.
3. Learntheimportanceofdefiningwhoholdsthecopyrightorrelatedrightsofresearchoutput.
4. Learnaboutthedifferencesbetweenproprietaryandopenfileformats,andhowthesecanpreventorfacilitatereusabilityandinteroperability.
Keycomponents
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Knowledge&Skills
Basicconceptsofcopyrightareneededinordertounderstandhowthelicenseswork.Sincecopyrightlawsarenotinternationallyharmonizedyoumustrefertotheapplicablelawsinyourcontext.
Amongtherangeoffreecontentlicensestherearethecopyleftlicenses,originatedinthefreesoftwarecommunity,thatallowabroadreuseofmaterialsundertheconditionthatanynewmaterialbuildupontheexistingonemustbelicensedunderthesamelicense.Thisfacthasbroughtsomeinteroperableproblemsthatnewerversionsovercomedbystatingthatthederivedmaterialsshouldbelicensedunderthesametermsoftheoriginallicense.
ThemostusedlicensesforscientificcontentareCreativeCommonslicenses.Ingeneral,aCCBYlicense(requiringonlyattribution)isagoodoptionforworkssucharticles,books,workingpapers,andreportswhileadedicationtothepublicdomainusingCC0isrecommendedfordatasetsanddatabases(NOTE:IntheUSandEU,individualfactscannotbecopyrighted,althoughcollectionsoffactsthatunderwentsomecreativeselectionororganizationmaybecopyrighted.Additionally,intheEUthereisasuigenerisrightgrantedtothemakerofadatabasefortheinvestmentmadeinitscompilation,evenwhenthisdoesnotinvolveanycreativity.).CreativeCommonslicensesshouldnotbeusedforlicensingsoftwarebecausetheywerenotdesignedforthatpurpose,astheorganisationstates.Instead,softwaredevelopersshoulduseappropriatelicenseslikethosecollectedbytheOpenSourceInitiativeorFreeSoftwareFoundation.Youcancheckyouroptionsathttps://choosealicense.com(seeSection3formoredetails).
CC0wasoriginallycreatedasalegaltooltoreleasescientificdatabaseswithoutanyrestriction,andespeciallytoovercomethedifferenttreatmentsoflegalprotectionwhenpublishingadatabase.CC0hasbeenseenasatoolfordedicatingworkstothepublicdomainbutitismorethanasimplewaiver.CC0isathree-stepinstrumentbuilttoallowitsuseinjurisdictionswhereafullpublicdomaindedicationisnotpossible(forinstanceinmanycontinentalEuropecountries).First,byusingCC0,thecopyrightholderwaivesanyrighttothemaximumextentallowedbyapplicablelaw.Second,ifthereisanyremainingunwaivableright,CC0actsasalicensetograntanyofthoseremainingrightswithoutanyrestrictionorobligation.Andfinally,thecopyrightholderassertsnottoenforceanyrightthat
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couldnotbeenpossibletowaiveorgrantbytheapplicablelaw.TheideabehindCC0istoconvinceresearcherstofollowcommunitynormsinsteadofusinglicensesinmaterialsasadatabasewhere,inmanycases,itscontentsareuncopyrightable.
Asatrainer,youmayshowthedifferencesamonglicensesandhowtheycansuitsomeoftheOpenSciencedefinitions,theOpenSciencerequirementsorhowtheyfitintodifferentresearchoutcomes.Dependingonthepriorknowledgeofyouraudience,youcangiveanoverviewofthedifferentbuildingblocks(attribution,(non)commercial,derivatives,etc.)ofthelicensesingeneralorprovideadetailedanalysisofeachbuildingblockanditseffectsonre-useandinteroperability.Ascopyrightrulesvarygreatlyperjurisdiction(commonlawvs.civillawcountries,butalsowithintheEuropeanUnion),usabilityoflicensescanvarygreatly.Thiscanbediscussedindetailiftheaudiencehaspreviousknowledgeaboutlicensing,butiftheyarerelativelynewtothesubjectthisshouldnotbediscussedindetail.
Corelicensingitemstoconsider(fromtheDataPackagingGuide):
Choosinganopenlicense.
Statingthechosenlicenseclearlyandprominently,preferablyinamachinereadableformat.
Explaintheliberations/limitationsofthechosenlicense,andwhatbarriersorrestrictionsmayapply.
Letusersknowwheretheycanfindmoreinformationaboutthislicense.
Explainthatthelicenseappliestothedata,andnotthecontentthatthedatarepresents(anopenlicenseonthemetadataisnotthesameasthecontentitselfbeingopen,outofcopyright,orabletobeusedfreely).
Explainwhythislicensewaschosen.
Trainingshouldprovideanoverviewofintellectualpropertypoliciesinuniversitiesandpublicresearchinstitutions.Itisimportanttostresstheneedtodefinewhoholdscopyrightoranyotherrelatedrightsoftheresearchoutput.Thecopyrightholderistheonewhocandecidetoliftrestrictionsiftheyarenotliftedbydefaultthroughthelicenses.Regardingresearchoutputs,thecopyrightholdercanbearesearcher,apublisher,ascientificsociety,aresearchinstitution,afunder,etc.
WithinthecontextofOpenScience,andforoptimallong-termarchiving,filesshouldnotbecompressedandshouldavoidproprietaryorpatent-encumberedformatsandinfavorofopenformatsbasedondocumentedstandards.Thisensurestheaccessandre-usabilityofthecontent.Onlyunencryptedfilesshouldbepublishedandarchived.Examplesforopenfileformatsare:
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Text:TXT,ODT,PDF/A,XML
Tabulardata:CSV,TSV
Image:TIFF,PNG,JPG2000,SVG,WebP
Audio:WAV,FLAC,OPUS
Video:MPEG2,Theora,VP8,VP9,AV1,MotionJPG2000(MJ2),
Binaryhierarchicaldata:HDF5
Somefileformatscannotbeconvertedtoopenformats,butarenonethelessarchived.Theyareoftendevice-specific,buthaveabroadusercommunity.Checkiftherepositorywhereyouwanttodepositapublicationhasalistofpreferredformats.
Questions,obstacles,andcommonmisconceptions
Q:"WhyshouldIusetheCC-BYlicenseformywritten/creativecontent?"
A:TheCC-BYlicenseisthemostpermissivelicensethatalsoretainssomerightsforthecreators—theonlyrequirementisthatsomeonewhouses,modifies,ordistributesthecontentattributestheoriginalcreator.OtherattributesofCreativeCommonslicensesincludeNoDerivatives(ND),NonCommercial(NC),andShareAlike(SA),whichaddadditionalrestrictionsthatmaylimitthepotentialuseandimpactofyourwork.PreventingderivativeswithNDstronglylimitstheimpactanduseofyourwork,sincenooneelsewillbeabletobuildonwhatyouhavedone.Similarly,whilemanyresearchersmayprefertheNClimitationtopreventcompaniesfromcommercializingormakingmoneyontheirwork,strictlydefiningcommercialuseischallenging.Furthermore,theintentofmuchpubliclyfundedresearchistoleadtoeconomicdevelopmentthrough(ventual)commercialuse,whichwouldbepreventedbythislicense.UsinganSAlicenseallowsreuseanddistribution,butrequiresdownstreamworkstoapplythesamelicense,limitinguseandcombinationwithotherworks.
AcommonfearwhenusingCC0isthattheattributionrequirementisdropped—however,proponentsstatethatattributionisakeyelementingoodscientificpractice,regardlessofcopyrightstatusoflicenseconditionsofthequotedwork.SomerepositoriesapplyingCC0
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explicitlymentionattribution,cf.,e.g.,thisexamplefromDataverse:"OurCommunityNormsaswellasgoodscientificpracticesexpectthatpropercreditisgivenviacitation.Pleaseusethedatacitationabove,generatedbytheDataverse."
Obstacle:differentcountrieshavedifferentcopyrightlaws,whichmaylimittheabilitytochooseanylicenseordedicateworktothepublicdomain.Forexample,inGermanyandotherEuropeancountriesitisnotpossibletofullywaivecopyright,andthusfullydedicatingworktothepublicdomainisnotlegallypossible.Instead,theCC0licensecanbeusedasan"effective"publicdomainlicensethatallowsunrestricteduse.
Interoperabilityoflicenses:beawarethatsometimeswhenyoumixcontentlicenseddifferentlyitmaybeimpossibletoreleasethederivativework.Forexample,materialdistributedwithanSAlicensecanonlybecombinedwithotherSA-licensedcontent.
Suitabilityoflicenses:forinstance,CClicensesshouldnotbeusedforsoftware,therearespecificlicensesfordatabases(OpenDataCommons),andCClicenseswerenotsuitablefordatabasesbeforeversion4.0.
Learningoutcomes
1. Willbeabletouseexistingresourcestochooseanappropriatelicenseforwrittenresearchwork,basedonthedesiredfreedom/limitationforotherstouse/reuse.
2. Willbeabletouseexistingresourcestochooseanappropriatelicensefordata,basedonthedesiredfreedom/limitationforotherstouse/reuse.
Furtherreading
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OpenAccessScholarlyPublishersAssociation:"WhyCC-BY?"
Wikipedia:Listofopenformats
TillKreutzer,"ValidityoftheCreativeCommonsZero1.0UniversalPublicDomainDedicationanditsusabilityforbibliographicmetadatafromtheperspectiveofGermanCopyrightLaw"
AgoodresourcewithargumentsagainstNClicenses:"FreeknowledgethankstoCreativeCommonsLicenses-Whyanon-commercialclauseoftenwon‘tserveyourneeds",PaulKlimpe(originalinGerman,Englishtranslation)
WorldIntellectualPropertyOrganization:UniversititesandIntellectualProperty
GoodexplanationaboutCC0andCClicenses:"OpenContent-APracticalGuidetoUsingCreativeCommonsLicences/TheCreativeCommonslicencingscheme"
HowtoLicenseResearchData
CreativeCommonsLicensePicker
OpenSourceLicensing
OpenDefinition:Licenses
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7.CollaborativePlatforms
Whatisit?
Onlinecollaborativeplatformsconnectgeographically-dispersedresearcherstoenablethemtocooperateseamlesslyontheirresearch,sharingresearchobjectsaswellandideasandexperiences.Collaborativeplatformsareusuallyonlineservicesthatprovideavirtualenvironmenttowhichmultiplepeoplecanconcurrentlyconnectandworkonthesametask.Thesecanrangefromextensivevirtualresearchenvironments(VREs)whichencompassahostoftoolstofacilitatesharingandcollaboration,includingwebforumsandwikis,collaborativedocumenthosting,anddiscipline-specifictoolssuchasdataanalysisorvisualisation,rightdowntosinglespecifictoolswhichenableresearcherstoworktogetherinrealtimeonspecificaspectsofresearch(suchaswritingoranalysis).
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Rationale
Researchcollaborationisgrowingexponentiallyandteamsarebecomingevermoreinterdisciplinaryasresearchersincreasinglyworkininternationalandcross-disciplinaryconsortiatoenableamultitudeofperspectivesonspecificresearchquestions.Fosteringnationalandinternationalcollaborativeresearchisincreasinglyafunderpriority.Itlies,forexample,attheheartofECResearchCommissionerCarlosMoedas’strategy,i.e.,"OpenScience,openinnovation,opentotheworld"[REF]
VirtualResearchEnvironments(VRE)andcollaborativeplatformsenablecollaborationacrosscontinents,timezonesanddisciplines.Inthismoduleyouwilldevelopanunderstandingofcollaborativeplatformsthatworktoday,andhowtheycangreatlyenhanceyourresearchworkflows.
Learningobjectives
1. Learnwhatmajortypesofcollaborativeplatformsareavailableandwhattheusecasesforeachmightbe.
2. Learntheadvantagesofsuchsystems.
3. Identifyanypossibleshortcomingsofcollaboratingviasuchplatformsandhowtoovercomethem.
Keycomponents
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Knowledge&Skills
Virtualresearchenvironments(VREs)
Virtualresearchenvironmentshavebeendefinedas"innovative,dynamic,andubiquitousresearchsupportingenvironmentswherescatteredscientistscanseamlesslyaccessdata,software,andprocessingresourcesmanagedbydiversesystemsinseparateadministrationdomainsthroughtheirbrowser"(Candela,CastelliandPagano,2013).
Animportantaspecthereisthedisciplinary-specificnatureofmanyofthesetools.TheEuropeanCommissionhasfundedarangeofcommunity-specificVREsunderitseInfrastructurefundingstreamtoenableresearcherstocollaborativelyperformcomplextaskssuchasintegratingheterogeneousdatafrommultiplesources,modelling,simulation,dataexploration,miningandvisualisation:
VI-SEEM-VREforregionalInterdisciplinarycommunitiesinSoutheastEuropeandtheEasternMediterranean
MuG-Multi-ScaleComplexGenomics
OpenDreamKit-OpenDigitalResearchEnvironmentToolkitfortheAdvancementofMathematics
BlueBRIDGE-BuildingResearchenvironmentsforfosteringInnovation,Decisionmaking,GovernanceandEducationtosupportBluegrowth
VRE4EIC-AEurope-wideInteroperableVirtualResearchEnvironmenttoEmpowerMultidisciplinaryResearchCommunitiesandAccelerateInnovationandCollaboration
West-Life-World-wideE-infrastructureforstructuralbiology
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SomelibrariesalreadyofferpersonalisedVREsforspecificprojects.Forexample,LeidenUniversitylibraryoffersVREsforallexternally-fundedprojectsofmorethanfivepersons.
AnespeciallyimportantcollaborativeplatforminthecontextofOpenScienceistheOpenScienceFramework(OSF).Basedonopensourcetechnologiesandcreatedbythenot-for-profitCenterforOpenScience,theOSFbrandsitselfas"ascholarlycommonstoconnecttheentireresearchcycle".TheOSFenablesresearcherstoworkonprojectsprivatelywithalimitednumberofcollaboratorsandmakeanypartorthewholeoftheirprojectpublic.Itconnectsdirectlywithmanyothercollaborativesystemslikedropbox,GitHubandGoogleDocs,andcanbeusedtostoreandarchiveresearchdata,protocols,andmaterials.
Collaborativewritingplatforms
Especiallyinthecurrently-predominant"publishorperish"cultureofresearch,writingisacoretaskinthelifeofresearchers.Severalonlinetoolsandplatformsnowenableresearcherstoworktogetherondocumentsinreal-time,andsoavoidtheversioning-hellofemailingWorddocumentsbackandforth.PlatformsincludeOverleaf,Authorea,FidusWriter,ShareLaTeXandGoogleDocs.Notethatmanyofthesetoolsarebasedonproprietarytechnologiesandsomerequirepaymentforadvancedfeatures.
Referencemanagement&discovery
Thereareplentyoftoolswhichenablegroupstostoreandmanagereferences.ExamplesincludeZotero,CitaviandCiteUlike.Mendeleyincorporatesasharablereferencemanager,aswellasasocialnetworkandarticlevisualizationtools.Relatedly,BibSonomyallowsresearcherstosharebookmarksandlistsofliterature.
Annotationandreview
ThepoweroftheWebenablesnewmodesofpost-publicationcollaborativereviewthroughserviceslikePubPeerandAcademicKarma,aswellasannotationtoolslikeHypothes.isandPaperHive.
Academicsocialnetworks
ResearchershavelongmadeuseoftheWebforsocialnetworking-eitherviamainstreamsocialnetworkslikeTwitter,FacebookandLinkedinordedicatedacademicsocialnetworkslikeResearchGate,Academia.eduandLoop.
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Questions,obstacles,andcommonmisconceptions
Q:"WhyshouldIaddanotherlayerofcomplexitytomycollaborationprocess?Sharingthedocfileissufficient!"
A:Thisisincorrect;althoughitmayseemthatyouareintroducingadditionaltoolsandplatformsintoyourusualworkingapproach,theyareactuallyresolvingcommunicationissuesthatyouwereprobablynotawareofinthefirstplace.Forexample,usingjustadocfile(withorwithouttrackchanges),onlyshowsthehigherlevelofinformationandusuallyonlyatthetailoftheentirescientificprocess.Workinginthecontextofacollaborativeenvironment,fromdesigntoreporting,establishesbothclearcommunicationandadequateprovenance.
Learningoutcomes
1. Theresearcherwillbecomefamiliarwiththerangeofoptionsavailabletoaidgreatercollaborativeresearch.
2. Afterdecidingwhatworksoptimallyfortheirworkflow,theresearcherwillbeabletousecollaborativetoolssuchasGitHubandtheOpenScienceFrameworkforincreasedcollaborationfortheresearchprocess,writing/authoring,andsharingyourresearchoutputs.
3. Theresearcherwillbeabletocollaboratewithcolleaguestowritedocumentscollaboratively,annotatearticlesandsharethisdiscussion.
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Furtherreading
OpenScienceFramework.ThepromiseofOpenSciencecollaboration:https://osf.io/vmrgu/wiki/home/
AlexanderVoss,RobProcter,(2009)"Virtualresearchenvironmentsinscholarlyworkandcommunications",LibraryHiTech,Vol.27Issue:2,pp.174-190:doi.org/10.1108/07378830910968146
Candela,L.,Castelli,D.&Pagano,P.,(2013).VirtualResearchEnvironments:AnOverviewandaResearchAgenda.DataScienceJournal.12,pp.GRDI75–GRDI81:doi.org/10.2481/dsj.GRDI-013
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8.OpenPeerReview,Metrics,andEvaluation
Whatisit?
Tobearesearcheristofindoneselfunderconstantevaluation.Academiaisa"prestigeeconomy",whereanacademic'sworthisbasedonevaluationsofthelevelsofesteemwithinwhichtheyandtheircontributionsareheldbytheirpeers,decision-makersandothers(BlackmoreandKandiko,2011).Inthissectionitwillthereforebeworthwhiledistinguishingbetweenevaluationofapieceofworkandevaluationoftheresearcherthemselves.Bothresearchandresearcherfindthemselvesevaluatedthroughtwoprimarymethods:peerreviewandmetrics,thefirstqualitativeandthelatterquantitative.
Peerreviewisusedprimarilytojudgepiecesofresearch.Itistheformalqualityassurancemechanismwherebyscholarlymanuscripts(e.g.,journalarticles,books,grantapplicationsandconferencepapers)aremadesubjecttothescrutinyofothers,whosefeedbackandjudgementsarethenusedtoimproveworksandmakefinaldecisionsregardingselection(forpublication,grantallocationorspeakingtime).OpenPeerReviewmeansdifferentthingstodifferentpeopleandcommunitiesandhasbeendefinedas"anumbrellatermforanumberofoverlappingwaysthatpeerreviewmodelscanbeadaptedinlinewiththeaimsofOpenScience"(Ross-Hellauer,2017).Itstwomaintraitsare“openidentities”,wherebothauthorsandreviewersareawareofeachother’sidentities(i.e.,non-blinded),and“openreports”,wherereviewreportsarepublishedalongsidetherelevantarticle.Thesetraitscanbecombined,butneednotbe,andmaybecomplementedbyotherinnovations,suchas“openparticipation”,wheremembersofthewidercommunityareabletocontributetothereviewprocess,“openinteraction”,wheredirectreciprocaldiscussionbetweenauthor(s)andreviewers,and/orbetweenreviewers,isallowedandencouraged,and“openpre-review
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manuscripts”,wheremanuscriptsaremadeimmediatelyavailableinadvanceofanyformalpeerreviewprocedures(eitherinternallyaspartofjournalworkflowsorexternallyviapreprintservers).
Oncetheyhavepassedpeerreview,researchpublicationsarethenoftentheprimarymeasureofaresearcher'swork(hencethephrase"publishorperish").However,assessingthequalityofpublicationsisdifficultandsubjective.AlthoughsomegeneralassessmentexercisesliketheUK'sResearchExcellenceFrameworkusepeerreview,generalassessmentisoftenbasedonmetricssuchasthenumberofcitationspublicationsgarner(h-index),oreventheperceivedlevelofprestigeofthejournalitwaspublishedin(quantifiedbytheJournalImpactFactor).ThepredominanceofsuchmetricsandthewaytheymightdistortincentiveshasbeenemphasisedinrecentyearsthroughstatementsliketheLeidenManifestoandtheSanFranciscoDeclarationonResearchAssessment(DORA).
Inrecentyears“AlternativeMetrics”oraltmetricshavebecomeatopicinthedebateaboutabalancedassessmentofresearcheffortsthatcomplementcitationcountingbygaugingotheronlinemeasuresofresearchimpact,includingbookmarks,links,blogposts,tweets,likes,shares,presscoverageandthelike.Underlyingalloftheseissueswithmetricsisthattheyareveryproducedbycommercialentities(e.g.,ClarivateAnalyticsandElsevier)basedonproprietarysystems,whichcanleadtosomeissueswithtransparency.
Rationale
Openpeerreview
Beginninginthe17thcenturywiththeRoyalSocietyofLondon(1662)andtheAcadémieRoyaledesSciencesdeParis(1699)astheprivilegeofsciencetocensoritselfratherthanthroughthechurch,ittookmanyyearsforpeerreviewtobeproperlyestablishedinscience.Peerreview,asaformalmechanism,ismuchyoungerthanmanyassume.Forexample,thejournalNatureonlyintroduceditin1967.Althoughsurveysshowthatresearchersvaluepeerreviewtheyalsothinkitcouldworkbetter.Thereareoftencomplaintsthatpeerreviewtakestoolong,thatitisinconsistentandoftenfailstodetecterrors,andthatanonymityshieldsbiases.Openpeerreview(OPR)henceaimstobringgreatertransparencyandparticipationtoformalandinformalpeerreviewprocesses.Beingapeerreviewerpresentsresearchers
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withopportunitiesforengagingwithnovelresearch,buildingacademicnetworksandexpertise,andrefiningtheirownwritingskills.Itisacrucialelementofqualitycontrolforacademicwork.Yet,ingeneral,researchersdonotoftenreceiveformaltraininginhowtodopeerreview.Evenwhereresearchersbelievethemselvesconfidentwithtraditionalpeerreview,however,themanyformsofopenpeerreviewpresentnewchallengesandopportunities.AsOPRcoverssuchadiverserangeofpractices,therearemanyconsiderationsforreviewersandauthorstotakeintoaccount.
Regardingevaluation,currentrewardsandmetricsinscienceandscholarshiparenot(yet)inlinewithOpenScience.Themetricsusedtoevaluateresearch(e.g.JournalImpactFactor,h-index)donotmeasure-andthereforedonotreward-openresearchpractices.Openpeerreviewactivityisnotnecessarilyrecognizedas"scholarship"inprofessionaladvancementscenarios(e.g.inmanycases,grantreviewersdon’tconsidereventhemost
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brilliantopenpeerreviewstobescholarlyobjectsuntothemselves).Furthermore,manyevaluationmetrics-especiallycertaintypesofbibliometrics-arenotasopenandtransparentasthecommunitywouldlike.
Underthosecircumstances,atbestOpenSciencepracticesareseenasanadditionalburdenwithoutrewards.Atworst,theyareseenasactivelydamagingchancesoffuturefundingandpromotionaswellastenure.ArecentreportfromtheEuropeanCommission(2017)recognizesthattherearebasicallytwoapproachestoOpenScienceimplementationandthewayrewardsandevaluationcansupportthat:
1. Simplysupportthestatusquobyencouragingmoreopenness,buildingrelatedmetricsandquantifyingoutputs;
2. Experimentwithalternativeresearchpracticesandassessment,opendata,citizenscienceandopeneducation.
Moreandmorefundersandinstitutionsaretakingstepsinthesedirections,forexamplebymovingawayfromsimplecounts,andincludingnarrativesandindicationsofsocietalimpactintheirassessmentexercises.Otherstepsfundersaretakingareallowingmoretypesofresearchoutput(suchaspreprints)inapplicationsandfundingdifferenttypesofresearch(suchasreplicationstudies).
Learningobjectives
1. Recognisethekeyelementsofopenpeerreviewandtheirpotentialadvantagesanddisadvantages
2. Understandthedifferencesbetweentypesofmetricsusedtoassessresearchandresearchers
3. Engagewiththedebateoverthewayinwhichevaluationschemaaffectthewaysinwhichscholarshipisperformed
Keycomponents
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Knowledge
Openpeerreview
PopularvenuesforOPRincludejournalsfrompublisherslikeCopernicus,Frontiers,BioMedCentral,eLifeandF1000research.
Openpeerreview,initsdifferentforms,hasmanypotentialadvantagesforreviewersandauthors:
Openidentities(non-blinded)reviewfostersgreateraccountabilityamongstreviewersandreducestheopportunitiesforbiasorundisclosedconflictsofinterest.
Openreviewreportsaddanotherlayerofqualityassurance,allowingthewidercommunitytoscrutinizereviewstoexaminedecision-makingprocesses.
Incombination,openidentitiesandopenreportsaretheorizedtoleadtobetterreviews,asthethoughtofhavingtheirnamepubliclyconnectedtoaworkorseeingtheirreviewpublishedencouragesreviewerstobemorethorough.
Openidentitiesandopenreportsenablereviewerstogainpubliccreditfortheirreviewwork,thusincentivisingthisvitalactivityandallowingreviewworktobecitedinotherpublicationsandincareerdevelopmentactivitieslinkedtopromotionandtenure.
Openparticipationcouldovercomeproblemsassociatedwitheditorialselectionofreviewers(e.g.,biases,closed-networks,elitism).Especiallyforearlycareerresearcherswhodonotyetreceiveinvitationstoreview,suchopenprocessesmayalsopresentachancetobuildtheirresearchreputationandpracticetheirreviewskills.
Therearesomepotentialpitfallstowatchoutfor,including:
Openidentitiesremovesanonymityconditionsforreviewers(single-blind)orauthorsandreviewers(double-blind)whicharetraditionallyinplacetocounteractsocialbiases(althoughthereisnotstrong-evidencethatsuchanonymityhasbeeneffective).It’sthereforeimportantforreviewerstoconstantlyquestiontheirassumptionstoensure
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theirjudgementsreflectonlythequalityofthemanuscript,andnotthestatus,history,oraffiliationsoftheauthor(s).Authorsshoulddothesameinreceivingpeerreviewcomments.
