Table of Contents - Foster Open Science · Principles: Open Science is about increased...

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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

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

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

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)

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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

Readme

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

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?

Introduction

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

Introduction

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

Wehavetriedtoacknowledgeallofoursources.Ifforsomereasonwehaveforgottentoprovideyouwithpropercreditsithasnotbeendonewithmaliciousintent.Feelfreetocontactusatelearning@fosteropenscience.euforanycorrections.

Introduction

OpenScienceBasicsThischapteraimstoprovideconcretecontextaswellasthekeypointsforthemostrelevantaspectsofOpenScience.StartingfromthecoreconceptsandprinciplesofOpenScience,thechaptercontinuestoaddresscomponentssuchasOpenResearchData,OpenAccess,OpenPeerReviewandOpenSciencePolicies,togetherwithmorepracticalaspectssuchasReproducibleResearch,OpenSourceSoftwareandOpenLicensingandFileFormats.

Eachsectionisstructuredsothatitincludesashortdescriptionofthetopic,anexplanationoftherelevancetoOpenScience,thekeylearningobjectivesthatshouldbehighlightedwithinthecontextofatrainingsession,themajorcomponents(knowledgeandskills)thatshouldbeinvolved,somefrequentquestions/obstacles/misconceptionsthatareencounteredforthattopic,andfinallytheexpectedoutcomesofatrainingsessionandsomefurtherreading.

OpenScienceBasics

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,

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

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.

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.

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

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).

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)

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.

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

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.

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:

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;

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,

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

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

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

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).

Q:"Isitsufficienttomakemydataopenlyavailable?"

A:"No—opennessisanecessarybutnotsufficientconditionformaximumreuse.DatahavetobeFAIRinadditiontoopen."

Q:"WhatdotheFAIRprinciplesmean