Givingandreceivingcriticismisoftenaprocessfraughtwithunavoidablyemotionalreactions-authorsandreviewersmaysubjectivelyagreeordisagreeonhowtopresenttheresultsand/orwhatneedsimprovement,amendmentorcorrection.Inopenidentitiesand/oropenreports,thetransparencycouldexacerbatesuchdifficulties.Itisthereforeessentialthatreviewersensurethattheycommunicatetheirpointsinaclearandcivilway,inordertomaximisethechancesthatitwillbereceivedasvaluablefeedbackbytheauthor(s).
Lackofanonymityforreviewersinopenidentitiesreviewmightsubverttheprocessbydiscouragingreviewersfrommakingstrongcriticisms,especiallyagainsthigher-statuscolleagues.
Finally,giventheseissues,potentialreviewersmaybemorelikelytodeclinetoreview.
Openmetrics
TheSanFranciscoDeclarationonResearchAssessment(DORA)recommendsmovingawayfromjournalbasedevaluations,consideralltypesofoutputandusevariousformsofmetricsandnarrativeassessmentinparallel.DORAhasbeensignedbythousandsofresearchers,institutions,publishersandfunders,whohavenowcommittedthemselvestoputtingthisinpractice.TheLeidenManifestoprovidesguidanceonhowtousemetricsresponsibly.
RegardingAltmetrics,Priemetal.(2010)advisethataltmetricshavethefollowingbenefits:theyaccumulatequickerthancitations;theycangaugetheimpactofresearchoutputsotherthanjournalpublications(e.g.datasets,code,protocols,blogposts,tweets,etc.);andtheycanprovidediversemeasuresofimpactforindividualobjects.Thetimelinessofaltmetricspresentsaparticularadvantagetoearly-careerresearchers,whoseresearch-impactmaynotyetbereflectedinsignificantnumbersofcitations,yetwhosecareer-progressiondependsuponpositiveevaluations.Inaddition,altmetricscanhelpwithearlyidentificationofinfluentialresearchandpotentialconnectionsbetweenresearchers.ArecentreportbytheEC’sExpertGrouponAltmetrics(Directorate-GeneralforResearchandInnovation(EuropeanCommission),2017)identifiedchallengesofaltmetrics,includinglackofrobustnessandsusceptibilityto‘gaming’;thatanymeasureceasestobeagoodmeasureonceitbecomesatarget(‘Goodhart’sLaw’);relativelackofsocialmediauptakeinsomedisciplinesandgeographicalregions;andarelianceoncommercialentitiesfortheunderlyingdata.
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Skills
Exampleexercises
Traineesworkingroupsofthree.Eachindividuallywritesareviewofashortacademictext
Reviewapaperonapre-printserver
Useafreebibliometricsoraltmetricsservice(e.g.Impactstory,Paperbuzz,Altmetricbookmarklet,Dimensions.ai)tolookupmetricsforapaper,thenwriteashortexplanationofhowexactlyvariousmetricsreportedbyeachservicearecalculated(it’sharderthanyou’dassume;thiswouldgetatthechallengesoffindingpropermetricsdocumentationforeventheseeminglymosttransparentservices)
Questions,obstacles,andcommonmisconceptions
Q:Isresearchevaluationfair?
A:Researchevaluationisasfairasitsmethodsandevaluationtechniques.Metricsandaltmetricstrytomeasureresearchqualitywithresearchoutputquantity,whichcanbeaccurate,butdoesnothavetobe.
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Learningoutcomes
1. Traineeswillbeabletoidentifyopenpeerreviewjournals2. Traineeswillbeawareofarangeofmetrics,theiradvantagesanddisadvantages
Furtherreading
PeerReviewtheNutsandBolts.AGuideforEarlyCareerResearchers.
PeerReviewers’OpennessInitiative
OpenRev.
PeerageofScience
MakeDataCount
OpenUPHub
LeidenManifestoforResearchMetrics
ResponsibleMetrics
NISOAlternativeAssessmentMetrics(Altmetrics)Initiative
SnowballMetrics
Directorate-GeneralforResearchandInnovation(EuropeanCommission):EvaluationofResearchCareersFullyAcknowledgingOpenSciencePractices:Rewards,Incentivesand/orRecognitionforResearchersPracticingOpenScience.Report,14November2017:doi.org/10.2777/75255
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9.OpenSciencePolicies
Whatisit?
WecoulddefineOpenSciencepoliciesasthosestrategiesandactionsaimedatpromotingOpenScienceprinciplesandatacknowledgingOpenSciencepractices.Thosepoliciesareusuallyestablishedbyresearchperforminginstitutions,researchfunders,governmentsorpublishers.Theinitialpolicieswereaimedatrequiringanopendisseminationoftheresearchresultsbasedontheideathatresultsachievedfrompubliclyfundedresearchshouldbeavailabletothepublicwithoutanyrestriction.However,nowthescopeofthepolicieshasgrownandwemayfindnationalpoliciesfosteringOpenSciencepracticesatanypointoftheresearchlevel.Moreover,wemightfindspecificprovisionsinnewandexistinglaws,regulationsordirectives.
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Rationale
SinceoneofthemaindriverstoOpenSciencearethecurrentpoliciesestablishedbyinstitutions,funders,governmentsandpublishers,itisimportanttoknowhowtheyaffectanyresearcher.IfyouareplanningtodesignapolicyaimedattheadoptionandacknowledgementofOpenSciencepracticesisimportanttoknowtheexistingpoliciesinordertoavoidanyoverlappingorcontradiction.Thereforeresearchersandpolicymakersshouldhaveaknowledgeofthecurrentpoliciesandshouldbeabletounderstandhowtheyaffectthem.
Learningobjectives
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1. Dependingonyouraudiencetheobjectivesofthetrainingsessionwouldbedifferent.Wecanmakeabroaddivisionbetweenresearchers(inabroadsense)andpolicymakers(withinaninstitutionorfunders-inabroadsense).
2. Ifyourtrainingprogramisaddressedmainlytoresearchers,includingall"levels",thenthemainobjectiveistoreviewhowOpenSciencepoliciesaffectthem.
3. Ifyourtrainingprogramisaddressedtopolicymakers,youmightfocusindesigningandimplementapolicytofosterOpenScience.
4. Ifwewanttotrainfundersorpolicymakerswithinaninstitutionthenitshouldbeimportanttoshowhowtodesign,develop,implementandmonitorapolicy
Keycomponents
Knowledge
Youmustreviewallthepoliciesthataffectyourtrainingaudience.Firstofallcheckalltheinstitutionalpoliciesatinstitutionallevel,forinstance;copyright,intellectualproperty,openaccess,researchdata.
SecondlyyoumayreviewanynationalpolicyorlawthatcanaffectresearcherswhenperformingOpenScience,forinstancelawswithopenaccessprovisionsordecreesaffectingPhDdissertations,Callforprojects
Atthenationalleveltherecouldbesomelawsordecreesthatdirectlyorindirectlycouldinfluenceapolicyorposesomerequirements.ForinstanceyoucouldreviewthenationalopenaccesspoliciesinEuropeavailableatOpenAIRE.
Sincescienceisinternational,thenweshouldreviewanyinternationalpolicythatcouldaffectyouraudience,mainlycomingfrominternationalfunders.AttheEuropeanlevelwehavethepoliciescomingfromtheH2020researchFrameworkregardingthedisseminationofresearchoutputsbutwecouldhaveotherpoliciesaffectingotherpartsoftheresearchcycle.
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Alsoattheinternationallevel,somepublishershaveintroducednewpolicies,especiallyregardingthepublicationofresearchdatawhensubmittingapaper.
IfyourtrainingaudienceiswillingtodeveloparoadmaporagendatoimplementanationalOpenSciencepolicyitcouldbeadvisabletobenchmarkwhathasbeendoneinotherparts.ItAsastartingpoint,the2016AmsterdamCallforActioncouldshowsomeoftheissuesthatmustbetakenintoaccountandtowhomareaddressed.Examplesofthe(Netherlands),(Portugal),or(Finland)canhelptoplannationalpolicies,outlinesomeactionsandfindhowtomeasuretheirimplementation.
Skills
Traineeswouldneedtoidentifythemainfeaturesofeachpolicymainly:towhomisaddressed,whataretherequirements,howtheyoverlapwitheachother.
Youmightshowhowresearcherscanfulfilwiththedifferentpolicies:wherearetheservices,thetoolsthattheinstitutioncanprovidebutalsowheretheycanfindalternatives.Forinstanceaninstitutionmightnotprovideaninfrastructurefordepositingandpublishingresearchdatabutitcanpointoutexternalsolutionsthatfulfilpolicyrequirements.Itisalsousefultocomparethosesolutionswithotherexternaloptionswithnotdesiredfeatures.
WhendesigninganOpenSciencepolicy,traineeswouldneedtobeabletodefinethemainpurposesofhavingsuchapolicyandtoestablishthegoalsorchangestheyarepursuing.Oncedefined,theymustbeabletofindkeyperformanceindicatorstomeasureifthepolicyhaveachieveditsgoalsandtheymustbeabletoreviewandupdatethepolicyifthegoalsarenotachieved.
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Questions,obstacles,andcommonmisconceptions
Themainquestioncomingfromresearchersintrainingsessionsonpoliciesishowtheycanfulfilltherequirementswithoutlosinganyfreedomondecidingwheretopublish,forinstance.Youasatrainer,maydescribealltheavailableoptionsresearchershavebecauseingeneral,OpenSciencepoliciesprovidearangeofoptions
Anotherquestionoftenraisediswhathappensifresearchersdon’tfulfiltherequirements.Inthiscaseyoumaygiveexamplesofprojectsmonitoredbyfundersorwarningsreceivedbyresearchers.
Acommonmisconceptionregardingresearchdatapolicyisthatresearchersshouldsharealldataopenly.Toovercomeit,youmusthighlightthedifferentexcerptsinthetextofapolicywherethereareexplanationsaboutwhichisthedataaffectedbythepolicyandwhenitmustbeshared.Wemightalsoremarkalltheopt-outchoicesthatpoliciesinclude.AgoodresourcetoclarifythoseissuescanbeaninfographicliketheoneavailablefromHorizon2020.
Whenplanningapolicyisimportanttoknowwhattodointendtoachieveorsolve.Sometimespoliciesarecreatedfollowingotherinitiativeswithoutthinkingifthereisaneedforanotheroneandifyournewpolicywilloverlapotherexistingones.Themainchallengewhencreatingapolicyistoalignitwithotherinitiativesandtoavoidcontradictionswithlawsorregulations.
Learningoutcomes
1. TraineeswouldbeabletoidentifytherequirementsofanypolicythatcouldaffectthemwhenperformingOpenScience.
2. TheywouldbeabletodistinguishamonggeneralpolicieslikecopyrightordataprotectionandspecificpoliciesrelatedtoOpenScience,forinstanceregardinghowtodisseminateresearchoutputs.
3. Theywouldbeabletooutlinethestepstofulfillacertainpolicy.4. TraineesattendingasessionaimedatpolicymakingwouldbeabletoplananOpen
Sciencepolicy,establishingobjectivesandindicatorstomeasureitsimplementation.
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FurtherReading
ProvidingresearcherswiththeskillsandcompetenciestheyneedtopractiseOpenScience.ReportoftheWorkingGrouponEducationandSkillsunderOpenScience.
ResourcesavailablefromPasteur4OA,andLEARN
TheFOSTERcoursesDesigningSuccessfulOpenAccessandOpenDataPolicies:IntroductoryandDesigningSuccessfulOpenAccessandOpenDataPolicies:Intermediate
HowOpenIsIt?.GuidetoResearchFundersPoliciesbyOpenResearchFundersGroup&SPARC
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10.CitizenScience
Whatisit?
CitizenScienceistheinvolvementofthenon-academicpublicintheprocessofscientificresearch–whethercommunity-drivenresearchorglobalinvestigations(citizenscience.org).Citizensdoscientificwork—oftenworkingtogetherwithexpertsorscientificinstitutions.Theysupportthecollection,analysisordescriptionofresearchdataandmakeavaluablecontributiontoscience.ThefirstdocumentedCitizenScienceprojecttookplaceatChristmasin1900intheUSA,whentheNationalAudubonSocietycarriedoutaChristmasBirdCount."GalaxyZoo"withover150,000participantswhoclassifiedgalaxiesinoneyearisprobablythesofarmostsuccessfulCitizenScienceproject.
Citizenscienceisessentiallyadirectproductofsuccessfulsciencecommunicationorpublicengagement.Intheageofdigitalnetworkedtechnologies,researchershaveawealthofchannelsthroughwhichtodisseminatetheirworktowidernon-academicaudiences.Whereasresearchhasbeentraditionallydisseminatednarrowlyviaconferencepapers,researcharticlesandbookpublications,researchersnowcanuseblogs,socialmedia,video-hostingsites,andawiderangeofsocialdigitalnetworkstotargetandbroadentheirdisseminationactivities.
Rationale
CitizenscienceisbothanaimandenablerofOpenScience.Itcanrefertocitizensactivelyandopenlyparticipatingintheresearchprocessitself,oftenthroughcrowdsourcingactivities.Thisincludesaspectssuchasdatacollection,dataanalysis,volunteermonitoring,anddistributedcomputing.Alternatively,itcanalsomeangreaterpublicunderstandingofsciencefacilitatedthroughgreateraccesstoinformationabouttheresearchprocess,includingtheabilitytouseopenresearchdataandtoaccesstojournalarticlesopenlyavailable.Thelatter(akaDo-It-YourselfScience)involvesexamplessuchaspatient
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innovation,patientactivism/advocacy,NGOsandCivilRightsGroups.Thisleadstoaclearerclassificationbydistinguishingscientistandnon-scientistledactivities(seeOutsidetheAcademy–DIYScienceCommunities).Thepubliccanalsobeengagedinpolicymakingthrough,forexample,agenda-settingforresearchsystems’(seetheEuropeanCommission’sOpenScienceMonitor).
"CitizenScienceandOpenSciencetogethercanaddressgrandchallenges,respondtodiminishingsocietaltrustinscience,contributetothecreationofcommongoodsandsharedresources,andfacilitateknowledgetransferbetweenscienceandsocietytostimulateinnovation.Theissuesofopenness,inclusionandempowerment,educationandtraining,funding,infrastructuresandrewardsystemsarediscussedregardingcriticalchallengesforbothapproaches.YoumightconsiderCitizenScienceandOpenSciencejointly,tostrengthensynergiesbybuildingonexistinginitiatives,launchingtargetedactionsregardingeducationandtraining,andinfrastructures".ExtractedfromthePolicyBriefonCitizenScienceandOpenSciencebytheEuropeanCitizenScienceAssociation(ECSA)
Learningobjectives
1. Understandthedifferentaspectsofcitizenscience(collaborativeversusDIY).
2. Understandthebasicconceptsandviewpointsofavarietyofstakeholdersinsciencecommunication.
3. Managementofintellectualpropertyincitizenscienceprojects.Aguideforthisisavailablehere.
4. Managementofcitizensciencedata.
5. Identifythebeststrategiesinestablishingclearandconcisecommunicationofscientificprinciples.
6. Whatarethebestwaystocommunicateyourresearch/story,withwhom,andusingwhattools.
Keycomponents
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Knowledge
TheEuropeanCitizenScienceAssociation(ECSA)createdabestpracticeguidelineonwhatconstitutesgoodcitizenscienceandwrotethe10principlesofCitizenScience.Thisstatementhasbeentranslatedintomanylanguages.Those10principlesoffersaguidanceofbestpracticesforanyprojectbasedonCitizenScience.
Whenstartingacitizenscienceprojectthereareafewkeyelementsthatmustbetakeintoaccount:howareyougoingtoengagecitizens?howareyougoingtoensuredataquality?howareyougoingtodealwithethicsandlegalissues?
AlthoughthereisstillanopendebateonhowtoassesssomecitizenscienceactivitiestherearealreadysomeexamplesthatcanbeincludedassocietalimpactinevaluationreportslikethecasesstudiesextractedfromtheUKResearchExcellenceFramework.
Skills
Beabletodifferentiateindifferentcitizenscienceprojectapproaches:projectswherecitizensjustprovidedataversusprojecteswherethecitizenengagementisalongtheresearchproject.
Beabletoprovideadviceonlegalandethicalaspectsregardingthecollectionofdata,includingpersonaldatafromcitizens.
Beabletoprovidedifferentsolutionsonsharingresearchoutputs.
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Questions,obstacles,andcommonmisconceptions
Oneofthecontroversiesthatusuallyariseincitizenprojectsishowresearchersmakedatagatheredbycitizenspubliclyavailable.Researchersshouldbeawareonhowthisdatacanbesharedtakingintoaccountlegalandethicalaspects.
Thelackofrewardsforcitizensciencepracticesiftheydonotendina"traditional"researchoutput:paper,proceedingetc.isacommonissuewhentrainingoncitizenscience.Probablyagoodwaytoovercomethisissueistostartaconversationonhowparticipantswouldliketogetrewardedandwhichmethodstheypropose.
Learningoutcomes
1. Traineeswillbeabletoknowthedifferentapproachesofcitizenscienceprojectsandhowtodealwithlegalandethicalaspects,especiallyinrelationwithdatamanagement.
2. Participantsinthetrainingsessionswouldlearnhowtoengagecitizensintheirresearchatanypointoftheirresearchactivities.
Furtherreading
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WhitePaperonCitizenScienceforEurope
Citizenscienceforall.Aguideforcitizensciencepractitioners,BürgerschaffenWissen.
GreenPaper-CitizenScienceStrategie2020forGermany,BürgerschaffenWissen
CommunityPlanningToolkit-CommunityEngagement
Overviewofcitizenscienceprojects:
http://socientize.eu/
https://www.zooniverse.org/projects
https://crowdcrafting.org/
FrançoisGrey,DanielWyler,JudithFröhlich,KatrienMaes2016:Citizenscienceatuniversities.Trends,guidelinesandrecommendations
CitizenScienceTrainingSchoolExample
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11.OpenEducationalResources
Whatisit?
OpenEducationalResources(OER)aredefinedas"teaching,learningandresearchmaterialsinanymedium–digitalorotherwise–thatresideinthepublicdomainorhavebeenreleasedunderanopenlicensethatpermitsno-costaccess,use,adaptationandredistributionbyotherswithnoorlimitedrestrictions"(WilliamandFloraHewlettFoundationdefinition).Openeducationalresourcesincludefullcourses,coursematerials,modules,textbooks,streamingvideos,tests,images,software,andanyothertools,materials,ortechniquesusedtosupportaccesstoknowledge.
Rationale
Inmanycasesopeneducationalresourcesarebuilduponresearchfindings.IfyouareanOpenSciencepractitioneritmakessensethatyoureducationalresourcesmaintainthelevelofopennessofyourresearch.Moreoverotherinstructorscoulduseyourmaterialtoelaboratenewresourcesoradaptexistingones.Infactthecreationofeducationalresourcescanbeseenasacyclesimilartotheresearchcycle:find,compose,adapt,use,andshare(wikieducator.org/OER_Handbook/educator/OER_Lifecycle).
Learningobjectives
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1. Participantsshouldlearnthedifferencebetweenopenandnon-openeducationalresources.
2. LicensingisanessentialpartandindicateshowtoeasilyuseandcombineOER.3. ParticipantsshouldknowwheretofindandplacecreatedOERresources.
Keycomponents
KnowledgeandSkills
OpenEducationalResourcesareonlyOER,iftheyhaveanopenlicense.However,thereisnoclearguidelineforthechoiceoflicenseforyourresource.Sowhatkindoflicenseisappropriate?Inpractice,CreativeCommons(CC)licensesaremostoftenusedforOER.OpenCreativeCommonslicensesareCC0(PublicDomainDedication),CCBY(Attribution)andCCBY-SA(Attribution-ShareAlike),whichcanbeusedformosteducationalresources.Forthedistributionofdatabasesunderafreelicense,CreativeCommonsisnotideal.Rather,chooseaspeciallysuitableopenlicensesuchasODbl,ODC-BYorPDDLtobelegallycompliant.
Itisimportanttostresstheneedtodefinewhoholdscopyrightoranyotherrelatedrightsoftheresearchoutput.Thecopyrightholderistheonewhocandecidetoliftrestrictionsiftheyarenotliftedbydefaultthroughthelicenses.LicensesshouldthereforebeexplainedindetailtoproperlyattributeauthorsandtocreatetrueOER.Thisalsoincludesthecombinationofdifferentlicensetypesanditsconsequences.
TrainingshouldprovideanoverviewofOERplatformsandtheirintendeduse.OpenCourseWare(OCW)isoneofthefirstopeneducationalresourceplatformsandoneofthekeyinitiatorsoftheopeneducationalresourcesmovement.InitiatedattheMassachusettsInstituteofTechnology(MIT)in2002,theOpenEducationConsortiumnowprovidesmaterialsfromallovertheworldinformofcoursesunderfreelicenses.OtherpioneerswereUNESCOandtheWilliamandFloraHewlettFoundationwhicharestillcommittedtoopeneducationalresources.
ExamplesforOERplatformsare:
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CreativeCommonsSearch)forimage,audio,andvideofilesOpenEducationConsortium)foropencoursematerialOERCommons)foreducationalresources
Questions,obstacles,andcommonmisconceptions
Q:Howcanyouensurequalityofthematerials?
A:Thisisnotalwaysagiven.SofarthereisnoqualitysealforOERmaterials.Openusercomments,peerreview,andthepublicationofmaterialsonplatformsofestablishedinstitutionslikee.g.universitiescanprovideafirstindicationofquality.Justaswithprintedtextmaterials,qualitycanthoughnotbeguaranteed.Thisunsettlesmanyusers.TheactualityandadaptabilityofthematerialsneverthelessspeaksfortheuseofOER.Attheendoftheday,youonlyknowyourselfwhethertheselectedmaterialissuitablefortheintendedpurposeandwhetheritscontentiscorrect.
Learningoutcomes
1. Traineeswillbeabletodistinguishbetweencopyrightedandfreematerials.2. Thecombinationofdifferentlicensetypesandtheireffectswillbeknown.3. Theywillbeabletofind,useandcreateOpenEducationalResources.
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Furtherreading
Butcher,Neil(2015):ABasicGuidetoOpenEducationalResources(OER):hdl.handle.net/11599/36
Miao,Fengchun;Mishra,Sanjaya;McGreal,Rory(2016):OpenEducationalResources:Policy,CostsandTransformation:hdl.handle.net/11599/2306
OECD(2007):GivingKnowledgeforFree:TheEmergenceofOpenEducationalResources.OECDPublishing,Paris:/dx.doi.org/10.1787/9789264032125-en
OpenKnowledgeFoundation(2014):OpenEducationHandbook2014:education.okfn.org/handbooks/handbook/
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11.OpenAdvocacy
Whatisit?
Advocacyinallitsformsseekstoensurethatpeople,particularlythosewhoaremostvulnerableinsociety,areableto:
Havetheirvoiceheardonissuesthatareimportanttothem.Advocacymeansgivingvoicetoagroup.
Defendandsafeguardtheirrights.
Havetheirviewsandwishesgenuinelyconsideredwhendecisionsarebeingmadeabouttheirlives.
Advocacyincludeactionsofdefending,influencing,changing,decision-making,persuading,lobbying,attractingattention.
OpenAdvocacyfocusesonthemovementtopromoteOpenScienceatvariouslevelsofstakeholders,highlightingandstressingthesocietal,professionalandpersonaladvantagesthatitentails.
Rationale
Trainings(workshops,seminars,presentations)canbeusedasadvocacytools.ThestructuredapproachtoadvocacypracticeshelpstoaddressthemainissuesthetrainerhastokeepinmindifthetrainingisconnectedtoanOpenScienceadvocacyprogram.howtouseadvocacystrategiesastoolsforeffectingspecificchanges,andonbuildingthebasicskillsnecessaryforemployingadvocacytools(e.g.,adcampaigns,meetingswithpolicymakers).Traininghereisconsideredasatoolforeffectingspecificchanges,andforbuildinganOpenScienceadvocatecommunity.
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Learningobjectives
1. Understandthecontextandgoalsoftheadvocacyprogram,2. Beabletocommunicateeffectivelywithaudiencesanddrawcommunity’sattentionto
animportantissueanddirectingdecisionmakerstowardaresolution.
Keycomponents
Knowledge
Objectivestoachieve
SMARTisawayofremindingyouthatyourobjectivesshouldbe:
Specific—bythiswemeanthatyouneedtosetaspecificobjectiveforyourprogrammes.
Measurable—yourobjectiveshouldbemeasurable.
Achievable—theobjectiveshouldbeattainableorpracticable.
Realistic—whichalsomeanscredible.
Time-bound—andshouldbeaccomplishedandachievedwithinacertainamountoftime.
Objectivescanbelongtermorshortterm.Long-termobjectivesusuallyfocusonchangingthepolicyorpracticeofinstitutions,whereasshorter-termobjectivescanfocusonattitudechanges,raisingawareness,gettinganissueontheagenda,buildingaconstituencyofsupportormovementforchange.Itmaybenecessarytoachievesomeoftheshort-termobjectivesbeforeyoucanachievethelonger-termones.
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Maingoalsofadvocacyprogram:
toincreaseawarenessamonginfluentialgroupsandthepublic;
toreducestigmaandfear
toengageandmobilizekeystakeholderswithinthecommunitywhowillchampionthedevelopment
toexpandadvocacygroups,includingcommunityvolunteers
tomobilizeresourcestosupporttheimplementationofkeypriority(core)interventions;
tomaintaintheinvolvementofdecision-makersandthepubliclbydisseminatinginformationonachievementstodateandfuturechallenges.
Stepstogoodadvocacy
1. Defineyourgoalsi. Whatneedschanging?ii. Whatdowewanttoaskfor?Changinglegislation,policy,regulation,programs,
funding2. Understandyouraudience:differentstrategiesforeachtarget3. Buildaprofileofopenaccessstakeholdersandtheirattitudes.4. Craftyourmessage:createcompellingmessagesthatappealtostakeholders’interests
i. Beclearonwhatweareaskingforii. Keepitsimpleandfocussediii. Usepositivelanguageiv. Useevidence-factscarrymoreweightthananecdotalevidencev. Economicargumentsareimportant
5. Plananddevelopyourcommunicationandadvocacycampaign6. IdentifyDeliveryMethods:
i. Advocacyisrelationshipbuilding,ii. Tacticschangebytargetaudience
7. IdentifyResourcesandGaps:i. DoaSWOT(strengths,weaknesses,opportunitiesandthreats)analysisii. Buildonexistingresourcesandopportunities
8. PlanNextStepsIdentifyachievablegoalsthatsetstageforlargerwork:advocacystrategy/plan
9. EvaluateEffectivenessRegularly
Aspectsofadvocacy
Advocatingforyourownrightsasanauthor
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Thebasicstepsforachievinglocalculturechangehttp://study.com/academy/lesson/kotters-8-step-change-model-of-management.html
Advocatingtoyourpeers:WritinglettersandarticlesadvocatingforOpen
Talkingtojournaleditors-havingtheOAconversationwithyourfield
Talkingtopolicymakers
Toolsandmethods
Indirect:stimulateparticipantstotakeactionontheirownbehalf,
Direct:lobbyingbeforedecisionmakersbyrepresentativesonbehalfofothers.
Campaigning:generatingaresponsefromthewiderpublicandusingavarietyoftechniquessuchas:
chaine-mailorletter
opinionpiecesandletterstotheeditorinnewspapers
newsletters
celebrityendorsements
mediapartnershipswithnewspapers,journalistsandfilm-makers
web-basedbulletinsandonlinediscussions
publicevents
large-scaleadvertisingcampaigns.
useofsocialmedia(Twitter,Facebook)
Skills
WritealetterforanewsletterorforumforyourscholarlysocietyaboutOpenAccess.
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MakeyourownemailtemplatereplyaboutonlyreviewingforOAjournals,etc.Reuse/baseitononesouttherealready.
OutlineconcretesolutionsandbenefitsOpenSciencecandeliverforcurrentheadachesuniversityadministratorsmaystrugglewith.
Findyourlocaladvocacygroupandvolunteerforthem!
Questions,obstacles,andcommonmisconceptions
Lackofinterestfromaudiences.Lackofunderstandingthevalue.
Theinstitutionand/orseniormanagementisconcernedabouttheimpactoftheadvocacyefforts.
Learningoutcomes
Thetrainerwillbeabletoconsiderthetrainingeventinthecontextofaprogram.
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Furtherreading
StartingOpenProjectsFromScratch(CC0,CrowdsourcedbyOpenConattendees)
SPARCauthoraddendum-advocateforyourownrightsasanauthorw/ajournal
Bolicketal.rebuttalarticlewrittenintheJournalofWildlifeManagementafteramisleading/fearmongeringarticleaboutOA:https://kuscholarworks.ku.edu/handle/1808/22672
PerhapssomeoftheLingua/GlossaarticlesontheirmoveawayfromElsevier-theiradvocacyaseditorswithapublishingorganization
AnotherexampleofalettertoascholarlysocietyadvocatingforOpenAccess:JackieSmithtotheAmericanSociologicalAssociationandanotherarticle.
eLifeECRwednesdaywebinar,May31,aboutadvocatingforOpenScience-videowillbeavailableonYouTubeshortly.FeaturedGaryMcDowell,NickShockey,OsmanAldirdiri,CorinaLogan,BrianneKent.Advicepitchedatearly-careerresearchers.
Advocatingfortransparencypolicies-atoolkitforresearchers,staff,andlibrarians(AprilClyburne-Sherin(FSCI2017))
AdvocatingOpenAccess-atoolkitforlibrariansandresearchsupportstaff(UCL).
Openscienceanditsadvocacy(FOSTER).
FOSTERPlus:SupportingthepracticaladoptionofOpenScience(LIBER).
OpenScienceLeadershipWorkshop,MozillaScienceLab.
StrengthenAdvocacyCapacity(PATH).
RetractionWatch
8StepstoGoodAdvocacy
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OnLearningandTrainingThischapterprovidingcontextontrainingstrategies,practicalguidanceindesigningacourseaswellasanoverviewofpedagogicaltheories.Itwillfocusonthreekeyconceptsinteachingandtraining:
1. Preparation
2. Execution
3. Reflection
Teachingandtrainingisfirstlyaboutpreparationbeforedeliveringacourse.Preparationincludesthechoiceofcontent,decidingonappropriateteachingmethodsandputtingthemintoasequencetomaximisetheeffectivenessandimpactofyourtraining.Secondly,teachingisaboutdeliveringacourse(i.e.,howyouactandinteractwiththeparticipants).Evenifyouarefeelingveryconfidentonaparticulartopic,itisveryadvisabletoavoidstartingthedeliverybeforehavingfinishedthepreparation.Moreover,youmayneedtotestyourcontent,especiallythepracticalexercises.Then,duringthecoursedelivery,youneedagoodportionofflexibility,becausethingsrarelyhappencompletelyasyouexpect.Finally,teachingisalsoaboutevaluationandself-assessmentonceyouhavedeliveredacourse.Itismorethanlikelythatyouhavetoengageyourselfinthesameorasimilarcourseseveraltimes,inparticulariftheevaluationshowsthatitwasgood.
Tobetterprepareyourselfforfutureevents,youshouldreflectonwhatworkedwellandwhatdidnotworksowell,andusethistoiterativelydefineyourpreparationsanddelivery.Brieflysaid,thereisa"before”,a"during”andan“after”class,i.e.activitiesinacycle,similartoscience.Thischapterprovidesapracticalguidanceforthetrainersonhowtoprepareanddeliveracoursetovariousaudiences:whatarethemainobstaclesonehastoovercomeandwhatarethemainissuesoneneedstokeepinmindwhenputtingtogetheratraining.
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SomereflectionsbeforeyoustartInthefollowingpart,wewillfocusmainlyonthefirstaspect(preparation)andthengiveyouguidanceonhowtoplanandmanageyourcourse.Tostartwith,wewillspeakaboutsometheoreticalissueswhichwillprovideyouwithanideaofwhatteachingandlearningmeansandhowteachingadultsdiffersfromteachingteenagersorchildren.
Trainingvs.Teaching
Teachingismorerelatedtotheoreticalconceptsthantraining,whichisrelatedtothepracticalapplicationofknowledge(i.e.,developmentofskills).
Teachingseekstoimpartnewknowledgewhiletrainingequipsthealreadyknowledgeablewithtoolsandtechniquestodevelopaspecificskillset.
Teachingis,usually,donewithinthecontextofeducationandacademicenvironments,whiletrainingisassociatedwithpost-highschooland/orpostgraduateshortandintensivecourses.
Usually,teachersgivefeedbacktotheirstudents,whiletrainersreceivefeedbackfromthelearners.
However...
Trainingistheprocessofteachingorlearningaskillorjob,andtrainersdoactuallyteachsomething.Therefore,trainingcanbeconsideredasabroaderactivitythatmayencompassteaching.
Teachingmayalsoincludetypicaltrainingactivitiesandgoals,suchaspracticalsessionsanddemonstrations.
Despitethefactthatteachingandtrainingtechniquesmaysometimesvary,thedifferencebetweentrainingandteachingisnotrelatedtotheprocessitselfbuttothefocus,withtraininggenerallyhavingamorespecificfocusthanteaching.
Inordertodevelopcompetenciesasaprofessional,apersonneedstoattempttounderstandthetheoreticalconceptsaswellastohavepracticalexposure.Therefore,teachingandtrainingareequallyimportantandcomplementaryeducationalconcepts.
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Strategies
Therearedifferenttheoreticalapproachestolearningandtraining,whicharesometimesalsoinfluencedbythecultureyoulivein.Somepeopleliketotalkandgivelectures.Othersliketolisten,othersdon’t.Someexercisesaresimpleandlookforclearanswers.Otherexercisesarecenteredaroundproblemsandfocusongivingtheparticipantstimeandspacetoreflectonthemandfindsolutions.Finally,sometrainingsaredesignedtogivetheparticipantsmaximumfreedomandletthembeascreativeaspossible.Successintrainingsliketheseismoredifficulttoevaluate.
Fourwellknownlearningtheoriesarebehaviorism,cognitivism,connectivismandconstructivism.Theydescribedifferentperspectivesonhowpeoplelearn.
Thissimplifieddiagramsummarisestheirmaincharacteristicsinverypracticalterms:
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Transcribedfrom:
https://onlinelearninginsights.wordpress.com/2013/05/15/how-couse-design-puts-the-focus-on-learning-not-teaching/
TheworkdonebytheSoftwareCarpentryalsohelpstounderstandlearningprocesses:https://carpentries.github.io/instructor-training/
TheConnectedCurriculumFramework
Therecentmovement‘ConnectedCurriculumFramework’aimsatmodernizinglearningapproachesandadaptingthemtothe21stcenturylearner.Thegeneralobjectiveoftheframeworkistoimprovetherelationshipsbetweenstudenteducationandresearchpracticesbybreakingdownunnecessarydivisions.Theframeworkvaluesrichdialogue,activeinquiry,collaboration,andinteractionsbetweenstudentsandresearchersaswellasuniversitiesandwidercommunities.ThiscarriesinterestingpromisesintheareaofOpenScienceandCitizenScience,Crowdsourcing,etc.YoucanreadtheConnectedCurriculumhere:http://www.ucl.ac.uk/ucl-press/browse-books/a-connected-curriculum-for-higher-education
Howisthisrelevanttoyou?
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Whatisimportanttoknow,isthattherearedifferentapproachesandyoushouldnotfeelobligedtofollowonlyonestrategy,butratherdecideatwhichpointofyourtrainingyoushouldapplywhichstrategytoteachandevaluate.
Intheenditispracticethatmattersanditmaybehelpfultocheckyourcontentandpracticalexercisesagainstoneofthetheoreticalapproachesinordertofindoutiftheyareappropriateatthegivenmomentandforthetargetaudience.
Expectationsaboutatrainer
Everyonethatcomestoyourtrainingwillcomewithexpectations,consciousandunconsciousones.Amongothers(suchasteachingmethodology,contentandpriorknowledge)theywillhavespecificexpectationsaboutthetrainer.
Mostlearnerswillexpectyouto:
Beenthusiasticaboutthetopicsthattheyareteaching.
Haveageneralunderstandingofcorescientific(orhumanist)values,andrecognisetheroleof‘openness’asanintrinsic,coreelementofthis.
Understandtheimportanceoffactorssuchasresearchtransparencyandreproducibility,andthebroadersocietalimplicationsofthese.
Showfamiliaritywiththeresearchprocess,includingplanningresearch,conductingresearch,producingresearchresults,andcommunicatingandpublishingthoseresults.
Haveknowledgeaboutthedifferenttypesofresearchprocessesandoutputsthatcanbeshared,includingdata,codeandsoftware,papers,communication,workflows,grantapplications,anddatamanagementplans.
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Beawareofthepolicies,regulationsandlawsthatcouldaffectresearcherswhenperformingOpenScience
Understandthepressuresthatresultfrominstitutionalpolicies,orlackofthem,thatshapethewayinwhichresearchershandledataandresults,fromtheacquisitionstagetothesharinganddisseminationstages.
Understandtheexpectationsthatareraisedinthesocialfabricabouttheuseoftheresourcesandoutcomesofscientificactivities,suchasitsimpactsincitizenscience,thepublicunderstandingofscience,theinfluenceintheeducationproviders,etc.
BeabletoteachandhaveaprofoundknowledgeinOpenScience.(Infact,thisiswhatthisbookisabout.)
Providelinkstoonlinedocumentsandresourcesthatsupportnewcomers.
Targetaudiences
AgoodwaytogetstartedwithyourOpenSciencetrainingistoaddressaudiencesthathavesomeideaand/orareinterestedinthetopic.Generally,thesepeoplemaybemoreopentotheideaofOpenScience.Startingyourtrainingwithamotivatedaudiencehasseveraladvantages:
Knowingthatyouraudiencereallyisinterestedinthetopicmaymakeyoumorecomfortabledivingintoanewtrainingarea/topic.Youmaycontemplaterunningasurveytoassessthisinadvance.
Amotivatedaudienceprobablywillcontributetodiscussionandprovideyouwithusefulinputonhowtofurtherdevelopyourtrainingcurriculum.
Motivatedaudiencescanbecomeambassadorsofyourtraining
Informationyouneedtogatheraboutyouraudience:
1. Maintaininganinclusiveenvironment,andtakingintoconsiderationthediversebackgroundsofyourpotentialattendees,isimportantforanysuccessfultrainingevent.Tolearnhowtomakeyourworkshopinclusive,seetheConferencePlanningChecklist
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bySPARC.
2. Whethertheaudiencemembersknowoneanotherornotinadvancewillimpactthegroupdynamicandthesortsofactivitiesyoumightwanttoconduct.
3. Whethertheparticipationisvoluntaryornotwillinfluencetheirmotivation.
4. Theknowledgeleveloftheaudienceregardingtheplanneddiscussiontopicswillaffectthecontentandstyleofpresentations.
5. Whethertheaudienceisaccustomedtoaspecificlearningmethodmightaffecthowtheparticipantsreacttoverydifferenttrainingformat.
6. Audiencesize:
i. setatargetaudiencesize,basedontheavailablespace/capacityandavailabletimeforpracticalwork..
ii. thesizeoftheaudiencewillimpactonhowwelltheyengagetogetherandinteractwiththeprocess.
iii. ifyouwantalargeraudience,considerbreak-outgroups,andthelogisticalrequirementsthatmightcomewiththat.
7. Considerwhetheryoureventwillbeopentothepublicorlimitedtothoseaffiliatedwiththehostinstitution.Apubliceventmayhelpincreaseanddiversityattendance,whilelimitingitcanhelpyoufocusonparticulartopics.Inaddition,attendeesfromthesameinstitutionaremorelikelytoalreadyknoweachother.
8. Considerusingvideo-lectures,asyoumightreachabroaderaudience.Thoughwithasmallgroupofpeopleattendinganon-siteeventitisofteneasiertomaintaintheirattention,andtocreateandusethefeelingofanauthenticconnection.
9. Considerwhatthebestwayistoapproachdifferenttargetaudiences(meeting,facetofaceworkshops,webinar,newsletter,socialmedia,etc.)
10. Withaheterogeneousaudience,keepinmindthedifferentstakeholdersinvolvedinordertoaddresstheirdifferentneeds,knowledgeand/orresponsibilities:
i. funder,institution/employer,researcher(student,PhDstudent,researcher,projectlead),
ii. support(researchoffice,library,IT)
iii. commercialpartnersinaproject
Theoutcomeofthetrainingshouldbethatthetrainees:
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1. haveabetterpracticalunderstandingofthekeyconceptsandcorrespondingapplicationsforOpenScience.
2. confidentlyusewhatwaslearnedduringthetraining,thusincreasingtheirimpactintheirprofessionalenvironment.
3. becomeabletonetworkwithadvocatesfrommultipledisciplines,andactinaglobalOpenScienceinitiative.
Teachingadults
Scholarlyresearchispractisedbyadults,assuch,theparticipantsofanytraininginOpenSciencewillmostlikelybeadults,oftenwithafirstorseconddegreeinhighereducation.Itisthereforeinterestingtosee,howfarteachingchildrenorteenagers(pedagogy)differsfromteachingadults(andragogy).TheCanadianLiteracyandLearningNetworkdidsomeinterestingworkonthisdifferenceandrecapitulateditinsevenprinciples:
1. Adultsmustwanttolearn.Thismeansthattheinnermotivationandaddedvaluesaredecisiveanditmightbeworthtoknowthembeforestartingthecourse.
2. Adultswilllearnonlywhattheyfeeltheyneedtolearn.Adultsarepracticalintheirapproachtolearning;theywanttoknow,"Howisthisgoingtohelpmerightnow?"Youshouldthereforebepracticalanddirect.
3. Adultslearnbydoing.Thisistrueforchildrentoo,butactiveandimmediateparticipationmattersmoreforadults.
4. Adultlearningfocusesonproblemsandtheproblemsmustberealistic.Theparticipantswilloftencomewithaproblemanditwillbeyourtasktodiscovergapsandtrytoclosethem.
5. Experienceaffectsadultlearning.Adultshavemoreexperiencethanchildren,eithernegativeorpositive.Youcanmakeuseofthisexperiencebyavoidingnegativeassociations.
6. Adultslearnbestinaninformalsituation**.**School-ageyoungstersusuallyhavetofollowacurriculum.Often,adultslearnonlywhattheyfeeltheyneedtoknow.Youshouldthereforetrytoinvolveyouraudienceinthelearningprocess.Thismayhappen
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bymakingtheenvironmentrelaxed,informalandinviting.
7. Adultswantguidance**.**Adultswantinformationthatwillhelpthemimprovetheirsituationorsolveproblems,buttheydonotwanttobetoldwhattodo,butratherchooseoptionsbasedontheirindividualneeds.
Therefore,youwillneedto
providethediscoverypoints,toolsandsupportwhereresearcherswillfindthem
prepareonlinedocumentationwithclear,understandable,anduptodateguidance
puttogethergoodusable(anddiscoverable)toolsortemplatestogenerateit.
Insummary,adultshavetheirinterestsfocusedontheirownimprovementandseetrainingasaself-centered,capacity-buildingexercise.Adultsliketoberespectedassuch,andthattheirexpectationsareindividuallymet,inanexhaustivewaywheneverpossible.
Bloom’sTaxonomy
Learningoutcomesareoftenthemostspecificwayofestablishinghowatraininginstanceisdelivered,bytailoringwhateverisneededsothatthebestpartoftheexpectedoutcomesaremetbythebestpartoftheaudience.Learnersmeetoutcomesinavarietyofways,oftenamenabletoaquantitativeevaluation.
Specifyingoutcomesispartofhandlingtrainingasacognitiveprocess.In1956BenjaminBloomcreatedataxonomyofcognitivelevelsthathasbeenmodifiedthroughtime.Thisisaveryusefultooltobuildconsistentandreusablelearningoutcomesinanysubjectmatter.Transitionsbetweennon-contiguouslevelsofcognitionisgenerallynotacceptable.Thetaxonomyhelpstodetectpotentiallydifficultsituationswhereassessmentcanfailbecausethecognitionlevelofthelearningdeliveryisnotthesameasthecognitionleveloftheassessmentthatisbeingused.
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Apresentdayversion(since2001)canalsobefoundhere:https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/
Bloom’sTaxonomyisaclassificationmethodwithsixlevels.UsingBloom’sTaxonomyisworththeeffortbecauseitrepresentsasignificantsteptowardsadesiretobuildrobusttrainingandteaching.TogetherwithBloom’sTaxonomyyoucanfindseveraltypesofdesignaidssuchasannotatedterminologies,verbstouseortoavoidincourseplanningandbuildingassessmentquestions,etc.
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Learningobjectives&learningoutcomes
Thesetwotermsareoftenusedinterchangeablybythetrainingcommunity.Objectives,comprisingaimsorgoals,andOutcomes,comprisingtangibleresults,mayoverlap,butarenotgenuinelythesame.
Whendesigningtraining,youshouldthinkprimarilyofobjectives,thenlistwhatoutcomesyouwantyouraudiencetoreachfor.Donotworryiftheyseemtooverlaphereandthere,orif,asinmostcases,anobjectiveenclosesoneormoreoutcomes.Designallyourpracticalexercisesaroundspecificoutcomes.
Note:youshouldavoidusingtheabbreviationLOasitbecomesambiguous.
Hereisanattempttoclarifythissituationandremoveambiguities:
Learningobjectives
Describethegoalsandintentionsoftheinstructor.
Statethepurposeandgoalsofthecourse.
Focusoncontentandskillsimportantwithintheclassroomorprogramme.
Maydescribewhattheinstructorswilldo.
Shouldbespecificanddetailed.
Learningoutcomes
StudentLearningOutcomescatalogtheoverarching"products"ofthecourseandaretheevidencethatthegoalsorobjectiveswereachieved.
LearningOutcomesarestatementsthatdescribeorlistmeasurableandessentialmasteredcontent-knowledge—reflectingskills,competencies,andknowledgethatstudentshaveachievedandcandemonstrateuponsuccessfullycompletingacourse.
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Outcomesexpresshigher-levelthinkingskillsthatintegratecoursecontentandactivitiesandcanbeobservedasabehavior,skill,ordiscreteusableknowledgeuponcompletingthecourse.
Outcomesareexactlywhatassessmentsareintendedtoshow–specificallywhatthestudentwillbeabletodouponcompletingthecourse.
Anassessableoutcomecanbedisplayedorobservedandevaluatedagainstcriteria.
Outcomesareclearandmeasurablecriteriaforguidingtheteaching,learning,andassessmentprocessinthecourse.
(Adaptedfromhttp://provost.rpi.edu/learning-assessment/learning-outcomes/objectives-vs-outcomes)
ForOpenScienceLearningObjectives,seethisFOSTERdocument:https://doi.org/10.5281/zenodo.15603(seepage13&14)
Exampleofatrainingobjective:
"Tolearnhowtouseassessmentandfeedbackintrainingwithmaximisedeffectiveness"
Exampleofatrainingoutcome:
"Uponcompletingthecourse,thelearnerwillbeabletodesignatrainingexerciseandastrategytoevaluateitseffectiveness"
Motivation&demotivation
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Oneofthekeycomponentsinatrainingeventistomakesurethatthelackofconfidencethattheparticipantsmighthavewhenbeingintroducedtoanewfield(OpenScience,inthisinstance)doesnotdiscouragethemfrompushingonwards.Evenifsomeparticipantsaregenerallyfamiliarwiththeconceptspresentedinthetrainingevent,itisimportanttoacknowledgewhenpeoplearebecomingconfused.AcknowledgingthattheirmisunderstandingsarevalidiskeytoencouragingagrowthmindsetandmotivatingthemtoacceptandendorsetheOpenSciencepractices.
Thereareseveralstrategiesthatcanbeemployedthroughoutthetrainingeventthatcanmotivateparticipants.(TakenfromtheCarpentryInstructorTraining,https://carpentries.github.io/instructor-training/08-motivation/)
Strategiestoestablishvalue
Connectthematerialtotheparticipants’interestsorvalues.
Provideauthentic,real-worldtasksandcasestudies,ideallymatchedtotheparticipantsbackgroundandimmediateinterests.
Showrelevancetotheparticipants’currentacademiclifes.
ConveyyourownpassionandenthusiasmforOpenScience.
Strategiestobuildpositiveexpectations
Ensurealignmentofobjectives,assessments,andinstructionalstrategies.
Provideearlysuccessopportunitiesbyapplyingtheconceptsinhands-onexercisesandtutorials.
Strategiesforself-efficacy
Provideparticipantswithoptionsandtheabilitytomakechoices.
GiveparticipantsanopportunitytoreflectandmaketheirownconnectionsbetweenOpenScienceandtheirparticularwork.
Practicalguidance
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YouwillfindmoreinformationconcerningtheconcreteplanningandexecutionofatrainingonOpenScienceinthechaptersonOrganizationalAspectsandtheExamplesandPracticalGuidance.
Designingacourse
Thecreationofyourcoursewilleitherbedrivenbyplanningonthecourse’sobjectivesoronitsoutcomes.
Planningbasedonobjectives,ratherthanoutcomes
SMARTisaninterestingtechniqueforspecifyinggoals/objectivesthatisalsousedinprojectmanagement.SMARTisanacronymthatstandsforfivecriteria:Simple–Measurable–Ambitious–Realistic–Timed.
Yourgoalissimpleifitcanbeunderstoodbyapersonnotfamiliarwiththetopic.Thatis,youcanexplaintoyourstudentsbeforehandwhattheyaregoingtolearn.Itisusuallyagoodideatopresentyourgoalatthebeginningofalesson.Simplemeansthatthegoalcanbeputintonomorethanoneconcisesentence.
Yourgoalismeasurableifyoucandetermineobjectivelywhetherthegoalhasbeenreached.Measurabilitypreventsimprecisegoalslike"studentsunderstandOpenScience",whichistoobroadanddifficulttomeasureastherearemanydifferentcomponents.Instead,useverbsthatareactionable:identify,draw,name,explain,calculateetc.VerbsforgoodteachinggoalshavebeencategorizedbytheBloom’staxonomyofcognitivedomains(clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml).Measuringhelpsyouandyourstudentstoassessorself-assessprogress.
Yourgoalisambitiousifyouchallengeyourstudents.Isthereaclearbenefitforthem?Doyouwantthelessontobroadentheirhorizon?Inwhichwaydoesitgivethemanedge?Beingambitiousmeanshavingananswertothequestion:Whatwillstudentslearnthattheycouldnotbyothermeans?Ifyoufeeladesiretomakeastandanddefendyourviewpoint,itprobablyisambitious.
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Yourgoalisrealisticifyousincerelybelieveyourlearninggoalcanbereachedinthegiventimeframe.Beingrealisticinvolveshomework:Doyourstudentshavethenecessarybackgroundknowledge?Whatpracticalabilitiesdotheyneed?Whattechnicalprerequisitesarethere?Areyoupreparedforunexpectedquestions?Forinstance,understandingallCreativeCommonslicensesinonehourmayberealisticforonegroup,butoutofreachforanother.
Yourgoalistimedifthereisaconcretetimeframewhichthegoalistobereached.First-timeteachersoftenoverextendtheirtimebudget.Settingtimelimitsforyourlearninggoalshelpsyoutostructureyourlesson,recognizeandreacttounexpecteddelays.Agoodformofplanningtimeishavingadetailedscheduleorlessonplan.
AdaptedfromSMARTGoals,Howtocreateobjective,measurableprojectgoalsbyKristianRother.
Planningbasedonoutcomes,ratherthanobjectives
Usereverseinstructionaldesign,knownasBackwarddesign,atechniqueforplanninglessonsthatemphasizesoutcomes:
1. Startfromyourlearningobjectives.
2. Decidewhatconstitutesevidencethattheseobjectiveshavebeenmet(summativeassessment,seePost-trainingEvaluationbelow).
3. Choosethebestformatanddesigncontenttopreparetheaudienceforwhattheywillhavetododuringthesummativeassessment.
4. Sortthecontentinorderofincreasingcomplexityandthenprovidethecontentandmotivationtheyneedtoclosethegapbetweenwhattheyknowandwhattheyneedtoknowtocompletethesummativeassessment.(SoftwareCarpentryInstructorTraining)
Backwarddesignchallenges"traditional"methodsofcurriculumplanning.Intraditionalcurriculumplanning,alistofcontentthatwillbetaughtiscreatedand/orselected.[4]Inbackwarddesign,theeducatorstartswithgoals,createsorplansoutassessmentsandfinallymakeslessonplans.Supportersofbackwarddesignlikentheprocesstousinga"roadmap".[5]Inthiscase,thedestinationischosenfirstandthentheroadmapisusedtoplanthetriptothedesireddestination.Incontrast,intraditionalcurriculumplanningthereisnoformaldestinationidentifiedbeforethejourneybegins.
Theideainbackwarddesignistoteachtowardthe"endpoint"orlearninggoals,whichtypicallyensuresthatcontenttaughtremainsfocusedandorganized.This,inturn,aimsatpromotingbetterunderstandingofthecontentorprocessestobetaughttostudents.The
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trainerisabletofocusonaddressingwhatthestudentsneedtolearn,whatdatacanbecollectedtoshowthatthestudentshavelearnedthedesiredoutcomes(orlearningstandards)andhowtoensurethestudentswilllearn.
Content
Contentcollection
Beforestartingtoteachyouwillhavetocollectandpreparecontent.Contentisnowadaysavailableenmasse,andthequestionislessaboutfindingorcreatingcontentthanratheraboutfindingappropriatecontentormakingthediscoveredcontentappropriatetotheneedsandcapabilitiesofyourtargetaudience.
PleasecheckthechapteronExamplesandPracticalGuidancewhichwillcontainhelpfulinformationonhowtoadopt,adaptanddevelopcontent.
Contentreduction
Oneofthebiggestchallengesindesigningtrainingcoursesisthereductionofcontenttothetrainingformat.Ifyouhaveonlytwohours,youneedtoprovidethemostimportantinformationonatopicduringthistime.Asatrainer,however,youusuallyhavemuchmoreknowledgethatyouwouldliketopasson.Trytoreducethecontenttothemostimportantkeypoints.Whatisreallynecessarytoknowandwhatareonlydetailsormarginaltopics?Setthematicpriorities,betransparentaboutomissionsandinformyourparticipantsaboutthese.
Andtrytokeepenoughtimeforopenquestions,discussions,sharingexperienceamongparticipants.Itwillhelpyoutogetthe"right"questions.Usuallymuchmorebasic,thanyouexpectedormoredetailedandspecificthanyouplanned.
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Startingthetraining
Introductions
Atthebeginningoftheevent,speakersshouldclearlyandsuccinctlyintroducethemselvesandtheirareasofexpertise.Whyshouldtheattendeeslistentoyou?Whatexperienceandskillsdoyouhavethatarerelevanttothem?Youshouldthengiveageneralpresentationofobjectives,content,andoutcomesforthetrainingevent-whatparticipantswilllearn,andwhy.Projectingconfidenceasafigureiskeyhereinordertoestablishtrust.
Dependingonthesizeofyouraudience,theamountoftimeavailable,andthedegreetowhichaudienceinteractionwillbekeytosuccessfultrainingoutcomes,youmaywishtobeginbyhavingparticipantsintroducethemselvesbriefly(althoughthisisprobablynotrecommendedifthegroupislargerthan15-20participants).Thismightbeagoodtimetocollectthoughtsfromparticipantsontheirownexpectationsandlevelsofexperience(ifnotdonebefore,e.g.withanonline-questionnaire),andtogaugetowhatextentthesematchtheintendedoutcomesandyouroverviewoftheintendedortargetaudienceforthetraining.Ifthereisalargemismatch,nowwouldbethetimetoconsiderwaystospontaneouslyadapttheprogramme.Forexample,ifparticipantsaremoreknowledgeableorexperiencedthananticipated,youmaywishtomovemorequicklyoverthebasicsofparticularareasofOpenScienceinordertospendmoretimeoninteractivediscussioninwhichtheparticipants’ownquestionsandexperiencesarebroughttotheforefront.
Knowthatthereisnoabsoluteneedtoimmediatelyadaptthecontent,justbeclearbylettingallparticipantsknowwhatwillbecoveredornot.
Oncemore,theinformationdeliveredbytheSoftwareCarpentry)mightbehelpfultocreatetherightambiance.
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Ice-breaker
Inordertoenergiseaudiencemembersandhelpthemgettoknowthetrainersandeachother,manytrainingsessionsbeginwithanice-breakerexercise.Creatingawarm,welcoming,friendlyandpositivelearningenvironmentshouldenableattendeestobetterparticipateandlearn,andhelpthemtofeelmorecomfortable.
Whileicebreakergamescanhelpcreateapositiveatmosphere,apoorlychosenicebreakercandotheopposite,makingpeoplefeelnervousoruncomfortable.Youshouldcarefullyconsideryourattendeesandthepotentialgroupdynamicswhenchoosinganicebreaker.Peopleshouldnotbemadetofeelembarrassed,orforcedtorevealpersonalinformationtheydonotwishtoshare.Groupswilldifferinimportantways-whetherattendeesareofdifferentagesorstatuseswithinanorganisation,fromdifferentculturallevels,orofdifferinglevelsofeducationalattainments,willallaffecttheamountofcommongroundthatmightalreadyexistbetweenthem.Trytokeepsuchexercisesrelatedtotheintendedlearningoutcomes.
Duringthetraining
Definetheintendedoutcomesofthetrainingandalwaysgiveorientationtoyourtrainees:
Wherearewe?
Wheredowewanttogo?
Whatwillwecover?
Establishabalancedchangeofpuretalksaboutthecontenttodeliver(max.20minutes)andactivitysessionstoworkwiththecontent(KlausDöring,2008).
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Alwaysmakethelearners'voicessoundassoonaspossibleor,inotherwords,goforactivelearning!
ActiveLearning
ActiveLearningisaprocesswherebylearnersareactivelyengagedinthelearningprocess,ratherthan"passively"absorbinglectures.Activelearninginvolvesreading,writing,discussion,andengagementinsolvingproblems,analysis,synthesis,andevaluation.Activelearningofteninvolvescooperativelearningwithotherattendees.
Usingactivelearningprinciplesandimplementationintrainingis,ingeneral,agoodidea.Youarethesecondbestjudgeforthebenefits.Dorememberthatthefirstjudgeistheparticipant.
Activelearninghelpstobypassdiversityinlearningstylesandotherdifficultieswithaudiences.Whilemoreefficientinreachingoutcomesofhigherlevels,activelearningalsoaddressescognitionissuesrelatedtothenatureofthecontentandthewaytopresentit,asshowninthefollowingdiagram,commonlyfoundinseveraltextbooksandonlineresources,andknownastheConeofLearning.ActivelearningisbestutilisedatthetoplevelsofBloom’sTaxonomy(Analize,Define,Create,Evaluate),andthatalsocorrespondstothebeststrataofmemorization:whatyousay,writeordo-thebottomhalfoftheConeofLearning.Cognitionissuesarisewithmoreeasewhencontentspansseveraloftheselevelsatatimeandfailstoaddresstheintermediatelevelsaswell.CheckingyourcontentagainsttheConeofLearningisaneasywayofdetectingthesepotentialmiss-outswhileyoudelivertraining.Likewiseitallowsyoutodecidetousemorevisualaidswhereyouexpectthattheneedformemorizationishigher.So,whenyouraudiencegetsbehindyoumayusethistechniquetodiagnose,trytolocatethecausesandpickthemosteffectiveremediation.
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Gamification
ThefoundationsofthemethodologyinActiveLearninglieinmodernlearningtheories(partlyinConstructivismandsomeConnectivism)andaddlearningengagementtechniquestobreakbarriersandflattenasmanyobstaclesaspossible.Forexample,gamifyingalearninginstancecanmovelearnersawayfrompassiveacquisitionofcontenttofullengagement,leadingtotherepositioningofthelearnerassomeonewhostepsbackandobservesthelearningprocessandhowitworks.Anexampleofgamificationintrainingisgivenhere:KeyTerms,alearninggameforconceptualconsolidation..AnadditionalexamplecanbefoundinCURATE:TheDigitalCuratorGame.
Inclusiveengagement
Howtoengagequietparticipants?Agoodstartingpointmightbetoaskaquestionandwaitatleast30secondsforanswers(MaryBuddRowe,1986).Theresultwillbethatmorepeopleengageinthediscussion,theanswersareofbetterqualityandslowlearnersgetachancetoanswer.
Anothermethodofachievinginclusiveengagementisprogressivestacking.Amoderatorchooseswhospeaksnextfromthoseparticipantswhowishtospeakandhavenotyetspoken,asusual.Inaddition,underrepresentedvoices,includingunderrepresentedgenderandracialidentities,arechosentospeakfirst.
Duringdiscussions(inlargergroups),youshouldavoidstandingmicrophoneswithfirst-come-first-speakengagement,asitdiscouragesinclusiveengagementandencouragesmonologuing.Useawirelessmicrophoneinsteadorraisedhandstoensurethatwhospeaksnextcanbeselectedbythemoderator.Thelargerthegroup,thebiggertheneedforamoderatorwhomonitorswhoisspeakingandwhoisnot.Itwillalsobethemoderator’stasktochoosewhospeaksnextfromthoseparticipantswhowishtospeak,buthavenotyetspokentoavoidtheworkshopengagementtobedominatedbyjustafewparticipants.
Generalrecommendations
Stayconnected!Alwaystrytokeepthecontactwiththegroup,checkyourpaceandthoseoftheothers.
Becarefulnottooverloadtheparticipantswithtoomuchand/ortoodifficultcontent.
Beopenforfeedbackatanytimebutavoidoractivelybreak-upnever-endingdiscussions.
Breaks:Alwaysgiveenoughspaceforbreaks.Thelongeryourcourse,thelongerandmoreoftenyourbreaks.
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Prepareshort,middleandlongversionsofyourexercisestobecomeflexibleifthediscussionsaremoreorlessintensive.
Bepreparedfordifficultstudentsandconsultsometroubleshootingguidancebeforethecourse.(YoumayfindsomeideasintheMozFest2017FacilitatorGuide.)Youshouldinanycasehaveanideaofwhatyoudowhenaparallelconversationemergesorwhattodowhensomebodyisconstantlyrudeorinattentiveetc.Knowthatthereareverbalandnon-verbalwaystotacklethis.
Wrap-Up/MetaView:Attheendofthetrainingitmightbeworthtotellyourparticipantswhatyoudidandwhyyoudidit.Thiswillalsomaketheevaluationeasier.
Enjoythesessionyourself.
Instantfeedback
Attheendofeachmodule,requestfeedbackfromparticipantsintheformofaone-up/one-down(i.e.stateonethingthatwasuseful/goodinthemoduleandonethingthatwasunclear/couldbeimproved).Itcanalsobemoregraded/scaled.Hereisanexamplefeedbackwith6levels.
Anotherwayforgettinginstantfeedback,especiallyatpredefinedpoints,isthroughcontinuouspolls.Asanexample,Slackcanbeemployedtoprovideanonymousfeedbackonthepace,bygivingtheoptionformembersofachanneltochangetheirchoiceonapollatanygiventime.Feedbackcountsshouldbeshowntotheparticipants.Showingtotalsorgraphscanactasanincentive.Online,cloudbasedtoolsgeneratemoreengagement,especiallybecausethedependenceondevicessuchasclickersisdisappearing.Learnerscanuseinternetconnectedmobiledevicesandfeelempowered.Examplesofthisareabundant.Youshouldtestthemethodsbeforeyouusethemwitharealaudience,andstartwiththesystemsthathavesmootherfamiliarisationsteps,suchasSocrativeandLearningCatalytics,Polleverywhere,Directpoll.
Somemoreinstantfeedbackstrategiescanbefoundunderteachthought.com
Trainingevaluation
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SuccessfulOpenSciencetrainingalsoneedsevaluationphases.Especiallywhenstartingacourse,itisusefultolookattraineesfeedback.Anevaluationcanprovideyouwithvaluableinsightsonyourmethodsandcontent.Continuousevaluationandconsiderationofthefeedbackimprovesthequalityofthetrainingandthetrainer'sperformance.
Typesoffeedback
Therearedifferentwaystogetfeedbackfromyourparticipants:
Classicformsofevaluation
Useanevaluationforminwhichyouasktheparticipantsforfeedbackonyouasateacher.
Getinterimstatementsduringthecoursetocheck,ifthecoursemeetsexpectations.Thisgivesyoutheopportunitytomakeadjustmentsbeforegoingon.
Verbalfeedback
Askthetraineesforashortsummaryoftheircourseexperience.
Self-Evaluation
Makeyourownevaluation,whatwentwell,whatwentwrong?
Longtermfeedback
6monthslater,questionsaboutplasticchangesinbehaviour,moregenerallyaboutmodificationsintheattitudeanditspotentialeffects.
Peertopeerfeedback
Colleagueswillhelpyouwiththeirexperiencetoprepareyourcourse,eventuallyattendthemselvesthecourseandexchangewithyouafterwardsandwillgiveyoutheirfeedback.
Metricsfortrainingefficiency
Inordertoevaluateacourseyoushouldneedtoestablish,first,whatyouwantyourlearnerstobefamiliarwith,know,analysecriticallyorbeabletoexplain.Whyareyoudoingthecourse?Whichgoalsdoyouwanttoachieve?Andoncethecoursehasfinishedyoushouldcheckifyoureachedthosegoals.Therearedifferentcriteriaonhowtomeasurethesuccessandefficiencyofyourcourse(Kirkpatrick&Kirkpatrick,1994):
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Reaction(meetingexpectations):Arethetraineessatisfiedwiththecourse?Havetheparticipantsreachedtheirlearninggoals?Weretheexpectationsrealistic?Howdidtheyreacttothecourse?Wasthereaclearstructureoracommonthread?
Learning:Didtheattendeeslearnsomethingnew?Isithelpfulintheircurrentsituation?Didtheyunderstandeverything?Cantheyassignsuggestedtools/platformstotherespectiveOpenSciencepractices?Dotheymeetthepre-specifiedlearningobjectives?
Behaviour:Willtheychangetheirwayofconductingresearch?Whatwilltheydowiththeiracquiredknowledge?Willtheyrecommendthetraining/contenttoothers?
Results:whichoutcomes,whenmet,haveamorepositiveimpacttowardstheobjectives?Whichweretheonesthatbroughtmorebenefits?
Kirkpatrick’sTrainingEvaluationTechnique
Kirkpatrick'sFour-LevelTrainingEvaluationModelisanstandardisedwaytoanalysetheeffectivenessandimpactofyourtraining.
Exercises
Checkthelearningoutcomewithgaptextsandquizzes.
Runasimpleexerciseatthestartandsameexerciseattheend.Thenseeifopinionshavechanged.
Keywords:PreparepaperslipswithdifferentkeyaspectsofOpenScience.Dividethetraineesintogroups(atleast3people)andleteachofthemexplain2-3keywordstoeachother.
Givetheparticipantsaprintoutofthegeneralstructureforthescientificmethod,andaskthemtoassignOpenSciencetoolsandmethodsthatcanbeappliedtoeachofthem.
Dependingontime,youcanalsoaskthemtocreateanimaginary/simpleresearchscenarioandgoaheadinestablishingtheOpenScienceprotocolsforit.
Reworkyourcourse
Youwillhavehadyourownexpectationsbeforeteachingthecourseandtheexperienceofhavingdonesowillshowyouthatthingsdonotalwaysworkthewayyouplanned.Youshouldnotbetoodisappointed,becauseafirsttimeyieldforalloutcomesisalmostimpossible,butrathertaketheendofthecourseasastartingpointtoreworkyourmaterialandrethinksomeofyourmethodsandpracticalexercises.
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Beawarethatitmighteventakeyouthreeattemptsuntilyouwillhavethefeelingthatyourcoursehastheformatitneedsandwillsatisfyboththeattendeesaswellasyouastheinstructor.
LearningoutcomesofthischapterAftergoingthroughthischapteryoushouldbeabletorespondtorequeststoplananddelivertraininginOpenSciencetospecificaudiences.
Exercise
Considerthefollowinghypotheticalsituation:Youhavebeeninvitedtotrainprincipalinvestigatorsatanengineeringschool.ThetrainingwillbeaboutthemanagementofdatasetsthataresharedbetweenresearchgroupsintheschoolandtheircolleaguesinCanadaandNewZealand,inanOpenSciencecontext.
Inoneparagraphdescribethedesignstrategyforyourtrainingsession,inmajorsteps,forexamplewhatwouldyouplantodobefore,duringandafteryourtrainingsession
Listthreequestionsthatyouareallowedtoasktocharacteriseyouraudience
Listthreelearningobjectives
Listthreeexpectedlearningoutcomes
Listthreeactionsthatyoucanusetobreaktheiceandgetyouraudienceengaged
Listthreequestionsthatyouwouldasktocheckwhattheparticipantshavelearned
Listthreequestionsthatyouwouldasktocheckiftheparticipantsenjoyedthesession.
Bereadytoreacttogenuineandspontaneouslycreatedwordcloud(sli.doorsomeothertool):don’tbeafraidtoco-workwithyouraudience,learntoplaywithwhatyouknow(andassumeyoualsohavetorightforsomeperplexity)
Similarexercisescanbeappliedtotrainingdifferentaudiences,forwhichyoumayconsiderthesamewayoftestingyourknowledge.
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Furtherreading
AboutBloom'sTaxonomy:
https://www.pearsoened.com/using-blooms-taxonomy-to-write-learning-outcomes/https://www.clinton.edu/curriculumcommittee/listofmeasurableverbs.cxml
Resources/Exercisesforice-breakers
https://www.mindtools.com/pages/article/newLDR_76.htmhttp://documents.manchester.ac.uk/display.aspx?DocID=7582https://www.thebalance.com/top-ice-breakers-1918426
References
SusanA.Ambrose,MichaelW.Bridges,MicheleDiPietro,MarshaC.Lovett,MarieK.Norman,RichardE.Mayer.Howlearningworks.Sevenresearch-basedprinciplesforsmartteaching";ISBN:978-0-470-48410-4.
GeorgeSiemens(2006).KnowingKnowledge
FlippedClasstechnique
DillyFung,UCLPress(2017).AConnectedCurriculumforHigherEducation
Rowe,M.B.(1986).WaitTime:SlowingDownMayBeAWayofSpeedingUp!JournalofTeacherEducation,37(1),43–50:doi.org/10.1177/002248718603700110
Kirkpatrick,D.L.,&Kirkpatrick,J.D.(1994).EvaluatingTrainingPrograms,Berrett-KoehlerPublishers.
R.M.FelderandR.Brent.Activelearning.Anintroduction
MichaelPrince-DoesActiveLearningWork?AReviewoftheResearch(PDF).
Mazur'svideoonPeerInstructionforActiveLearning
Dale,Edgar.Audio-VisualMethodsinTeaching,3rded.,Holt,Rinehart&Winston,NewYork,1969,p.10.
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KlausW.Döring:HandbuchLehrenundTrainiereninderWeiterbildung.BeltzVerlag(Weinheim,Basel)2008.
Foradeeperunderstandingofthematter:
Knowles,MalcolmS,ElwoodFHolton,andRichardASwanson.TheAdultLearner:TheDefinitiveClassicinAdultEducationandHumanResourceDevelopment.Oxford:Butterworth-Heinemann,2011.
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OrganizationalaspectsThischapterwillguideyouthroughthemainpracticalaspectsoforganisingatrainingevent.Ofcourse,whatyouneedandwillusewilldependonthetypeofeventyou’llorganise!Thechecklistshouldbeadjustedaccordingly.Youwillgetinformationonpreparationstepsandnecessaryorganizationaltasks.Thiswillprovideyounotonlywithvaluableknowledgeabouteventorganization,butwillreassureyouwhilepreparingyourtraining.Notethatmostofthematerialinthischapter,andthewholehandbook,isfocusedontrainingregardingpracticalworkshops.Runningadifferenttypeofeventmayrequiredifferentdecisionsthantherecommendationsthatfollow.
Trainingeventbasics
Format
Decidingwhattypeofeventyouwanttocoordinateisthefirstcriticalstepintrainingexercises.Herearesomepointstoconsider:
Formatofthetraining:liveworkshop,seminar,lecture,onlinetrainingormixtureofonlineandin-person?
Willitbeparticipatory,formal,self-contained?
Cantheeventbeintegratedintoexistingcurricula?
Doyouneedtoinviteanyotherexternalexperts?Whataretherequirementsforthat(e.g.,funding)?
Isthetrainingarequirement,orsomethingparticipantsarechoosingtoattend?
Willattendeesreceiveanyformofaccreditationforthetraining?
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Whatsortofvenuetypedoyouneedforthisformat?
Toprovideyouwithinitialguidanceoverpossibletypesoftrainingandtheircharacteristics,seethetablebelowforrecommendations.
TYPEOFTRAINING
Liveworkshop Course/class Lecture Online
Training
AudienceSize
lessthan20 x x x x
lessthan40 x x x
morethan40 x x
Funds
none x x
little x x x x
loaded x x
Time
lessthan½day x x x x
½-1day x
1-4days x x
morethan4days
x(series) x(series)
Traininglevel
Introductory x x
Awareof x x x
Intermediate x x x
Advanced x x x x
Audience,guestspeakers,andpartners
Beforecommittingtotheeventbesureyoudefinedyourtargetaudienceandthatyouareawareoftheirneeds.Consideryouraudience,itssizeandthenumberorareaofcompetenceof(guest)trainers.[linktoOnlearningandtrainingchapter:Targetaudiences]
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Cooperatingwithothers
Someformsoftrainingrequiremorethanoneinstructor.Trytogetsupportfromcolleaguesorserviceunitsinyourinstitution.Identifyinstitutionalsupport(e.g.,funding,room(s),worktime)andreachouttodecisionmakerstoaskforthesethings-forexample,youcouldaskforhelpwithregistration,orcontacttheprintingserviceorcommunicationdepartmentregardingadvertising.Makesureanyvolunteersaresufficientlybriefedonallactivities,andknowwhattheaimsandpracticalitiesoftheeventare.Makethemawareoftheimportanceofencouragingparticipationfromtheattendees.Youcanalsooutsourcesometasks,ifthebudgetallowsforthis.
Considerpartneringwithotherdepartmentsatyourinstitutionorotherlocalinstitutionstopoolresourcesandincreaseimpact/collaboratingwithotherprojectsorprograms.Thesearethekeypointstoworkoutpriortocommittingto,orannouncinganyevent.Resolvingthesewillhelpthetrainingrunsmoothlyforyourselfandyourparticipants.Alsoconsiderintegratingthetrainingintoarecognizedconferenceorlocal/internationalevent.
Identifyothertrainersorexperts/guestspeakersthatcouldhelpwiththeevent.IdeallythesewillbeotherOpenScienceadvocatesattheinstitutionorotherwiselocaltotheevent,butyoumayneedtofindsuitablenon-localtrainers(whomayneedfinancialsupportfortravel).Worktohavediverserepresentation(seeRepresentationbelow).AccordingtoTheCarpentries,aworkshopwith40peopleneedsatleasttwotrainers(andpossiblyathird)whoalternatebetweentalkingandsupportinglearners,includingalsoonehelperper5participantsthatwillcontinuouslymonitorforanyissues.
Representation
Maintaininganinclusiveenvironmentisimportantforanysuccessfultrainingevent.Ensurethateachcomponentofyourprogrammeincludesarangeofbackgrounds.Yourorganizingteam,speakers,andtrainersshouldincluderepresentationacrossgenderidentities,differentdisciplines,underrepresentedgroups,diverseracialbackgrounds,andgeographicregions(ifyouintendtoopenyoureventtonon-localparticipants).
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Activelyinvitetrainersandspeakersfromunderrepresentedgroups.Makesuretodiscusswiththemtheirspecificgoalsandneeds,andincludetheseintheplanningoftheevent.TolearnmoreabouttrainersseeOnlearningandtrainingchapter,Expectationsaboutatrainersubchapter.Ensurethataproportionofparticipantspotsarereservedforattendeesacrossethnicbackgrounds,genderidentities,disciplinesandgeographicregions[linktoOnlearningandtrainingchapter:Inclusiveengagement].Tolearnmoreabouthowtomakeyourworkshopinclusiveandwelcoming,seetheConferencePlanningChecklistbySPARC.
Venue
Beforeorganizingafacetofacetrainingeventconsiderfewthingsrelatedtoavenue.Itmighthelpyoutoreduceseveralobstacles:
Thevenueshouldbeeasilyaccessiblefortheparticipants.Thevenueshouldhaveelevatoraccess,accessibleentrancesandrampsandclearlegiblesigns.Checkifthevenueiseasilyaccessiblebypublictransportorcar(parkingspaces)andthatit’snottoofarawayfromrailstationsortheairport.Forachecklistofwhatmakesaworkshopaccessible,seetheAccessibleMeetingsToolkitfromtheAmericanBarAssociationandtheConferencePlanningChecklistbySPARC.Locateaplacetogreetyourattendeesandaplaceforthemtocirculateandsocialise.Aseparateareaforcateringshouldbeavailable.Alsocheckifthevenueoffersamaternityroom,aprayerroomandagenderneutralwashroom.
Thetrainingroomshouldbesufficientlyequipped(seeequipmentandmedia).TheroomshouldhavesufficientWiFiandpoweraccessforeveryparticipant(possiblyviapowerstrips/extensioncords).Checktoseeiffurniturecanberearrangedinordertosuityourrequirements.Thepresenterwillneedahigh(orraisable)tableforstandingandamicrophone(forrecordingand/oraccessibility).Anadditionalmicrophoneforparticipantquestionsaidsaccessibility.
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Timing
Thelengthoftheeventdependsonthecontentanddepthofthetrainingyouintendtoprovide.Youshouldhaveanestimatehowmuchtimeeachcomponentwilltake.Makesuretodefineanagendaortimeschedule,includinganyicebreakersandintroductions.Allowenoughtimeforlunchandcoffeebreaks.Bereasonablewithyourstartandendtimes[linktoOnlearningandtrainingchapter:Startingthetraining].
Beforeschedulingyoureventthinkaboutobstaclesthatmightpreventorinducepeopletojoinandtrytopickasuitabletimeanddateoftheevent.Makesuretoavoidconflictwithanypublicholidays,religiousholidays,orsimilarevents.Ifyoureventishostedatauniversity,keepclassschedulesinmind.Considertoplaceyourtrainingsessionalongwithalargerconferenceormeetinginordertobringmoreattention,increasetheattendanceandgetthechancetobringanyspeakerattendingtheotherevent.Afamilyfriendlyworkshopshouldavoideveningsandweekends,providechildcareorchildcaresponsorships,andensureareasforbreastfeedingmothers.
Budget
Youmayneedfinancialsupporttohelprunyourevent,topayforthingslikethevenue(ifthehostinstitutioncannotorwillnotprovidethisforfree),travelsupportfornon-localtrainers/experts,refreshments,materials(e.g.,namebadges,USBdrives)andswag.Mosttypesoftrainingwillneedatleastalittlemoneyformaterialandequipment.Alsokeepinmindthatthecostsassociatedwithhumanresourceareoftenthelargestcostsassociated
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withrunninganevent.Itisgoodtoidentifytimeneededforstafftopreparematerialsandcontentwhichisoftennotbudgetedfor.Thesecostsmaybecoveredthroughasacoreaspectofthejob,butifnotitmightbewisetoensurefundingtocoverthisaspectissourced.
Considerdifferentwaysofcreatingabudgetforyourtraining.Ifpossiblerequestfundsfromyourinstitution.Otherwiseyoumighthavetochargeafeefromparticipantsorlookforscholarshipsandotherwaysoffunding.
Fee
Collectingandmanagingfundsorfeescanbetricky.Ifyouplantodothis,youshouldconsiderusinganexistingonlineregistrationservice(e.g.,Eventbrite,EventSmart)oryourinstitution’sconference/eventservices.Althoughanycostimpactsaccessibilityoftheevent,charginganominalregistrationfee(e.g.,$20–40or€15–30)encouragesthosewhoregistertoactuallyattend—SoftwareCarpentryfoundthisreducedno-showsfromalmostathirdtoabout5%(Wilson2016).
Ifplanningtochargeafeeofanysort,itisgoodtoclarifywithyourinstitution'sfinanceteamhowbesttohandlethis.Insomecases,theamountoftime/effortrequiredtosetsuchthingsupcanoutweighthevalueofcharging-particularlyifitisonlyanominalfeebeingcharged.Yourinstitutionwilllikelyhavespecificfinancialprocessesandbudgetcodesthatneedtobeusedsospeaktothemearlyontoseewhatisthebestapproach.ThisistrueevenwhenusingexternalservicessuchasEventbrite(you'llneedaninstitutionalbudgetcentretoallowtheincometocomeintoyourinstitution).
Ifyoudochargeafee,considermakingawaiveravailableuponrequestforthoseunabletopayorcreatingscholarships.Scholarshipallocationshouldbeprioritizedforgroupsthatfacethemostbarriersforself-funding.
Funding
Youcangetfundingfromafewdifferencesources:thehostinstitution,externalsponsorslikecompanies,budgetedfundsonfaculty/principalinvestigator’sgrants,orthroughregistrationfees.Checkifthereareanyinternalsourcesforfunding,orrelevantlocalorganizationswhocansponsoryourevent.Ifyouhavefoundapotentialpartner,checkthefundingconditions.Thiscouldincludeadvertisingonyoureventwebsiteorattheeventitself.
Considerdifferentlevelsofsponsorship(bronze,silver,gold)incaseofbiggerevents.Youmightalsowanttolookatotherprojectsorprogramstoco-organizeandsharecostswith.
Organizationaltasks
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Equipment&Media
Long-termpreparation
Herearesomethingstoconsider:
WillparticipantsneedaccesstoWIFI?Makesurethatanyrequirementsforaccessaredealtwithaheadoftime(e.g.,byprovidingguestaccountdetails).Checkifthevenuehasenoughpoweroutlets.Makesuretocheckwiththevenueownerinadvanceforavailabilityoftechnicalsupport.Ifyouareplanningonrecordingtheeventmakesureyouhavethecorrectequipment,andthatattendeesareaware(andhaveconsented)tobeingrecorded.Thinkabouthowyouaregoingtolicenseanyoutcomes:willyouapplyaCClicensetopictures,videos,andtrainingmaterials?Aretheauthorsokwiththat?
Shortlybeforeevent
Makingsurethatallofyourequipment,media,andmaterialsareinfullyfunctioningordercanhelptoavoidanyembarrassinghiccupsduringyourtraining.Makesurethatyourlaptop,orthedevicewhichishostingyourmaterial,iscompatiblewiththemediatechnologyinthevenue.Askguestlecturesfortheirpresentationsinadvanceandstorethemallonthesamelaptop.Thiswillmakeiteasiertoswitchfromonespeakertotheother.Makesuretobringanyrelevantadaptorsorextensions.CheckWiFistrengthandpoweroutlets,aswellas,ifthespeakerandprojectorsworkinadvance,andthatyourfileformatsaresupported.Makesurethereisanemergencycontactfortechnicalissues.
Makesuretoprintoutanypaperhandoutsinadvance,andtohaveenoughofthemtogoaround.Ifyouplantohandoutalotofmaterial,considerprovidingfoldersorbinderstohelpwithorganization.Or,considerjustmakingallyourmaterialavailabledigitallyviayoureventwebsite.
Preparingavarietyofmediacanhelpengageanaudiencewithdiverselearningstyles.Youshouldprepareanyteachingaidsinadvance(e.g,flipcharts,practicalexercises,games).Bringnotepads,post-itnotes,pens,thumbtacks.Ifparticipantsneedanyothercomputer-
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basedmaterialsmakesurethesearewell-organizedandavailableinadvance.
Duringtheevent
Ifyourequipmentfails,donotpanic.CalltheITsupportandexplaintheproblemtotheattendees.Mostpeopleunderstandthat.Whatmightfeellikehourstoyouarejustafewminutesoflosttime.Iftheequipmentstillnotworkstrytoworkofflinewithflipchartsforexample.Ifyouarerelyingheavilyonmediaequipmentanditisjustasmallgroupofparticipantssuggesttoreschedulethetraining.
Marketing&AdvertisingStrategy
Longbeforetheevent
Developingastrongmarketingandcommunicationstrategyisfundamentaltodrivingparticipation,aswellasteachingyouhowtodevelopandrefineyourmessaging.
Considerwhichkindofnameyourtrainingwillhave.Thinkaboutyourframingandmessaging.Whatarethecommonvaluesthatyoucanappealto?Forexample,willyourunan"OpenAccessworkshop",oraworkshopon“Howtogetpublished”?Howareyougoingtogetpeopleintheroom?Remember,trainingisnotunidirectional,andcanbeincentivizedbyframingitasanetworkingopportunity.Forexample,findsomepartnersinGraduateSchools,MasterSchools,SupportStafftrainings,ValorisationCenteretc.
Considerbothdigitalandnon-digitalmedia.Useinstitutionalmailinglistsandsocialmedia(e.g.,Twitter,Facebook,blog).Willyouhavededicatedsocialmediaprofiles?Whatsortofcontentwillyoushareonthem?Thinkaboutrelevantimagesandlogos.Thisismoreimportantifyouwanttorunmorethanoneevent.Iftheeventisbeingrunwiththesponsorshipof,orincoordinationwith,aninstitutionalorganization(e.g.,thelibrary,aparticularcollege/department),thenyoumaywantorneedtousetheprofilesoftheorganization.Thismightrequiresomeoneelsetopostthematerial,sokeepthatinmind.Severaloftheserecommendationsmightrequireorganizationalsignofforadditionalbudgetsupport-startinvestigatingtheseoptionsassoonaspossible.
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Findoutifyoucanpostflyersorpostersatyourinstitution.Areyougoingtodesignaposter?Whatsortoflogos,images,text,andinformationdoyouneedtoinclude?Makesuretoclearlycommunicatethepre-definedobjectives(skillsandknowledge).Askrelevantorganisationstohelpwithadvertising.Connectwithrelevantmedia,createapressrelease.Useexistingcommunicationchannels,e.g.attheuniversitylibraryyoumightasksubjectlibrarianstopromotetheeventtotheiracademiccommunities.
Shortlybeforetheevent
Sendareminderonsocialmediaandmailinglists.Putupsignssoyourattendeesfindtheroom.
Duringtheevent
Publishpicturesandshortvideosfromtheeventonthewebsiteandsocialmedia.Tellparticipantsthehashtagforthetrainingandaskthemtosendatleastonetweet/messageduringtheevent.Collectreasonsforattendanceforadvertisingoffutureevents.
Registration
Longbeforetheevent
SetupaneventregistrationusingaservicelikeEventbriteorEventSmart(whicharefreeforfreeevents,butmayincludefeesifyoureventhasaregistrationcost),orsomethinglikeGoogleFormstocapturebasicinformation.Forsmallereventsyoucanalsouseregistrationviaemail.Butdon’tforgettosendthemaconfirmation,whentheyregisterandbeforetheeventtosendareminder.
Thinkaboutthefeeyouwant/needtocharge(seebudget).Thinkaboutthecreditsstudentscanget.Isacertificateneeded(seecertificationofattendance)?
Besensibleandtransparentabouttheinformationyoucollect.Ifyouneedtoaskinformationlikegender,ageornationality,keepintoaccountthatthisisnotalwaysasstraightforwardasyoumightthink-alwaysoffertheoptionofablankfield.Pleasedonotusethedistinction
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betweenMrsandMs.
Youcanmakeashortpolltomeasurewhatdoparticipantsalreadyknowaboutthetopic(theirpre-knowledge).Itcanhelpyoutopreparetrainingmaterial.Makeclearwhatdataisgoingtobeshared/retainedandwhy.Alwaysofferpeopletheoptionofoptingout,andkeepanyinformationyoudoarchivesafelystored.Considercreatingalistofinterestedparticipantsforanewsletterorforkeepingintouch,butbeawareofdataprotection(liketheEUGeneralDataProtectionRegulation(Regulation(EU)2016/679)).
Shortlybeforetheevent
Dependingonthesizeoftheaudience,provideaseparatestaffedregistrationdesk.Makesurestaffhasallinformationincludingaparticipantslist,andletthemtakecareofbadgesandattendancesheets/certificates.
Ifthereisnoseparateregistrationdesk,prepareacheatsheetwithinformationtokeepathand(think:publictransportation,emergencynumbers,requestsforcertificates,safetyduringtheeventetc.).
Duringtheevent
Doyouhaveconsentfromparticipantstore-useorsharetheircontactinformationortotakepicturesandpublishthem?Didallparticipantssigntheparticipantslist?
Communication
Longbeforetheevent
Prepareandsendformalinvitationstoparticipants,guestandkeynotespeakers.
Createawebsiteforthetrainingevent,suchasusingGitHubPagesoronaninstitutionalwebsite.[linktoexamples/template]
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Makesureanykeyresourcesarevisibleandaccessibleifneeded.Ifyouwanttheparticipantstocomewithresearchoutputs(e.g.,papers,code,data)forexercises,letthemknowwithplentyoftimetoprepare(andconsidermakingthisoptional).
Shortlybeforetheevent
Communicaterequirementstoyouraudienceinadvance.
Letthemknowiftheyneedtobringlaptopsorotherworkmaterials.
Makesureanyprerequisitesforsoftwareorprogrammingabilitiesarecommunicatedinadvance.
Providebasiccontextualreadingmaterials,soyoudon’thavetostartatthebeginningpoint.
Sendareminderemailtoyourattendeesadayortwoinadvanceoftheevent,ifpossible(thismaynotbenecessaryifyouarerelyingonaregistrationservice).
Remindpeopleaboutreachabilityandaccessibilityofthevenue.Senddetailedinstructionsforparkingandpublictransportoptions.
Duringtheevent
Dedicatesometimetohousekeepingatthestartofyourevent.WritedownhashtagsandWIFIpasswords.
Catering
Longbeforetheevent
Whatrefreshmentswillyoueitherneedtoprovide,orwillpeopleneedtobringtheirown?Ifyouproviderefreshments,youmayneedtoobtainfundingorchargeforregistration.
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Ifrelevant,youcanaskduringregistrationinadvancefordietaryrequirements-butkeepinmindthismightmakeitverycomplicatedforyou.Sometimesit’sbettertoaskthecaterertoprovidesufficientvarieties(vegetarian,vegan,glutenfree,etc.)andaddonefreefieldonyoursubmissionformssothatparticipantscanfillinspecificrequestsifnecessary(e.g.intolerancesandallergies).
Shortlybeforetheevent
Checkthevenueandinformthecatererwhereandwhentodelivertherefreshments.
Duringtheevent
Besureyouhavethecontactinformationofthecatererifthecateringisnotshowingup,deliveringthewronglunchorforgotsomething.
CodeofConduct
Longbeforetheevent
Tohelpensureyourworkshopisafriendly,inclusive,andrespectfulenvironmentfortrainersandparticipants,identifyorcreatearobustCodeofConduct(CoC)foryourevent.MakesuretheCodeofConductiscommunicatedinadvance—werecommendprominentplacementonyoureventwebsite(seetask2)andonsite.ParticipantsshouldbeaskedtoreviewandacknowledgetheCodeofConductwhileregisteringfortheworkshop.IncludedinyourCodeofConductshouldbeclearconsequencesofviolation(forexample,removalfromtheworkshop).Ensurethereportingprocessforviolationsiscommunicatedclearlybeforeandduringtheeventandthatatleastonedesignatedorganizerisidentifiedasthepointofcontact,whoiseasilyaccessibletoreceivereportsofcodeofconductviolations.Examplesyoucanborroworadaptfrominclude:
TheMozillaScienceLabCodeofConduct
ContributorCovenantCodeofConduct
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FORCE2017ConferenceCodeofConduct
TheCarpentriesCodeofConduct
MozillaScienceLab:GettingStartedwithCodesofConduct
Shortlybeforetheevent
MakesuretheCodeofConductisclearlyvisible/accessiblefromtheeventwebsite(ifoneexists);ifyoureventdoesnothaveorneedawebsite,printouttheCoCandgiveittoparticipants.
Duringtheevent
MakesurethereisasafespaceforparticipantstoreportanybreachesoftheCodeofConduct.Communicatesanctions,andfollowthroughifanybreachesoccur.
Certificationofattendance
Longbeforetheevent
Prepareatemplateandassignwhowillkeeprecordsormonitorregistrationprocess.
Shortlybeforetheevent
Prepareagenericcertificateofattendancewitheventororganiser’slogosandeventinformationthatcanbedistributeddigitallywhenrequested.
Duringtheevent
Askparticipantsifacertificateofattendanceisneeded.
Ifasignaturesheetisrequired,makesureyoudoacheckduringthedayorasktocompleteitatregistration.
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Signs
Longbeforetheevent
Checkthevenueanddefinespotstobemarkedbysignstohelpparticipantstoeasilyfindaroom.
Immediatelybeforetheevent
Design,printandplacethesignsandleaveusefulinformationatthereceptiondesk.
Duringtheevent
Removethesignsaftertheevent.
Socialmediaandnotes
Longbeforetheevent
Planyoursocialmediaactivities,askcolleaguesfromotherdepartmentsand/orpartnerorganizationtohelpyouinsharinginformation.
Immediatelybeforetheevent
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Preparenotedocuments(e.g.publicGoogleDocsoretherpads).Makeannouncementsonsocialmedia.
Duringtheevent
Askyouraudiencewhethertheyareokwithbeingfilmed,photographedandfeaturedonsocialmedia.Ifit'sabigaudience,youmightconsiderhandingoutstickerstothosewhodonotwanttobefeatured.
Assignnotetakersandpeopleresponsibleforsocialmedia.Ideally,rotateheavilytoavoidingslackingandlossofattention.
Eventclosure
Venue
Makesureyouleavethevenueneatandclean,unlessyouragreementforusingitdoesn’trequirethis.
Debrief
Debriefwiththeothertrainers/speakerstoself-assesshowtheeventwent.
Evaluation
Sendpost-trainingassessmentsurveytoparticipants[linktoevaluation/assessmentchapter]ordistributeanevaluationformduringtheeventandmakesurepeoplehanditinattheend.
Readandcountthequestionsintheevaluationform.Makeyourself-evaluation.
Dissemination
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Uploadallthematerialusedduringtheevent(presentations,documents)iftheywerenotavailablebeforehand.Makesuretoprovideopenlicensesifpossible,andmakesureparticipantsarenotidentifiable(e.g.,withinanotesdocument).
Prepareareportforyourfunderorinstitutionandifneededmakeitpublic(e.g.blog,twitter,website).
Checklist
WhatWhenandwho?
Done?
Equipment/media
Determinewhattechnicalequipmentisneeded
Checkifenoughpoweroutletsareavailable
Orderwififorparticipants
Organizevideorecordingandtakingpictures
Testequipmentafewdaysbeforethetraining
Printouthandouts,feedbackformsandmaterialforexercisesorpublishthemonline
Prepareflipchartsandpinboards
Venue
Checkelevatoraccess,accessibleentrances,ramps
Checkpublictransportandparkingavailability
Locatematernityroom,prayerroomandgenderneutralwashrooms
Clear,legiblesigns
Briefyourhelpersbeforetheevent
Marketing/advertising
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Identifycommunicationchannels
Setuponlinepresence
Sendeventinformationtomailinglists
Informaboutyoureventinsocialmedia
Registration
Setupregistrationmodule
Collectinformationondietaryneedsandallergies
Askforchildcareneeds
Providehotelinformationforeventsoverseveraldays
Sendconfirmations/invitationstoattendeesandprovidecleartextandimageinstructionstothevenue
Sendareminder1or2daysbeforetheevent
Preparenametagsandprintparticipantslist
Preparearegistrationdesk
Organiseawardrobecheckroomforlargerevents
Catering
Identifycateringoptionsandneeds
Ordercatering
Checkifmealsareclearlylabeled(especiallyregardingdietaryneedsandallergies)
Communicationduringevent
Informtheparticipantswheretofindemergencyexits,food/beveragesandrestroomsetc.
Handoutconsentformsforvideorecordings,livestreamingand/orphotos
Posteventdissemination
Makephotosofflipchartsandothernon-digitalmaterialorresults
Handoutorsendcertificatesofattendance
Provideorsendtrainingmaterial(slides,notes,videorecordings)totheattendees
Provideareportforyourfunderorinstitution
Evaluation
Handoutorprovideanonlineorprintedformforfeedback
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ReferencesWilsonG.SoftwareCarpentry:lessonslearned[version2;referees:3approved].F1000Research.2016;3:62:doi.org/10.12688/f1000research.3-6e2.v2
Christodolouetal.,(2014)Howtoconductasuccessfulworkshop:Thetrainee’sperspective(ArabJournalofUrology),12(1),12-14:doi.org/10.1016/j.aju.2013.08.004
Pavelinetal.,(2014)Tensimplerulesforrunninginteractiveworkshops,PLOSBiology:doi.org/10.1371/journal.pcbi.1003485
CommissiononDisabilityRightsofAmericanBarAssociation(2016):PlanningAccessibleMeetingsandEvents.Atoolkit.
ConferencePlanningChecklistbySPARC
Inspirations
SoftwareCarpentryWorkshopOperations
SoftwareCarpentryAdminChecklist
WikihowConductaWorkshop
SPA2010GuidelinesOrganisingtrainingseminarsworkshops
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Examples&PracticalGuidance:adopt,adapt,develop
Inthischapter,youwillfindawealthofmaterialstohelpyouactivelyengageyourtraineesincriticallyexaminingOpenScienceissues.
Werecommendyouapproachallofthesematerialswiththemotto"Adopt,adapt,develop"inmind—meaningthatitsbesttore-usewhatexistswherepossible.Hence,beforeyoustartdevelopingtrainingresourcesfromscratchyoushouldfindoutwhetherthereareexistingresourcesyoumayuse.Wegivesomeexampleresourceshere,withtipsforhowtheycouldbeadaptedforyourpurposes.Wealsoprovidelinksandstrategiestohelpyoufindfurthermaterial.Insomecases,existingresourcesmaybeusedastheyare,soyoumaysimplyadoptthem.Anexampleatstakemaybeanopenlyavailablevideotutorialaboutopenfileformatswhichyoumaypointyouraudienceto.Inothercases,youmayhavetoadaptexistingresourcessomewhatinordertomakethemfityourpurposes.Forexample,youmayneedtoadd/replacesomeinstitution-orcountry-specificreferencestoanexistingoverviewofOpenAccessrequirementsissuedbyresearchfunders.Onlyasalastresortyoushoulddevelopyourowntrainingresourcesfromscratch.Ifyouwanttodevelopyourowntrainingmaterials,besuretodevelopOpenEducationalResourcessothatothertrainerscanreuseandadaptyourmaterials.
Exampletrainingstructures
OpenScienceGöttingenMeet-upsattheUniversityLibraryatUniGöttingen(3hours)
TheOpenScienceNetworkGöttingen,agroupofresearchersandlibrarianswhosupportopensciencepracticesandknowledgeexchangeregularlyorganizethesemeet-upeventswherevariousopensciencerelatedtopicsarediscussed.ThenetworkunitespeopleinterestedinOpenSciencetopicsattheGöttingenCampusandisopentoeveryone.They
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havebecomequitepopularattractingscholarsfromdifferentdisciplineswhoareeagertodiscusstheirexperienceswithopenscholarshipandtolearnaboutnewmethods,tools,andpractices.Invitedspeakersusuallyintroducethetopicswhichisfollowedbysmallgroupdiscussionswithamorein-depthviewonrelatedissues.
Moreinformation:https://www.sub.uni-goettingen.de/en/electronic-publishing/open-science/
MozillaStudygroups(aseriesof2–3hourmeetings)
Studygroupsarecommunitiesofpeers(e.g.,fromthesameinstitution)committedtolearningandteachingeachother.They’refun,informalmeetupsallowingparticipantstoshareskills,experiences,andideasaroundopenscience,opensource,code,andcommunityinresearch.ThegoaloftheMozillaStudyGroupProjectistosupportthiskindofpeer-to-peerstudybyprovidingasimplesetoftools,templatelessonplans,andaccesstoaninternationalcommunityoflike-mindedresearchersandavidlearnersincode(textadaptedfromhttps://science.mozilla.org/programs/studygroups)
ReproducibleanalysisandResearchTransparency(asinglefull-dayworkshop)
Transparency,opensharing,andreproducibilityarecorevaluesofscience,butnotalwayspartofdailypractice.AfirstiterationofthisworkshoptookplacewithinthecontextoftheOpenScienceTools,Data&TechnologiesforEfficientEcological&EvolutionaryResearchevent,organizedbyNIOO-KNAWandDANS-KNAW.Itprovidesanoverviewofcurrentstatusinreproducibleanalysisinordertoprovidetransparencyinresearch.Theworkshopcoversmethodologicaltopics(suchastheuseoftheOpenScienceFrameworkandreportingguidelines)aswellassoftwaretools(suchasGit,Docker,RMarkdown/knitr,andJupyter).Goingbeyondsimplelistingandpresentations,thesecondhalfoftheworkshopfocusesonhands-onskillbuilding,withexercisesandtutorialscoveringmostofthesoftwareaspects.Materialandcontentisavailablehere:http://reproducible-analysis-workshop.readthedocs.io
OpenScience:what’sinitforme?(1-2days)
Theaimoftheworkshopistoprovideresearchersandadministratorswithhands-onexamplesofOpenSciencetoolsandworkflowexamplesacrossvariousdisciplines,andtostartapplyinganddiscussingthese.Forthis,wepresentanoverviewofOpenSciencepracticesandtoolsthatareusedthroughoutthescientificworkflow,withpracticalexamples,audiencepollingandinteractivediscussions.Theseconddayisorientedatapplicationandsharing.Invariousroundsparticipantsexploreandwherepossibletryoutorapplytoolsandpractices.Theydothisinsmallgroupsandindividuallyandalsoinalivelymarketplace.Inafinalsessionwehaveadiscussiononobstaclesandincentivesforswitchingtoopenscienceinyourownresearch.
OpenScience-what’sinitforme(Vienna,2017,workshopreport)
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OpenScience-what’sinitforme(Torino,2018,workshopprogramme)
Carpentryworkshops(2days)
ACarpentryworkshopisahands-ontwo-dayeventthatcoversthecoreskillsneededtobeproductiveinasmallresearchteam.Shorttutorialsalternatewithpracticalexercises,andallinstructionisdonevialivecoding.SoftwareCarpentrywasfoundedin1998andDataCarpentrywasfoundedin2013.Bothfocusoncomputationalskills,runtwo-dayworkshopstaughtbyvolunteerinstructors,andstrivetofillgapsincurrenttrainingforresearchers.However,theydifferintheircontentandintendedaudience.DataCarpentryworkshopsfocusonbestpracticessurroundingdata.Itslearnersarenotpeoplewhowanttolearnaboutcoding,butratherthosewhohavealotofdataanddon’tknowwhattodowithit.DataCarpentryworkshopsareaimedatpurenovices,aredomain-specific,andpresentafullcurriculumcenteredaroundasingledataset.SoftwareCarpentryworkshopsareintendedforpeoplewhoneedtoprogrammoreeffectivelytosolvetheircomputationalchallenges,arenotdomain-specific,andaremodular—eachSoftwareCarpentrylessonisstandalone.
SoftwareCarpentry:https://software-carpentry.org
DataCarpentry:http://www.datacarpentry.org/
EIFLTrain-the-Trainerprogramme(4days)
EIFLorganizedatrain-the-trainersprogrammeforfiveuniversitiesinEIFLpartnercountries(Ethiopia,Ghana,Zimbabwe,Tanzania,andNepal)thathavecommittedtointegratingopenaccess,openscienceandopenresearchdataintocoursesforPhDstudents.Day1coveredopenaccessandopendata.Day2and3werededicatedtoopenscienceacrosstheresearchworkflow,includingcurrentpracticesatparticipant’suniversities.OnDay4,participantsdesignedandpreparedtheirowntrainingprogramme.
EIFLTrain-the-trainerprogramme(AddisAbaba,2017,programmeandmaterials)
OpenSciencesummerschools(5days)
VariousuniversitiesacrossEuropeorganizeweeklongsummerschoolsonopenscience,primarilyaimedatearlycareerresearchers.Theseeventscoveravarietyoftopicsinfivedays,usuallywithmanyhands-onactivitiestoapplyopenscienceintodailypractice.
EPFLSummerschoolOpenScienceinPractice(2017,programmeoverview)
UtrechtUniversitySummerschoolOpenScienceandScholarship(2017,programmeandmaterials)
EssexSummerschoolinSocialScienceandDataAnalysis-IntroductioninOpenScience(2017,programmeoverview)
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LERUDoctoralSummerschoolonDataStewardship(2016,description,learningobjectives)
ProgrammescheduleSummerSchoolOpenScienceandScholarship,UtrechtUniversity2017
ExampleExercises
MasterTemplate
Format,timeneeded
Topic(seeOpenScienceBasics)
Learningobjectives
Exercisedescription
Materialsandtoolsneeded
Levelofpriorknowledgeneeded
Thingstobearinmind
Howtoadaptforotherpurposes
UsethisGoogleformtosuggestadditionalexercises!
Typesofexercises
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*quickwarm-up/shortbreakexercises
*smallgroupexercises
*role-play
*discussOStopics/statements
*marketplace:exchangeexperiences/expertise
*meetingwithresearchers/policymakers
*...
*plenaryexercises
*collaborativemapping
*simulationgame
*inventorizing
*cardgames
*presentations
*role-play
*presentreal-lifecases/examples(alsobyparticipants)
*one-minutepresentationsofaconcept(byparticipants)
*guestlecturers
*...
*hands-onexercises(individualorinpairs)
*visualizing
*explore/tryouttools&platforms
*implementanopensciencepracticeinyourownresearch
*checkreproducibilityofaresearchpaper
*…
Exampleexercises(includingmaterials)
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Title Topic Type Duration
1 Lineup! general wholegroup
5-10min
2 Prioritizationoftrainingneeds
OpenConceptsandPrinciples
wholegroup 10min
3 SelectionofOpenSciencepractices
OpenConceptsandPrinciples
wholegroup
1-1.5hour
4 OpenSciencediscussiontopics
OpenConceptsandPrinciples
smallgroups
20-30min
5 LIBEROpenSciencecafé
OpenConceptsandPrinciples
smallgroups 1.5hour
6 Whatisresearchdataforme?
OpenResearchDataandMaterials
individual/pairs 15min
7 Whynotsharedata? OpenResearchDataandMaterials
smallgroups 20min
8 "OpenDataExcuse"Bingo
OpenResearchDataandMaterials
wholegroup
20-30min
9 Meandmydata-Datagramms
OpenResearchDataandMaterials
wholegroup
1-4hours
10 Findyourdatapublisher
OpenResearchDataandMaterials
individual/pairs
10-15min
11 Whatdoyouneedforadatapublication?
OpenResearchDataandMaterials
wholegroup 10min
12 Creatingmetadata OpenResearchDataandMaterials
individual/pairs 5min
13 Getstartedwithsharingsoftwareopenly
OpenResearchSoftware/OpenSource
individual/pairs
20-30min
14EstablishingaReproducibleDataAnalysisWorkflow
ReproducibleResearchandDataAnalysis
individual/pairs
4-8hours
15Choosetherightversionfortherepository
OpenAccesstoPublishedResearchResults
individual/pairs
15-20min
16 Openfileformats OpenLicensingandFileFormats
wholegroup
10-15min
17 CreativeCommonsLicensematching
OpenLicensingandFileFormats
wholegroup
5-10min
18 OERRemixOpenLicensingandFileFormatsOpenEducationalResources
wholegroup
10-15min
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19Openpeerreview-participantsopenlyrevieweachothers’texts
OpenPeerReview,Metrics,andEvaluation
smallgroups 90min
20 Openpeerreview-your2cents
OpenPeerReview,Metrics,andEvaluation
wholegroup 1.5hour
21 Takingastance OpenSciencePolicies wholegroup 10min
22 Plainlanguageexplanations
CitizenScientistsandScienceCommunicationCollaborativePlatforms
smallgroups
2-3hours
23 Devil’sadvocate-convincingtheskeptics OpenAdvocacy small
groups 30min
24 Writingalaysummary CitizenScientistsandScienceCommunication
individuallyorinpairs
60minutes
Example1**:Lineup!**
Format,timeneeded
Groupexercise,5–10minutesTopic
Icebreaker,canbeontopicorunrelatedLearningobjectives
GetparticipantstoloosenupExercisedescription
Imaginarylineintheroomformsaspectrumbetween‘stronglyagree’and‘stronglydisagree’.Oneparticipant,orthemoderator,makesastatement(canbeontopic‘closeddatashouldnotbecited’oroff-topic‘leggingsarenottrousers’.Allparticipantshavetopositionthemselvesalongtheimaginaryline.Themoderatoraskssomeparticipantstoexplaintheir(literal)standpoint.
Materialsandtoolsneeded
NoneLevelofpriorknowledgeneeded
NoneThingstobearinmind
Makesurenotonlytheopinionatedpeoplearetalking.Askpeoplewholingerinthemiddletoexplaintheirpointofview.
Howtoadaptforotherpurposes
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Adaptthetypeofquestiontothesituation.Foranewgroup,allowpeopletomakeanoff-topicortrivialstatement,butthetechniquecanalsobeusedtotestthewatersoncertaincontroversialsubjectsrelatedtothetopicoftheworkshop,especiallywithpeoplewhohavebeenworkingtogetherforawhilealready(e.g.,onaseconddayofaworkshop)
Example2:Prioritizationoftrainingneeds
Format,timeneeded
Plenary,~10minutesTopic
OpenConceptsandPrinciplesLearningobjectives
Identifyknowledgegaps/areasparticipantsfeeltheywouldmostbenefitfromtrainingin
(optional)Identifyareasparticipantsfeelknowledgeableabout(andcanthussharetheirownknowledge)
Exercisedescription
Brieflyintroducingtheresearchcycleandactivitiestherein
Askparticipantstoindividuallyidentifytwotothreeactivitiestheywouldmostbenefitgettingtrainingin(inrelationtoopenscience).
Optionally,alsoaskparticipantswhichtwotothreeareastheyalreadyfeelknowledgeableabout(again,inrelationtoopenscience)
Onindividualprintouts,participantsaddstickydotsforeachquestion
Participantsthenaddsimilarstickydotstothecommunalprintout
Discusstheresultswiththefullgroup.Makesurepeoplewhenseeingthedotsalsorealizetheremaybeabigopportunityforlearningfromotherparticipants
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Materialsandtoolsneeded
Printoutofresearchcyclewithactivities:oneforeachparticipantandacommunalone
Stickydotsintwocolors
Levelofpriorknowledgeneeded
None;somefamiliaritywiththeresearchcycleishelpfulThingstobearinmind
Bestatthebeginningofalongertrainingprogrammewheremultipletopicswillbecovered
Forthestickydots,chooseacombinationthatiscolour-blindfriendly
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Thenumberofactivitiestochoosedependsonthenumberofparticipants(e.g.,threeforsmallergroups,twoforlargergroups)
Individualprintoutsareusedtopreventpeerpressure/bias
Individualprintoutscanbekeptforreferenceduringtheremainingofthetraining
Howtoadaptforotherpurposes
Thisexercisecaneasilybeadaptedtoprioritizeothertopics
Example3:Selectionofopensciencepractices
Format,timeneeded
Plenary,1–1.5hoursTopic
OpenConceptsandPrinciplesLearningobjectives
Seethespectrumofopensciencepracticesacrossthefullresearchworkflow
Assesswhichpracticeswouldthemostfeasibleandeffectivetofocuson.
Exercisedescription
Priortotheexercise,sortthecardsaccordingtoresearchphase/activityandspreadthemacrosstheroom(e.g.,ontables,oronalargesectionofthefloor)
Markalargesectionofawall(windowsorpinboardscanalsobeused)withthedifferentphasesoftheresearchcycle(e.g.,preparation,discovery,analysis,writing,publication,outreach,assessment)
Askparticipantstoselectpracticestheyfeelarereallyimportantforopenscience,andhangthemonthewall,groupedbyresearchphase
Encouragepeopletoaddresearchpracticesthatarenotincludedinthecards
Divideparticipantsinsevengroups
Eachgrouplooksattheselectedpracticesforoneresearchphase,andchoosesthetwopracticesthattheyfeelaremostfeasibletoimplementandmosteffectivetomakeresearchmoreopen.Eithermovethesecardshigheruponthewall,orremovetheothercards.
Thesmallgroupsexplaintheirchoicetoallparticipants.
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Together,theselectedresearchpracticescanformablueprintofanopenscienceworkflow.
Asafollow-upexercise,participantscandiscusspossiblestepstoimplementthesepractices:
1. whattools/platformscanbeused
2. whatpotentialincentivesandbarrierswouldbe
3. whatsupportwouldbeneeded
4. whatpolicychangeswouldbeneeded
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Materialsandtoolsneeded
Largewall,windows,ormultiplepinboardstohangmaterialson
Enoughroomtomovearound
Printedcardswithopensciencepractices(alsoavailableaseditablepowerpointslidesorinaGooglespreadsheet)
Emptycards,pens/markers
Pinsortape
Levelofpriorknowledgeneeded
None,somefamiliaritywiththeresearchprocessishelpfulThingstobearinmind
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Dependingonthenumberofparticipants,smallgroupscanprioritizepracticesformorethanoneresearchphase
Testtapeonwindows/wallsfirst,sometypesarereallyhardtoremove:-)
Thewholegroupmaynotagreewiththesmallgroup’sselectionofpracticesforagivenresearchphase.Decidebeforehandwhethertostickwiththechoicesmade,orwhetherthereisroomfordiscussionandconsensus-basedswappingofpractices.
Howtoadaptforotherpurposes
Theexercisecouldbemodifiedtofocusonspecificactivities/aspecificphaseoftheresearchcycle(e.g.,publicationorassessment)
Otherselectioncriteriacouldbeused,e.g.practicesparticipantsusethemselves,orpracticesthatwouldbemostideal(independentoffeasibility/effortsneeded)
Example4:OpenSciencediscussiontopics
Format,timeneeded
Smallgroups,20–30minutesTopic
OpenConceptsandPrinciplesLearningobjectives
Confrontownexperiencesandopinionsonopensciencewithperspectivesfromothers
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Exercisedescription
Divideparticipantsingroupsoffourorfiveanddistributediscussiontopics(e.g.,printedoutonpaper)
Havegroupsdiscussthetopicsfromparticipants’ownperspectives
(optional)Haveeachgroupsummarizemostimportantpointsthatcameupforthewholegroup
Suggestionsfordiscussiontopics:
1. "WorkinginanOpenSciencemannermakesresearchmorefun"
2. "ScoopingisarealandexistingproblemthatmakesOpenScienceahardchoice"
3. "APCs(articleprocessingcharges)arethemainobstacletopublishingmoreinOpenAccess"
4. "WeneedmoreexplicitsupportforOpenSciencefromfundersandthegovernment"
5. "Engaginginopenpeerreviewisproblematicforyoungresearchersthatwanttomakeacareer"
6. "Weshouldtakecitizenscientistsmoreseriously,andalsonotjustseethemasdatasuppliers"
7. "Impactfactorsareasymptomandnotthecauseofthepublishingrat-race"
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8. "Thereisabsolutelynoreasonweshouldnotpublishapaperasapreprintassoonasitisready"
9. "Justsharingourdataisfine,buttospeedupscienceweneedtoalsoworkoninteroperabilityandreusabilityofthosedata"
10. "SharingideasandprojectsthroughResearchGateisagoodwayofdoingoutreachforourresearch"
11. "DemandsofourPIsareprobablythemainreasonwhyyoungresearchersdonotengagemoreinOpenScience"
12. "Weshouldstrivetocreateakindof‘commons’whereweshareallourresearchoutcomes/objectstofostercollaborationandreuse"
Materialsandtoolsneeded
PrintoutsofdiscussiontopicsLevelofpriorknowledgeneeded
SomefamiliaritywiththeresearchsystemThingstobearinmind
Thisexerciseisbestsuitedtoresearchers(ratherthansupportpeople),becausetheycandirectlyrelatetotheirownsituationandspeakfromtheirownexperience
Howtoadaptforotherpurposes
Bychangingthediscussionstatements,thisexercisecanbeadaptedtoothertopics
Example5:LIBEROpenSciencecafé
Format,timeneeded
smallgroups,1.5hourTopic
OpenConceptsandPrinciplesLearningobjectives
Haveknowledgeofdifferentaspectsofopenscience
Connectdifferentstakeholderstodiscussstatementsandtopics
Materialsandtoolsneeded
TheLIBERScienceCafécarddeck,orapreparedstackofwrittenstatements
onetableper6-8persons
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Exercisedescription
Theset-up:6-8peoplegatheraroundatablewith1moderatorand1notetaker.Toinitiateconversations,theyareprovidedwithadeckofcardswithstatementsandquestionsrelatedtoopenscienceandtheinvolvedprojects.Thesestatementsserveasconversationstarters.Someonecanpickacard,thegrouptalksaboutitforsometime,andthentheycanmoveontothenextcard.Inthisway,peoplelearnfromeachotherandstarttothinkaboutthebiggerpicture.Meanwhile,youcancollectvaluableinputfromdifferentstakeholders.
Thenotetaker:collectsinterestingpointsoftheconversationintwodifferentways:
1. Themindmapcards:Youcanusethesecardsfortopicsthatgetalotofattentionintheconversation.Ifthingsgotoofast,don’tbeafraidtostoptheconversationandaskpeopletoprovideinputforthismindmap.Writedownthemaintopicinthecentre,andworkfromthere.Isithardtofindconnections?Youcanalsocollectrandomthoughtsandstatementshere.
2. Brilliantquotesandideas:Sometimessomeonesayssomethingthat’sjustWOW,justspotonorsomehowveryuseful.Forthisyouhavethe‘brilliantquoteandideas’card.Youonlyhaveone,sohereyouhavetobeveryselective.Makeapointofitifyouthinksomethingissogoodthatitdeservestogoonthiscard.
After20-30minutes,havethegroupchangetables.Moderatorsandnotetakersremainseated.
Attheend,eachmoderatorreportsonwhathasbeensaidbythedifferentgroupsattheirtable.
Example6:Whatisresearchdataforme?
Format,timeneeded:
Individual/pairs,15minutesTopic:
OpenResearchDataLearningobjectives:
KnowtheirownresearchdataanddataintheirfieldofresearchExercisedescription:
Lettheparticipantsthinkaboutthelastarticlestheywrote/read.Wastheresupplementarymaterial(e.g.,tables,images)?Letthemwritedownexamplesandtypesofresearchdataintheirfieldofwork.Whatinformationordatawouldthey
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needinordertoreanalyzethestudy?Whatwouldbeneededfortheirowndissertation/articletobeunderstoodproperly?Letthempresenttheirresultseitherinpairs/groupsandthenintheplenary
Materialsandtoolsneeded:
ApieceofpaperandapenLevelofpriorknowledgeneeded:
NopriorknowledgeneededThingstobearinmind:
GivetheparticipantsenoughtimetobrainstormHowtoadaptforotherpurposes:
Youcanshortentheactivitybyskippingthepair/groupworkandjustdiscussintheplenary
Example7:Whynotsharedata?
Format,timeneeded
Smallgroups,~20minutesTopic
OpenResearchDataLearningobjectives:
Getparticipantsthinkingabouttheethicalandpracticalbarrierstodatasharing,andtocriticallyexaminetheirbeliefsinthisarea.
Exercisedescription
Inpairsorsmallgroups,participantshavefiveminutestomakealistaslongaspossibleofallthereasonswhyresearchersmightnotwishtosharetheirdata.Participantsthenreportbackontheirreasons,discussingwhetherthesearevalidreasonsornot,andstrategiesforhowtoovercomelegitimateconcerns.Theteamwiththemostreasonslistedwins(prizeoptional).
Materialsandtoolsneeded
Notetakingequipment(pen,paper,oronlinedocument);optional:prize.Levelofpriorknowledgeneeded
WorkingknowledgeofworkingwithdataThingstobearinmind
Theexerciseshouldbefun,andparticipantsshouldbeencouragedtocomeupwithfunaswellasseriousexamples.
Howtoadaptforotherpurposes
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ThesameformatcouldeasilybeadaptedformanyotherelementsofOpenScience,e.g.,OpenAccess(whynotpublishOA,etc.)
Example8:"OpenDataExcuse"Bingo
Format,timeneeded
Groupexercise,20–30minutesTopic:
OpenResearchDataLearningobjectives:
Beingabletorecognizestereotypesthatpreventsharingresearchdataandunderstandtheadvantagesofopeningresearchdata.
Exercisedescription:
Thisexerciseshouldbeusedatthebeginningofthetrainingevent.Participantssplitatleastintwogroupsormore(dependsonthegroupsize).Atrainertakescarethatonegroupwilldevelopproandtheothercontraarguments.Insmallgroupsparticipantsdiscussexcusesalreadydefinedatthe"OpenDataExcuse"Bingo,thesearecommonargumentsusedbyresearcherswhenexplainingwhytheycan'tsharetheirdata.Forthelast10minutesthegroupsshouldconfronttheirarguments.Atrainerhelpsparticipantstodevelopargumentsforopentheirdataandtobetterunderstandtheideaofsharingtheirdata.
Materialsandtoolsneeded:
Printedsheetsof"OpenDataExcuse"BingoLevelofpriorknowledgeneeded:
Theparticipantsshouldhaveexperiencewithcreating/collectingresearchdata.Thingstobearinmind:
Goaroundandtrytohelpwithargumentsifneeded,especiallyinthegroup,whichsupposedtodevelopstrongargumentsforsharingdata.Extrahelpmightbeneededfortheseparticipantstobestrongerlaterintheconfrontationwithparticipantsfromtheothergroup.
Howtoadaptforotherpurposes:
Thisexercisecanbeadaptedtoothertopics(materialwouldneedtobeadaptedalso)
Example9:Meandmydata-Datagramms
Format,timeneeded
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Groupexercise,1–4hours(ifdoneaspartofaworkshop)Topic
OpenResearchDataLearningobjectives
Understandingwhatdataisandwhattypeofrepositoryofarchiveisneededtostorethemproperly
Exercisedescription
Participantsareaskedtothinkaboutthelastscientificworkdoneinrelationwithathesis(Bachelor,Master,orPh.D.)andtoreflectaboutthekindofdatatheyproduced.
Theywillthencreateadatagramm,i.e.,writedownonacard
thesubjectdiscipline
thetitleofthethesis
abunchofletters,indicating
theformat(likepdf,doc,csv,orsimilar)
thesize(kb,mb,gb,tb,etc.)
themedium(likeaforanalogue,dfordigital,i.e.,digitizedandbforborndigital,orcombinationsofthethree)
andfinallythetypeofdata,differentiatingroughlybetweenOforobservations,Eforexperiments,Sforsimulations,Dforderivations,RforreferencesandDfordigitizeddata,orcombinationsofthem.
Inseveralsteps,allcardsarefinallyclusteredonawallaccordingtotheletters(format,size,medium,andtype)
Thegroupdiscussesthedifferentclustersandreflectsabouttherequirementsforanopendatarepositoryorarchive.
Materialsandtoolsneeded
Cardsandflipcharts,orbetterawallandmaterialtofixthecardsonthewallLevelofpriorknowledgeneeded
Noneaslongastheexerciseisstartedwithsomeexplanationsonhowtodescribeanddifferentiatedata.Basicknowledgeofresearchdata,repositories,andarchivesmaybehelpful.
Thingstobearinmind:
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MakeitastepbystepapproachHowtoadaptforotherpurposes
notyetapplied
Example10:Findyourdatapublisher
Format,timeneeded:
Individual/pairs,10–15minutesTopic:
OpenResearchDataLearningobjectives:
Becomingawareofappropriatesubject-specificdatarepositoriesandtheircharacteristicsandstandards
Exercisedescription:
Theparticipantshavetofindadatarepositoryfortheirresearchdata.Theygotore3data.organdsearch/browsebysubjectand/orcontenttype.LetthemlimittheirsearchtodatarepositorieswithDOIassignment.Givethemtimetohavealookattherepositorydescriptionandletthemwritedownrelevantrepositories.Afterwardstheirsuccessandexperiencesarediscussed.
Materialsandtoolsneeded:
Computerwithinternetaccessforeveryparticipant(canalsobeinpairsifnecessary)
Levelofpriorknowledgeneeded:
Theparticipantsshouldknowwhichkindofresearchdatatheyproduce
Notapplicableforbachelorstudents
Thingstobearinmind:
Somepeoplemightnotfindanappropriaterepository,sopreparealistofgenericandinstitutionalrepositoriesthatcanbeusedandshow/handitoutafterwards
Howtoadaptforotherpurposes:
YoucanadaptthisexerciseforOpenAccessbyusingtheDirectoryofOpenAccessJournals(DOAJ)website(https://doaj.org)
Example11:Whatdoyouneedforadatapublication?
Format,timeneeded:
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Groupexercise,5–10minutes(dependingongroupsize)Topic:
OpenResearchDataLearningobjectives:
RememberingthenecessarystepsfordatapublicationExercisedescription:
Thisexerciseshouldbeusedattheendofthetraining.Lettheparticipantsplay"I'mpackingmysuitcase"wheretheyhavetonamenecessaryelementsforadatapublication(e.g.,Researchdata(files),metadata,keywords,documentation,license,ORCID,repository,goodtitle,references/sources,datacitation,time,andcourage!)
Materialsandtoolsneeded:
NomaterialneededLevelofpriorknowledgeneeded:
TheparticipantsknowbasicelementsofdatapublishingthroughthecourseThingstobearinmind:
Ifparticipantsforgetanelement,trytohelporgivepointers
Nameaslastelement"courage"
Howtoadaptforotherpurposes:
Canalsobeadaptedforopenaccesspublishingprocess
Example12:Creatingmetadata
Format,timeneeded:
Individual/pairs,5minutesTopic:
OpenResearchDataLearningobjectives:
BeingabletocreatemetadataforresearchdataExercisedescription:
Lettheparticipantsselectafiletheyarecurrentlyworkingon.Letthemanswerthefollowingquestionsonapieceofpaper:Whocreatedthecontent?Whatisthecontent?Whenwasthecontentcreated?Howwasthecontentcreated?Whywasthecontentcreated?Thendiscusswiththemtheirresults.Wasiteasyordifficult?
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Cantheyrepeatthistaskforallthefilesintheirresearchprocess?Materialsandtoolsneeded:
Apieceofpaper(orpreparedform)andapenLevelofpriorknowledgeneeded:
NopriorknowledgeneededThingstobearinmind:
Tomaketheexercisefasterprepareaformandprintitoutormakeitavailableonline.
Forbiggerprojectswithalotoffilesofferadatadictionarytemplate
Howtoadaptforotherpurposes:
Canalsobeadaptedasadocumentationexercise
Example13:Getstartedwithsharingsoftwareopenly
Format,timeneeded
Individual/pairs,20–30minutesTopic
OpenResearchSoftwareandOpenSourceLearningobjectives
Learnhowtousecommontoolsandservicesforsharingresearchcodesopenly.
Beabletochoosetheappropriatelicensefortheirsoftware,andunderstandthedifferencebetweenpermissiveandnon-permissivelicenses
Exercisedescription
Thisexerciseismeantforanyresearchersthatwillusesoftware/codefortheirresearch,whethertheyperformpurelycomputationalorexperimentalwork(thelatterusesoftwareforanalysis,etc.).
First,haveeveryonesignupforafreeGitHubaccountiftheydonotalreadyhaveone.Thisfreeaccountwillbesufficientforworkingwithexclusivelyopen/publiccode,althoughyoumayletthemknowthatstudents,educators,andresearcherscanrequestawaiverforafreeprofessionalaccount.
Inaddition,haveparticipantsregisterforaZenodoaccount,andlinkthistotheirGitHubaccount.
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Next,haveeveryonecreateanewpublicrepository,choosinganappropriatelicensebasedonthedesiredpermissions(choosealicense.orgcanbehelpfulhere).OnZenodo,enabletheGitHub–Zenodointegrationforthisrepository.
Haveparticipantsaddtheirsourcefile(s)totherepository,andaddsomedescriptionoftheprogram/scripttotheREADMEfile.Oncethesefilesareadded,chooseaversionnumberandcreateareleaseofthesoftware.
HeadtoZenodo,andobtaintheDOIthathasbeengeneratedforyoursoftware.
Congratulations,yoursoftwareisnowciteable!YoucanaddasectiontotheREADMEfilewiththeDOIandsuggestedcitation,orevenaddtheDOIbadgethatZenodoprovides.
Materialsandtoolsneeded
Individualsneedtohaveacomputerwithinternetconnection.
Participantsshouldhavesomecode,script,orprogramready—evenifitis"messy"—thattheywillpubliclyshare.
Levelofpriorknowledgeneeded
NoneThingstobearinmind
NoneHowtoadaptforotherpurposes:
Notapplicable
Example14:EstablishingaReproducibleDataAnalysisWorkflow
Format,timeneeded
Individuallyandasagroup,4–8hours(examplehere)Topic
ReproducibleResearchandDataAnalysisLearningobjectives
Usea(small)computationaltaskrelevanttoyourdiscipline/background,andestablishitasanopenandreproducibleworkflow.
Understandthekeyconcepts,toolsandservicesthatareusefulinthecontextofreproducibility.
Exercisedescription
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Eachparticipantselectsadatasetandcorrespondingdataanalysisprocessthatisrelevanttotheirfield.Bothdatasetandtheanalysisprocessshouldbeshortenoughthatitconcludeswithinafewminutes.Moreover,forthepurposesofthisexercise,theprogramminglanguageshouldbePythonorR,butotherlanguagescanbeaccommodatedwithslightchangesintheunderlyingtools.
Theparticipantinitiallyrunstheprocessinthetraditionalform,andthenasksoneoftheotherparticipantstore-runitwithnoexternalhelp.Identifyboththetimerequiredforanotherpersontorunthis,aswellastheobstaclesencountered.
ApplythesameprocessusingtheJupyter/Git/MyBinderapproach;writetheprocessasaJupyternotebook,uploaddatasetandnotebooktoarepositoryonGitHub,andthenconnecttherepositorytomybinder.Afterthan,askagainthesamepersontore-runthis.Identifythechangeintimeandaccessibility.
Materialsandtoolsneeded
JupyterandGitarenecessary(includinganaccountonGitHub).Dependingonthelanguage,additionalJupyterkernelsmightneedtobeinstalled.Finally,thetrainercandecideonwhethertoprovideacommonexampleforallparticipantstouse,orasktheparticipantstobringtheirown.Thedifferenceliestotheamountoftimerequiredforpreparation,aswellasontheuniformityoftheparticipants’background.
Levelofpriorknowledgeneeded
Theworkshopcanbeperformedtodifferentlevelsofexpectedpriorknowledge,adaptingfortime.Forexample,ashortbasicintroductiontoGitcanbeincluded,butinallcases,theparticipantsshouldbeawareofthecomputationalrequirementsoftheirownanalysis.
Thingstobearinmind
Theoverallconceptisstraightforward,buthasaninitiallearningcurveoftheindividualcomponents.Thereforeyoumayconsiderspendingsomeextratimeinthebeginningdiscussingeachtool,beforeconnectingthemalltogether.
Youshouldconsidergivingtheparticipantsadetailedexplanationoftheinstallationprocess(e.g.,forJupyterandGit),beforetheworkshop,inordertominimizepotentialtechnicalissues.
Howtoadaptforotherpurposes
TheworkshopcanbeextendedtointroduceadditionalconceptsofOpenScience,suchasPersistentIdentifiersforsoftware(suchasassigningaDOIfromZenodototheGitrepo),aswellasintegratingalloftheaspectsunderacommonplatform
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(suchastheOSF).
Example15:Choosetherightversionfortherepository
Format,timeneeded
Individual/pairs,15–20minutesTopic
OpenAccesstoPublishedResearchPublicationsLearningobjectives
Beingabletodecidewhichistheversionallowedtobedepositinarepositoryandstateitscopyrightregime
Exercisedescription
Thisexercisecouldbeaddressedtorepositorymanagers.Choosefivedifferentpublicationsandaskparticipantstoselectwhichistheversionthatcouldbeallowedinarepositoryandwhichwouldbethecopyrightnoticetheywouldinclude:whoisthecopyrightholderandwhichcopyrightregimewouldhold:allrightsreserved,alicense,publicdomain.Discusswiththemtheirresultsandshowthemthekeyelementsthatdefinethesolutions.
Materialsandtoolsneeded
Theexercisecanbeperformedwithapieceofpaper(orpreparedform)andapen
Individuals/pairsneedtohaveaninternetconnectiontoaccessthepapersandcheckpolicies.Youmayprovidephysicalcopiesofthearticles,too.
Levelofpriorknowledgeneeded
Basiccopyrightnotions
Knowledgeonthedifferentversionsofaresearchpaper
Thingstobearinmind
Theexercisecanbetranslatedtoanonlineversionifyouprepareasetofpolls.
Usearangeofpublicationsincludingforinstancepaperspublishedunderhybridmodelsinordertoshowparticipantsthatisnotenoughtolookupatsiteswithdefaultselfarchivingpolicies.
Thenumberofcaseswilldeterminethetimeoftheexercise.
Howtoadaptforotherpurposes:
Canbeadaptedtotrainingsessionswithresearchersusingtheirownpapers.
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Example16:Openfileformats
Format,timeneeded:
Groupexercise,10–15minutesTopic:
OpenLicensingandFileFormatsLearningobjectives:
BecomingawareoffileformatsuseddailyandtheiropennessExercisedescription:
Lettheparticipantswritedownonpost-itsallthefileformatstheyuseintheirdailywork.Thengetthepost-itsandstickthemtothewhiteboardorflipchart.Trytoclusterthemasbestasyoucanintocategoriesorgroups(text,tabular,statistical,video,image,etc.).Thendiscusstheresultswiththeaudience.Talkabouttheopennessofthesefileformatsandpossiblealternatives.
Materialsandtoolsneeded:
Afewstacksofpost-its,penandawhiteboardorflipchartLevelofpriorknowledgeneeded:
NopriorknowledgeneededThingstobearinmind:
Preparefor"exotic"fileformatsthataresubject-specificormachine-dependentorlettheparticipantsdescribethem.
Howtoadaptforotherpurposes:
YoucanalsousewebtoolslikePINGO(http://trypingo.com)forthecollectionoffileformatsorletthemwritedowntheirfileformatsonapieceofpaperandcollectthose,ifyoudon’twanttousepost-its
Example17:CreativeCommonsLicensematching
Format,timeneeded:
Groupexercise,5–10minutesTopic:
OpenLicensingandFileFormatsLearningobjectives:
BeingabletodifferentiatebetweendifferentCreativeCommonslicensesandtobeabletocombinethemforworks.
Exercisedescription:
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Theparticipantshavetocombinetwolicenses.LetthegroupguesswhichCreativeCommonslicenseiscreatedbythecombination.Repeattheexercisewithothercombinations.Integrateacombinationthatisnotpossible(forexample,CCBY-SAandCCBY-NC)andpointoutpitfalls.Discusstheresultswiththeparticipants.
Materialsandtoolsneeded:
Computerwithprojector,whiteboard,flipchart,orpieceofpaperforallattendeesLevelofpriorknowledgeneeded:
TheparticipantsshouldknowallCreativeCommonslicensesand/orhaveapapertolookat
Thingstobearinmind:
Waitmorethanthreesecondsbeforetakingtheanswer.Thisenablesparticipantstothinkitthroughandyouareabletointegrateevenweakparticipants.
Howtoadaptforotherpurposes:
Firstcreatepairsandletthemsolvethecombinations,thendiscussthesolutionsinthegroup
Useotherlicenses
Example18:OERRemix
Format,timeneeded:
Groupexercise,10–15minutesTopic:
OpenLicensingandFileFormats
OpenEducationalResources
Learningobjectives:
BeingabletodistinguishthedifferentelementsoftheCreativeCommonslicenses
Beingabletobuildcontentremixingpreviousworkswithmultiplelicensesincludingpublicdomainandallrightsreservedworksanddeterminewhichwillbetheresultinglicense
Exercisedescription:
Thereisanonlineversionandaprintedversion
Thereisasetofcardsmarkedwithatypeofcontent:text,image,music,andvideo,andeachcardcarriesacopyrightsignthatrangesfromallrightsreservedtopublicdomainincludingthesetofCreativeCommonslicensesandtheGNUFree
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DocumentationLicense.
Onepersonofthegrouptakes12cardsandtherestofthegrouphastocombinethembuildingamaterialwiththefourtypeofcontent:text,image,musicandvideo.Oncetheychoosearightcombinationtheyhavetodecidewhichisapossiblelicenseforthisnewwork.
Materialsandtoolsneeded:
Fortheonlinegame:computerwithbeamer
Fortheprintedgame:thesetofcardavailableathttp://www.opencontent.org/game/print/oraselfcreatedsetofcards
Levelofpriorknowledgeneeded:
TheparticipantsshouldknowtheelementsofallCreativeCommonslicensesandhaveabasicnotionofcopyrightissuesincludingthenotionofcopyleft
Thingstobearinmind:
Ifyouusetheonlineversionyoumightdotheexercisewithallyouraudienceallowingmultiplepossibleanswers.
Howtoadaptforotherpurposes:
Youcanadaptittoresearchelements,forinstancetosoftwarelicensing
Youcanuseotherlicenses,includenewkindofcontentsordefinewhichcontentsshouldhavethefinalwork
Example19:Openpeerreview-participantsopenlyrevieweachothers’texts
Format,timeneeded
Smallgroups,90minsTopic
OpenPeerReview,MetricsandEvaluationLearningobjectives
Practiseinwritingconstructivepeerreviews
Criticalreflectionontheadvantagesanddisadvantagesofopenpeerreview
Exercisedescription
Participantsworkingroupsofthree.Eachparticipantswritesashorttext(~300words)givingtheirthoughtsonopenpeerreviewasdiscussedintheforegoingworkshop.Theythenpassthetexttothepersonontheirleft,whowritesabrief
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peerreviewofthework.Thetextandthereviewarethenpassedtothenextpersonontheleft,soeachnowhasatextandareviewwhichtheydidnotwrite.Thispersonthengivesfeedbackonthereview—wasitconstructive,critical,whatcouldhavebeenbetter,etc.Thegroupthenreadsallthetextsandreflectsonhowopenidentities,openreports,etc.affectedhowtheywrotetheirreviews,andreflectsonthecriticalfeedbackfromtheothers.
Materialsandtoolsneeded
PenandpaperLevelofpriorknowledgeneeded
None,althoughthetextswillrequiretheknowledgegainedintheforegoingworkshop.
Thingstobearinmind
Thisexerciserequiresparticipantstomakecriticismsofeachother’swork—bearinmindthatsomepeoplemightbeuncomfortabledoingso,orthatsomemayhavedifficultyacceptingsuchcritique.Wheretheseissuesoccur,encourageparticipantstodiscusstheminthefinaldiscussionround.
Howtoadaptforotherpurposes
Wherethisexampleisbeingusedinatrainingworkshopwithawiderfocusthanjustopenpeerreview,itcouldbeusedtoconsolidatelearningaboutotherOpenSciencethemesbyaskingparticipantstofirstwriteatextaboutthosethemesinstead.
Insteadofpenandpaper,thisexercisecouldalsobedoneusingacollaborativewritingtool,suchasGoogleDocs,Authorea,orOverleaf/ShareLaTeX.
Example20:Openpeerreview-your2cents
Format,timeneeded
Plenary,~1.5hourwithdiscussionTopic
OpenPeerReview,MetricsandEvaluationLearningobjectives
Realizetherearemanyaspectstoopenpeerreviewandhaveknowledgeofthosedifferentaspectsofopenpeerreview
Formanopiniononwhichaspectsofopenpeerreviewwouldmostbenefitscience
Haveinsightsinthebenefitsandpossibledrawbacksofdifferentaspectsofopenpeerreview,fromtheperspectiveofthereader,authorandreviewer
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Exercisedescription
Introducingdifferentaspectsofpeerreview,includingsomeexamplesofjournals/platformswheretheyareputinpractice
Askparticipantstoindividuallyidentifytwotothreeaspectsofopenpeerreviewtheyfeelwouldcontributemosttoopenscience.
Onalargeprintout,participantsplaceatwo-centcoinoneachoftheaspectstheyselectedinthepreviousstep
Theresultsareviewedtogetherandthemostoftenchosenaspectsidentified
Insmallgroups,participantsthentaketheroleofreader,author,orreviewer(allshouldbepresentineachgroup).Theythendiscussoneoftheaspectsofopenpeerreviewfromtheperspectiveoftheirtakenroles.Whatarethebenefitsandpotentialdrawbacks?
Smallgroupsthenreportbacktothewholegroup,andadditionalperspectives/viewpointscanbediscussed.
Materialsandtoolsneeded
Largeprintoutofdimensionsofpeerreview:oneforeachparticipantandacommunalone(presentationwithanimatedslidesalsoavailable)
Two-centcoins(ifavailableinyourmonetarysystem,otherwiseanylow-denominationcoinswilldo)
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Levelofpriorknowledgeneeded
None,somefamiliaritywiththetraditionalprocessofpeerreviewishelpfulThingstobearinmind
Forpeoplenotfamiliarwithdevelopmentsinopenpeerreview,someaspectsmayrequiremoreexplanation—planenoughtimeforthat
Indiscussions,itcanbehardforpeopletoseparatetheirpersonalopinionfromtheirassignedrole.Encourageandremindpeopletosticktotheirrolewherenecessary.
Thenumberofcoinsperpersondependsonthenumberofparticipants(e.g.,threeforsmallergroups,twoforlargergroups)
Howtoadaptforotherpurposes
Theconceptofvotingwithcoins("yourtwocents")canbeappliedtoothertopics,ascantheassignmentofrolesinsmallgroupdiscussions
Example21:Takingastance
Format,timeneeded
Plenary,15minutesTopic
OpenSciencePolicies
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Learningobjectives
GetparticipantstotakeastanceonOpenSciencepoliciesorprinciples
Showsimilarityordiversityofopinionsacrossparticipants
Exercisedescription
AskparticipantstoexpresstheiropinionontwoquestionsaboutOpenSciencepoliciesorprinciples.
Responsesshouldlieonalinearscalebetweentwoextremes(e.g.,stronglydisagree–stronglyagree)
Participantvoteusinganonlinetool,orbyplacingstickydotsonasheetofpaperwithaxesrepresentingthetwoanswerranges
Resultsareshowntothegroup,andthesimilarityordiversityofresponsesisdiscussed,e.g.,byaskingonerespondentfromeachquadranttoexplaintheiropinion.
Examplequestionandresults:
1. Forindividualresearchers,doesOpenSciencehavemorecostsorbenefits?
2. ShouldOpenSciencebeorganizedbottom-uportop-down?
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Materialsandtoolsneeded
AccesstoanonlinetoollikeMentimeter(https://www.mentimeter.com/);apaidaccountallowsexportoftheresultsbutisnotrequiredforthisexercise
Foreachparticipant,accesstosmartphone,tablet,orcomputerwithinternetaccess
Offlinealternative:largepaperwithaxesprintedordrawn,stickydots
Levelofpriorknowledgeneeded
None;somebackgroundknowledgeonthetopicisusefultogetinformedopinionsratherthangutfeelings(althoughthelattermaybeusefultocollecttoo)
Thingstobearinmind
Ifdoneonpaper,itmightmakesensetohavepeoplemarkdowntheiranswerindividuallyfirst,beforeplacingtheirdotonthemap.Thispreventspeerpressure/
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bias.Howtoadaptforotherpurposes
Thisexercisecanbeadaptedtomanydifferentquestionsandtopics
Analternativeonlinetool(thatisalsoopensource)forthesekindofexercisesisSimpleVote(https://simplevote.ml)
Iftheaudienceisheterogeneous(i.e.,researchers,researchsupportpeople,policymakers)itisinformativetodistinguishbetweenthedifferentgroups,e.g.,bycreatingaseparatequestionforeach(inMentimeter),orusingdifferentcolorstickydots(onpaper)
Forstickydots,chooseacombinationthatiscolour-blindfriendly
Example22:Plainlanguageexplanations-inprogress
Format,timeneeded
Smallgroups,2–3hoursTopic
CitizenScientistsandScienceCommunication
CollaborativePlatforms
Learningobjectives
Exercisedescription
Materialsandtoolsneeded
Levelofpriorknowledgeneeded
Thingstobearinmind
Howtoadaptforotherpurposes
Example23:Devil’sadvocate-convincingtheskeptics
Format,timeneeded
Smallgroups,30minutesTopic
OpenAdvocacyLearningobjectives
Formulateargumentsagainstcommonobjectionstoopensciencepractices
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Practicediscussionwithpeoplequestioningthevalueofopenscience
Exercisedescription
Insmallgroupsofthreeorfour,haveoneortwoperson(s)assumetheroleofopenscienceskepticandtheotherstheroleofopenscienceadvocate.
Havethe"openscienceadvocates"trytoconvincethe“openscienceskeptics”
After10minutes,haveparticipantsswitchrolesandhaveanotherdiscussion(notrepeatingthesamearguments)
Aftertworounds,gatherasagroupasshareexperiences.Whichargumentswerethehardesttorefute?Whichargumentsworkedbesttoconvincetheskeptics?Doparticipantsfeelthesebeargumentswouldbeusefulinreal-lifesituationsaswell?
Materialsandtoolsneeded
none;flexibleroomsetupisusefultoallowgroupstospreadacrosstheroomLevelofpriorknowledgeneeded
FamiliaritywithopenscienceconceptsThingstobearinmind
Encouragetheopenscienceskepticstogetintotheirroleasmuchaspossible.Often,peoplereallyenjoytakingonthisrole!
Besuretoswitchrolestogiveeveryonethechancetoexperiencethisexercisefrombothperspectives.
Howtoadaptforotherpurposes
Thisexercisecouldbefocusedonspecificaspectsofopenscience
Example26:SetupOSFproject&linktootherplatforms
CreateanOSFcollaborativeenvironmentfromdatatopublication.
ConnectyourOSFprojecttoGitHub.
Uploadanyrawcode,images,data,tablestoproject.
ObtainaDOIandARKidentifierforyourproject.
Resources
Whattools&platformstouse/recommend?
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TherearemanytoolsandplatformsthatsupportOpenSciencepractices(seefigurebelowforaselection).Whichtoolsandplatformstouse(oradvise)dependsonmanyfactors,forexample:whetherthetoolisavailable(eitherfreeofatlowcostorlicensedtoyourinstitution),whetheritworksinyourbrowserorforyouroperatingsystem,whetheritisavailableinyourlanguage,andwhetheritmeetsyoursecurityandprivacyrequirements.Inadditiontothesemoretechnicalcriteria,considerwhetheratoolfitswiththewayyouwork.Doesitworkwellwithothertoolsandplatformsthatyouuse?Dothepeopleyoucollaboratewithusethesametoolforthesamepractice,oratleastonethatiscompatiblewiththeoneyouuse?Alsoconsiderthelearningcurve:doyouneedtoinvestalotoftimeintolearningthenewtool,andifso,isthatworthitforyou?Doyouhavesupport(eitherinreallifeoronline)thatcanhelpyoulearntousethetool?
Perhapsthebestadviceistofirstconsiderwhatitisyouwouldliketodo:whatistheopensciencepracticeyou’dliketoimplement?Thenexplorewhichtools/platformsareavailable,whichonesthepeopleinyourcommunityuse,andwhy(askaround!).Thenmakeyourowndecision.Don’tbeafraidtoexperimentandtryoutsomethingnew!
Afinalremark:manytoolsandplatformssupportopensciencepracticeswithoutthemselvesbeingfullyopen.Forexample,manycommonlyusedtoolsarenotopensource,eventhoughtheyprovideaccesstocontent(publications,data)thatareopen.Youwillhavetofollowyourownjudgementastowhetheryouwillconsidersuchtoolsandplatformsornot.Anotherconsiderationiswhetheryoucanexportallyourdatawhenyou’dwanttoswitchtoanothertool,orwhethertheyarelockedin?Anddoyouknowwhatwillhappentoyourdatawhentheplatformclosesdownorissoldtoa(nother)company?
Someresourceslistingresearchtoolsandplatforms:
ConnectedResearchers(alldisciplines)
DIRTDirectory(Humanities)
ResearchStash(Science,TechnologyandMedicine)
400+Toolsandinnovationsinscholarlycommunication(alldisciplines)
Toolcombinations(whichtoolsarecommonlyusedtogether)[colour-blindsafe]
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Rainbowofopensciencepractices(availableonZenodoindifferentformats,includingaseditableslide:10.5281/zenodo.1147025)
Otherresources(notcuratedyet)
OpenScienceMOOC-resourceshttps://opensciencemooc.eu/open-science-resources/
"OpenScience,OpenData,OpenSource"(2017)21stcenturyskillsforthelifescienceshttp://osodos.org
Tipsonhowtobuildandpublishaversionisede-bookaregiveninthegithubrepositoryhttps://github.com/Pfern/OSODOS-AlsoavailableinGitHubPagesasawebsitehttps://pfern.github.io/OSODOS/SUMMARY.PDF,e-PubandMobiversionsweremadeavailablebyUnglue.ithttps://unglue.it/work/229980/
OpenScienceTrainingInitiative-GraduateTraininginOpenScience.http://www.opensciencetraining.com/
MANTRA-ResearchManagementTraininghttps://mantra.edina.ac.uk/
ResearchDataManagementEducationalEffortshttps://docs.google.com/spreadsheets/d/10RTW-nZk0x_mpQw2VAlttcc656MV9EeCaDe2lM4umb4/edit#gid=0
Informationwebsiteaboutresearchdatamanagement:https://www.forschungsdaten.info/en/
E-LearningModule(GermanandFrench):http://www.researchdatamanagement.ch
DigitalCurationCentre:http://www.dcc.ac.uk
Researchdatamanagement(RDM)opentrainingmaterials(ZenodoCommunity)https://zenodo.org/communities/dcc-rdm-training-materials/
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Acompleterepositoryofmaterialsandmethods,selectedfortraininginstructors,onlyasmallpartisspecifictoBioinformaticshttps://github.com/TrainTheTrainer/EXCELERATE-TtT
Sewell,Claire.‘ResearchDataManagement:ActivityCards’,23November2017.https://doi.org/10.17863/CAM.10074.
OpenScienceQ&A
Longlistofexercises-selectiontobeputintemplateformat
Awaitingsomeformattingtocomplywiththetemplate
PF-1MindandConceptMaps
Theconceptualisationofhighercomplexitysubjectmattercanbenefitalotfromvisualisingrecentlyacquiredknowledgeorskills.Agreatdealofenthusiasmcanberaisedwhensimpleopensourcetoolsareused,individualandcollectively.Thegeneralnameforthissetoftechniquesisideaandconceptmapping.ArelativelysimplesoftwarelikeX-Mindisagoodbasistostartwith.
Anexampleofanideamaptorepresentcontentinatrainingcourse
Note:wemightreplacethisbyonemadeforOpenScienceorarelatedsubject
Learnerengagementraisessharplyaslearnersunderstandthepowerofvisualisingideas,connectingthemindiagrams,comparingdiagramsbetweenlearnersinthesamegroup,comparingdifferentgroups,comparinglearnerswithinstructormaps,etc.
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GlossaryAltmetrics
Altmetricsarealternativewaysofrecordingandmeasuringtheuseandimpactofscholarship.Ratherthansolelycountingthenumberoftimesaworkiscitedinscholarlyliterature,alternativemetricsalsomeasureandanalyzesocialmedia(e.g.,Facebook,Twitter,blogs,wikis,etc.),documentdownloads,linkstopublishingandunpublishedresearch,andotherusesofresearchliterature,inordertoprovideamorecomprehensivemeasurementofreachandimpact.
Audience
Thegroupaddressedbyacommunication(e.g.,thoseinattendanceofanOpenSciencetraining).Thetargetaudienceisagroupofindividualsthatwillbeaddressedoraffectedbythetraining.
Behaviorism(LearningTheory)
Behaviorismmeansthatlearningisgovernedbydrill-and-practiceandisbestdonewiththeuseofstimulitowhichthelearnersrespond.Thisgenerallymeansthatyouaskthelearnertodoanexerciseforwhichthereisaclearansweroraclearpathtofollow.Evaluationisclearandcaneasilybedonewiththehelpofsimplemetrics.
Cognitivism
Cognitivismisbasedontheinteractionbetweentheouterworldandwhatthereflectingbrainmakesoutoftheinformationperceivedincombinationwiththeknowledgethatithasalreadystored.Cognitivismconcentratesthereforeonproblemsolving.
Connectivism
Connectivismistheintegrationofprinciplesexploredbychaos,network,complexityand
Glossary
183
self-organizationtheories.Connectivismisdrivenbytheunderstandingthatdecisionsarebasedonrapidlyalteringfoundations,asnewinformationiscontinuallybeingacquired.
Constructivism
Constructivisminthestrictsensemeanstheworldisnotasitis.Insteadtheworldisprimarilytheproductofourindividualexperiencesandminds.Inthecontextofteachingandlearningthismeansthatlearnersthemselvescreatethepathoflearning.Thefocusishenceonthelearner’screativityandevaluationofprogressisnotbasedonthedifferentiationbetweenrightorwrong.
Copyright
TheaspectofIntellectualpropertythatgrantscreatorstherighttopermit(ornotpermit)thereproductionoftheircreations.Itisdistinctfromtrademarkrightsormoralrights.
CreativeCommons
Asuiteofstandardizedlicencesthatallowcopyrightholderstograntsomerightstousersbydefault.CClicencesarewidelyused,simpletouse,machinereadable,andhavebeencreatedbylegalexperts.ThereareavarietyofCClicences,eachofwhichuseoneormoreclauses.SomelicencesarecompatiblewithOpenAccessintheBudapestsense(CC0orthosecarryingtheBY,SA,andNDclauses),andsomearenot(carryingtheNCclause).
Curriculum
Curriculumreferstothelessonsandothertrainingcontenttaughtinaschoolorinaspecificcourseorprogramwithinadefinedstructure.
Data
Datainthesenseusedherearealldigitallyavailableobjects(simpleorcomplex)thatemergeoraretheresultoftheresearchprocess.
DataMining
Ananalyticprocessdesignedtoexploredatainsearchofconsistentpatternsorsystematicrelationshipsbetweenvariables,transformingdataintoinformationforfutureuse.
DigitalObjectIdentifier(DOI)
Auniquetextstringthatisusedtoidentifydigitalobjectssuchasjournalarticles,datasetsoropensourcesoftwarereleases.ADOIisonetypeofPersistentIdentifier(PID).
Glossary
184
Documentation
Adocumentationisdetailedinformationaswellasbackgroundandmethodologicalapproachaboutthedataorcode(e.g.,descriptionoftheproject,variables,andmeasuringinstruments).
FAIRData
FAIRData(accordingtoFORCE11principlesandpublishedinNatureScientificData)areFindable,Accessible,Interoperable,andRe-usable,inordertofacilitateknowledgediscoverybyassistinghumansandmachinesintheirdiscoveryof,accessto,integrationandanalysisof,task-appropriatescientificdataandtheirassociatedalgorithmsandworkflows.
Gamification
Theuseofgamedesignelementsandgamemechanicsinnon-gamecontexts,suchaseducationwhereitcanbeusedtobringextraengagement.
GDPR
(GeneralDataProtectionRegulation)seekstocreateaharmoniseddataprotectionlawframeworkacrosstheEU.Itaimstorestitutethecontrolofpersonaldatatocitizens,whilstimposingstrictrulesonthosehostingand'processing'thesedata,anywhereintheworld.TheRegulationalsointroducesrulesrelatingtothefreemovementofpersonaldatawithinandoutsidetheEU.
ImpactFactor
Anumericalmeasurethatindicatestheaveragenumberofcitationstoarticlespublishedovertheprevioustwoyearsinajournal.Itisfrequentlyusedasaproxyforajournal'srelativeimportance.Itstransfertotheimpactofindividualarticlespublishedinajournalisconsideredtobeproblematic.
IntellectualProperty
Alegaltermthatreferstocreationsofthemind.Examplesofintellectualpropertyincludemusic,literature,paintings,sculpturing,videoandotherartisticworks;discoveriesandinventions;andphrases,symbols,anddesigns.
Journal
Aseriesofpublishedresearcharticles.Historicallydividedintovolumesandissues.
Licence
Alicenseallowsathirdpartytoperformcertainactionswithaworkordata.Thelicense
Glossary
185
informsabouttheusagerightsofaresource(e.g.text,data,sourcecode).
Metadata
Metadataprovideabasicdescriptionofthedata,oftenincludingauthorship,dates,title,abstract,keywords,andlicenseinformation.Theyservefirstandforemostthefindabilityofdata(e.g.creator,timeperiod,geographiclocation).They.
OpenAccess
OpenAccessreferstoonline,freeofcostaccesstopeerreviewedscientificcontentwithfreereusabilityregardingcopyrightrestrictions.
OpenData
OpenDataareonline,freeofcost,accessibledatathatcanbeused,reusedanddistributedprovidedthatthedatasourceisattributed.
OpenEvaluation
Thedevelopmentofafairevaluationsystemorprotocolforresearchproposals,basedontransparencyoftheprocessandthoseinvolved.
OpenLabNotebooks
Aconceptofwritingaboutresearchonaregularbasis,suchthatresearchnotesanddataareaccumulatedandpublishedonlineassoonastheyareobtained.
OpenMaterials
Sharingofresearchmaterials,forexample,biologicalandgeologicalsamples,isanotherOpenSciencepractice.
OpenPeerReview
AnumbrellatermforanumberofoverlappingwaysthatpeerreviewmodelscanbeadaptedinlinewiththeaimsofOpenScience,includingmakingreviewerandauthoridentitiesopen,publishingreviewreportsandenablinggreaterparticipationinthepeerreviewprocess.
OpenScience
Openscienceisthemovementtomakescientificresearch,dataanddisseminationaccessibletoalllevelsofaninquiringsociety.
OpenSource
Availabilityofsourcecodeforapieceofsoftware,alongwithanopensourcelicensepermittingreuse,adaptation,andfurtherdistribution.
Glossary
186
PeerReview
Aprocessbywhicharesearcharticleisvettedbyexpertsfromthecommunitybeforepublication.
PersistentIdentifier(PID)
Apersistentidentifier(alsoPID)isauniqueandstabledenomination(reference)ofadigitalresource(e.g.researchdata)throughallocationofacodethatcanbepersistentlyandexplicitlyreferencedontheinternet.
Persistent/PreferredFileFormats
Non-proprietaryformatsthatfollowdocumentedinternationalstandards,arecommonlyusedbytheresearchcommunity,usestandardcharacterencoding(e.g.ASCII,UTF-8),andwerecompression,ifusedatall,islossless.
Preprint
Amanuscriptdraftthathasnotyetbeensubjecttoformalpeerreview,distributedtoreceiveearlyfeedbackonresearchfrompeers.
Preregistration
Researchershavetheoptionorarerequiredtosubmitimportantinformationabouttheirstudy(forexample:researchrationale,hypotheses,designandanalyticstrategy)toapublicregistrybeforebeginningthestudy.Preregistrationcanhelpcounterreportingbias.
READMEfile
Filewhereyoudocumentyourresearchdata.Thedocumentationshouldbesufficienttoenableotherresearcherstounderstand,replicateorreproducethedataorreusetheminanyotherway.
ReportingBias
Reportingbiasoccurswhencertainaspectsofastudyaresystematicallynotreportedtransparently,creatingwastageandredundancythroughselectivereportingornon-publishing.
Repository
Repositoryisdefinedastheinfrastructureandcorrespondingservicethatallowsforthepersistent,efficientandsustainablestorageofdigitalobjects(suchasdocuments,dataandcode).
ReproducibleResearch
Glossary
187
Reproducibilityisaspectrumandinstructorsshouldchoosethedefinitionmostusedbytheiraudience.Generallyspeaking,reproducibleresearchmakesitpossibletoobtainsimilarresultsofastudyorexperimentandindependentresultsobtainedwiththesamemethodsbutunderdifferentconditions(i.e.,pertainstoresults).Somebreakthedefinitionintolevelsofreproducibility,includingcomputationallyreproducible(alsocalled"reproducible"):wherecodeanddatacanbeanalyzedinasimilarmannerasintheoriginalresearchtoachievethesameresults,andempiricallyreproducible(alsocalled“replicable”):whereanindependentresearchercanrepeatastudyusingthesamemethodsbutcreatingnewdata.
ResearchImpact
Involveacademic,economicandsocietalaspects,orsomecombinationofallthree.Impactisthedemonstrablecontributionthatresearchmakesinshiftingunderstandingandadvancingscientific,method,theoryandapplicationacrossandwithindisciplines,andthebroaderrolethatthisplaysoutsideoftheresearchsystem.
ResearchFunder
Aninstitute,corporationorgovernmentbodythatprovidesfinancialassistanceforresearch.
ScholarlyCommunication
Thecreation,transformation,dissemination,andpreservationofknowledgerelatedtoteaching,research,andscholarlyendeavors;theprocessofacademics,scholarsandresearcherssharingandpublishingtheirresearchfindingssothattheyareavailabletothewideracademiccommunity.Thecreation,transformation,dissemination,andpreservationofknowledgerelatedtoteaching,research,andscholarlyendeavors;theprocessofacademics,scholarsandresearcherssharingandpublishingtheirresearchfindingssothattheyareavailabletothewideracademiccommunity.
Sharing
Thejointuseofaresourceorspace.Afundamentalaspectofcollaborativeresearch.Asmostresearchisdigitally-authored&digitally-published,theresultingdigitalcontentisnon-rivalrousandcanbesharedwithoutanylosstotheoriginalcreator.
Subscription
Aformofbusinessmodelwherebyafeeispaidinordertogainaccesstoaproductorservice-inthiscase,theoutputsofscholarlyresearch.
Trainer
Themoderatorandinstructorofatraining,whoseroleistoensurethetraining
Glossary
188
objectivesaremet,runthepractice,andensurenooneisleftout.
Training
Trainingisanyorganisedactivitythatteaches,informs,ortransfersskillsorknowledgeonspecificusefulcompetenciesthroughactive,engagedlearning.
TrainingFormat
Aconventionallynamed,standardiseddeliverymethodthatisappliedbyatrainerandincludesanynumberofthepedagogicaltoolsnecessary(i.e.motivation/demotivation,hands-onapproaches,etc).
VersionControl
Versioncontrolisthemanagementofchangestodocuments,computerprograms,largewebsites,andothercollectionsofinformationinalogicalandpersistentmanner,allowingforbothtrackchangesandtheabilitytorevertapieceofinformationtoapreviousrevision.
AdditionalResourcesOpenResearchGlossary,hostedbytheR2RC.
FOSTERTaxonomy
OpenDefinition
Lexicon-of-Learning(ASCD)
Glossary
189
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Abouttheauthors&facilitators
Authorsatthesprintevent
SonjaBezjak
UniversityofLjubljana,[email protected]@sonja_adp
IntheSocialScienceDataArchivesIamprimarilyengagedwithissuesrelatedtoopenaccesstoresearchdata.Oneofmyrolesistotraindifferentstakeholdersonresearchdatapolicy,researchdatamanagementplanning,datacitation,datapublicationsetc.AsamemberofCESSDAERICtraininggroupItrytosharemyknowledgeandexperienceinternationally.
Iwastaughtaboutscientificvalues,includingtransparencyandreproducibilitywhilestudyingsociology.Butonlylaterfrommyfriends,aphysicistandanengineer,IlearntabouttheOpenSourcemovement.Iimmediatelyunderstoodtheimportanceofspreadingtheideaofnothidingyourfindingsandsharingyourknowledgewithothersassoonaspossible.OnlywhenIstartedtoworkattheSocialScienceDataArchives(UniversityofLjubljana,Slovenia)andbecameheavilyinvolvedintheOpendataprojectIrealizedhowmucheffortwasneededtochangethecultureandtobeabletogetoverthebarriersofnotopenlysharingresearchoutputs.Ihopethishandbookwillhelpinmakingscienceasopenandunderstandableaspossible.
PhilippConzett
UiTTheArcticUniversityofNorway,Norway
AbouttheAuthors&Facilitators
196
[email protected]@philippconzett0000-0002-6754-7911
Trainedasalinguist,IonlyhadavagueunderstandingofOpenSciencewhenIstartedtoworkasaresearchlibrarianatUiTTheArcticUniversityofNorwaybackin2014.Luckily,Isoonwasinvolvedindevelopingandrunningresearchsupportservices,includingrepositoriesforopenresearchdata,startingwithadiscipline-specificone(TROLLing),thenaninstitutionalone(UiTOpenResearchData),andfinallyanationwideone(DataverseNO).ParticipatingintheOpenSciencebooksprinthasbeenafruitfulcontributiontomytrainingcompetence.
TherearetwomajorpitfallsforOpenSciencetrainers,asIseeit.One,novicetrainersmayfeelsooverwhelmedbythetopicstocover,andtheavailableresourcesthattheydon’tgetstarted.Two,experiencedtrainerspromotingOpenSciencemayturntheireffortstoomuchintoamovementonlyaccessiblefortheinitiated.Ihopethisbookcanhelptoovercomebothobstacles.
PedroL.Fernandes
InstitutoGulbenkiandeCiência,[email protected]@pfern0000-0003-2124-0241
IrunatrainingprogrammeinBioinformaticsattheInstitutoGulbenkiandeCiência,inOeiras,PTsince1999.Morethan5000courseparticipantsin19years.Extendingthisactivitywithdistanceande-learning,tobetterreachfor21stcenturylearners.IamanadvocateofOpenAccess,OpenData,OpenSourceandOpenSciencethattakesanypossiblechancetoputthesecausesthroughviatraining.Iamconsciousthatthismovementneedstoscale-upandreachfornon-scientistsaswell,soIamveryinterestedinitsamplificationanddiffusion.
OpenScienceisanattitudethatrequiresalargebutfeasibleeducationstep.Advocateslikemeneedtojoinforcesandmakeithappeneveryday.TraininginOpenScienceisneededatawiderangeoflevels.Toaddresstheentrylevel,togetherwithRutgerA.Vos,wepreparedthefreee-book"OpenScience,OpenData,OpenSource"in2017(http://osodos.org).Moreadvocacyandtrainingtocome.
EditGörögh
UniversityofGöttingen,Germany
AbouttheAuthors&Facilitators
197
[email protected]@gorogh_edit0000-0002-0766-418X
IamcurrentlyworkingattheUniversityofGöttingenasaprojectofficerforOpenUP,anEUfundedprojectwhichaimsatdevelopingacohesiveframeworkfornewmethods,indicatorsandtoolsforpeerreview,disseminationofresearchresults,andimpactmeasurement.Ihavebeenininvolvedinknowledgemanagementandopenscience/accessrelatedprogramsformorethan10years.
WorkingforOpenScienceprojects,IhadthechancetogetacquaintedwithboththediversecommunityofOpenScienceadvocatesandthereluctant,skepticalgroupsofresearchersanddecisionmakers,whichbothurgedmetogetmoreimmersedintheOpenSciencediscourseandfollowdevelopmentsandlearnaboutthetoolsandmethodstospeakeffectivelyaboutthebenefitsandchallengeswefaceinthechangingworldofresearchcommunications.
KerstinHelbig
Humboldt-UniversitätzuBerlin,[email protected]@FrauHelbig0000-0002-2775-6751
IamresearchdatamanagementcoordinatoratHumboldt-UniversitätzuBerlin,Germany.Inmyconsultativecapacity,Iassistresearchersinthemanagementoftheirresearchdataandorganizetrainingaswellasinformationsessions.
Formethebiggestchallengewithopensciencetrainingistoshowresearchersthatopenscienceismorethanapoliticalaimoramoralresponsibility.Itisessentialtoshowthattherearelevelsofopenscience.Onecanstartwithalittlestepwithouthavingtoopenupcompletelyfromonedaytoanother.Inmytrainings,Iespeciallylikethemixofbackgrounds,disciplinesandpriorknowledge.Theymakethetrainingallthemoreinteresting.Irememberonetrainingcourseinparticular:oneparticipant(aprofessor)registeredanORCIDonthespotwhileIwastalkingabouttheadvantagesofpersistentidentifiers.
BiancaKramer
UtrechtUniversity,[email protected]@MsPhelps0000-0002-5965-6560
AbouttheAuthors&Facilitators
198
Byday,Iamalibrarianforlifesciencesandmedicine.Myafterhoursprojectis101InnovationsinScholarlyCommunicationtogetherwithJeroenBosman.Wedoresearch,trainingandadvocacyonopenscience,tomakeresearchmorerelevant,robustandequitable.
Traininginopenscienceisrewardingbecauseitisnotjustaboutteachingpeoplenewskills,it'saboutdiscussingfundamentalconceptsandexchangingdifferentviewpointsandopinions.Asaparticipantinoneofourcoursessaid:'Icametolearnpracticalthingstoapplyinmyresearch,butIdiscoveredIamnowpartofamovement'.Tome,asuccesfulltrainingshouldbeinteractiveandhands-on,toencouragepeopletoexploreandchallengetheirperceptions.Thatincludesmyownroleasatrainer:alwaysbeopentotrynewthingsandlearnfromthepeopleparticipatinginyourtraining.
IgnasiLabastida
UniversitatdeBarcelona,[email protected]@ignasi0000-0001-7030-7030
PhDinPhysics,UniversitatdeBarcelona(UB),2000.Now,devotedtoopenness:HeadoftheOfficefortheDisseminationofKnowledgeattheCRAIoftheUBandpublicleaderofCreativeCommonsinSpainsinceitsbeginningin2003.
Ihopeinthenearfuturetherewillbenoneedtotrainaboutopensciencebecausethosepractices,nowdescribedhere,willbethedefaultones.Therewillbenoneedtoattachtheopentaganymore,andresearcherswouldneedtojustifywhytheyclosesomeoftheirresultsoractivities.Ithinkthisbookmayhelptoachievethissituationbyshowingalotofrobustexamplesandviablecasestoperformresearchopenly.
KyleNiemeyer
OregonStateUniversity,[email protected]@kyleniemeyer0000-0003-4425-7097
IamanAssistantProfessorofMechanicalEngineeringatOregonStateUniversityinCorvallis,Oregon,USA.Myresearchgroupstudiescombustionandfluidflowsusingcomputersimulations,anddevelopnumericalmethodsandparallelcomputingstrategies.Openscienceadvocate!
AbouttheAuthors&Facilitators
199
Asagraduatestudent,Ifrequentlyfacedroadblocksinmyresearchduetosoftwarenotbeingsharedopenly;now,astheleaderofaresearchgroup,mystudentsandIfacedataavailabilityandformattingchallengeswhenworkingwithresultsintheliterature.However,simplyshowingothershoweasyitcanbetoshareresearchproductsopenlycanbeenoughtocatalyzechange,ascanleadingbyexample.
FotisPsomopoulos
CenterforResearchandTechnologyHellas,[email protected]@fopsom0000-0002-0222-4273
FotisisaBioinformaticianattheInstituteofAppliedBiosciences(INAB|CERTH)inThessaloniki,Greece.HewasawardedhisPhDinElectricalandComputerEngineeringin2010withafocusonBioinformaticsande-infrastructures,andaparticularappreciationtoopenandreproduciblemethods.Hespendssignificanttimeintrainingactivities,bothwithinformalacademicstructuresaswellasthroughtheCarpentriesasacertifiedInstructorandTrainer.Heramblesaboutbitsandpiecesonhiswebsite.
ConvincingpeoplethatspendingtheextratimetoputtogetheraJupyternotebookwithallthetext,notes,scriptsanddatacurrentlystoredinvarious"dusty"andforgottenfoldersontheircomputer,willactuallyhelpthembecomeabitmoreorganized.#smallvictories#reproducibility
TonyRoss-Hellauer
Know-CenterGmbH,[email protected]@tonyR_H0000-0003-4470-7027
TonyRoss-HellauerisSeniorResearcher(OpenScience)atKnow-Center,Graz,Austria.HehasaPhDinInformationStudies(UniversityofGlasgow,2012)andisanenthusiasticadvocateofOpenAccessandOpenSciencewhoseresearchinterestsincludepeerreview,metadata,andthephilosophy/historyoftechnology.
Althoughcreatinganddeliveringtrainingeventsisverydaunting,trainingothersnotonlytodoOpenScience,butalsotoseethevalueofitfortheireverydayresearch,isoneofthemostrewardingaspectsofworkinginthisarea.Asatrainer,whenlearnersareengagedtosharetheirownexperiencesandyoucanfeelhowtheyareabletorelatetheirnewknowledgetotheseexperiences,itisveryexciting.
AbouttheAuthors&Facilitators
200
RenéSchneider
HES//SO-GenevaSchoolofBusinessAdministration,[email protected]@datosestupendos0000-0003-4897-8561
RenéSchneiderisaprofessorinInformationScienceatGenevaSchoolofBusinessAdministration(beingpartoftheUniversityofAppliedSciencesandArtsWesternSwitzerland).Originallytrainedasacomputationallinguist,heismainlyinterestedindataandallofitsaspects.
Idiscoveredthefieldofresearchdatamanagementquitelatelyandmainlygotengagedbecauseofthecomplexityandhighpotentialofopenscience.Afterhavingmanagedaprojectonhowtotrainlibrarianstobecomeinstructorsforresearchdatamanagement(www.researchdatamanagement.ch),Iexperiencedmyselfthatopenscienceopendoors,leadstoabetterunderstandingandreuseofscientificoutcomesandfinallylinkstheacademicivorytowertotheworldoutside.
JonTennant
OpenScienceMOOC,[email protected]@protohedgehog0000-0001-7794-0218
Jonfinishedhisaward-winningPhDinPalaeontologyatImperialCollegeLondonin2017,andbecametheCommunicationsDirectorofScienceOpenfortwoyearsin2015.Now,heisindependentlycontinuinghisresearchintodinosaurevolution,whileworkingonbuildinganOpenScienceMOOCtohelptrainthenextgenerationofresearchersinopenpractices.HehaspublishedpapersonOpenAccessandPeerReview,iscurrentlyleadingthedevelopmentoftheFoundationsforOpenScienceStrategydocument,andisthefounderofthedigitalpublishingplatformpaleorXiv.JonisalsoanambassadorforASAPbioandtheCenterforOpenScience,aMozillaOpenLeadershipmentor,andtheco-runneroftheBerlinOpenSciencemeetup.Heisalsoafreelancesciencecommunicatorandconsultant,andhaswrittenakidsbookcalledExcavateDinosaurs.
IthinkthemostchallengingaspectofOpenScienceiseducation.Itisanenormouslycomplexparadigm,withitsownlexicon,practices,principles,andrepresentsaquitehighlearningbarrierinmanycases.However,watchingothersdeveloptheirknowledgeandskillsisincrediblyrewarding,andIfindmyselflearningmorewitheverynewexperiencetoo.Ultimately,weallhavethesamethinginmind-afairer,moreequitable,transparentand
AbouttheAuthors&Facilitators
201
rigoroussystemofscientificresearch,andwatchingthehugestepstheglobalresearchcommunity,andespeciallyyoungergenerations,aretakingtowardsthisisveryinspiring.</td>
EllenVerbakel
4TU.CentreforResearchData,[email protected]@Ellen4TUData0000-0002-8194-6724
Ellenisalibrarianbyeducation.ShehasalongexperienceinfacultylibrarianshipattheTUDelft.AfterthatsheworkedattheDelftUniversityPressandorganisedpeerreviewprocessforthreejournals.Shealsodesignedtheopenaccessorthejournals,backin2000!Asfrom2005shedevelopedthepublicationrepositoryfromTUDelftandshemovedto4TU.CentreforResearchData(atthattime3TU.Datacentrum)in2009.In2013sheco-designedthetrainingEssentials4DataSupport,sheissincethenanenthusiastictrainer.
Wherewouldwebewithouttraining?WeneedtobeawareofallaspectsofOpenScienceandbeabletoenthusiasmmanyothers!ThisHandbookhelpseducatorstomaketheirtrainingmoreeffectiveinordertomakeOpenSciencethestandard.
Authorsatthesprinteventremotely
AprilClyburne-Sherin
CodeOcean,[email protected]@april_cs&@methodpodcast0000-0002-5401-7751
Aprilisanepidemiologist,methodologist,andexpertinopensciencetools,methods,training,andcommunitystewardship.SheholdsanMSinPopulationMedicine(Epidemiology).Since2014,shehasfocussedontrainingscientistsinopenandreproducibleresearchmethods(CenterforOpenScience,SenseAboutScience,SPARC).InhercurrentroleofOutreachScientist,shetrainsscientistsincomputationalreproducibilitybestpracticesusingCodeOcean.
Ihavebeenluckyenoughtomakealivingoutoftrainingotherscientistshowtosciencebetter.MycommunityofsupportgrowswitheachworkshopandIhopethishandbookmighthelpgrowtheopenresearchtrainingcommunity.Conversationsaboutopenresearchoftenoccurinecho-chambersofwell-meaningresearchers(likemyself)andlibrarianswithsimilar
AbouttheAuthors&Facilitators
202
worldviews.TraininginopenresearchcanbesimilarlysiloedwithWesternorNorthernperspectivesbeingtaughtasthoughuniversal.Addingcontextandnewperspectivestoopenresearchconversationsistheonlywaytomakeknowledgeworkforeveryone.Thecontentwecapturedduringthissprintislimitedbyourownexperiences,butasotherauthorsaddandeditbasedontheirownexperiences,wecanaimforahandbookthatcanimprovehowwetalkandtrainothersinopenresearch.
Facilitatorsonsite
HeleneBrinken
UniversityofGöttingen,StateandUniversityLibrary,[email protected]@helenebrinken0000-0002-3278-0422
ResponsibleforOutreachandAdvocacyintheFOSTERprojectatGöttingenUniversitysinceMay2017.BackgroundinInformationSciencewithfocusone-learningandusability&userexperience,nowdevelopinglearningmaterialsandfacilitatingworkshops.
BeforeworkingforFOSTERIworkedwithyoungactivistsengagingforworldwideeducationandagainstsocialinjustice.Ilearnedhowimportantgroupdynamicsareandwhatcanbeachievedwhencombiningforces.Culturechangestartsatthelevelofindividuals.BringingtogethertheresearchersinterestedinOpenSciencecanbeagreatstepforwardtofosterOSatyourinstitution.Iftheygetsupport,meetotherenthusiastsandlearntheycansoonbemultiplicatorsthemselves.
LambertHeller
TIB-GermanNationalLibraryofScienceandTechnology,Hannover,[email protected]@Lambo0000-0003-0232-7085
Withabackgroundinsocialsciences,I’malibrarianbytraining,workingasasubjectspecialistatauniversitylibraryforseveralyears,andkickedoftheOpenScienceLabatTIB(GermanNationalLibraryforScienceandTechnology)in2013,nowrunninganumberofgrantprojects.Facilitatingandadvisingbooksprintssince2014.HelpedtomakeVIVO,afreecurrentresearchinformationsystem(CRIS)basedentirelyonLinkedOpenData,popularinGermany.Kickedofafewdiscussionsinlibrarylandandelsewhere,e.g.onBlockchainforScience.
AbouttheAuthors&Facilitators
203
Whengivingworkshops(e.g.,ahalfdayworkshopforPhDstudentsandPostDocsfromLeibnizResearchAssociationinGermanyin2017,onthematterofscholarlyprofileandcollaborativewritingservices)it’salwaysapleasuretotapintothecuriosityoflearners.Eventhebusieststudenthasexperiences,questionsandimagineshowthingscouldworkbestforthem.Ilovetomakeuseofthispositiveenergy!Anditmakesitmucheasierforatrainertorunatrainingsession.
AbouttheAuthors&Facilitators
204
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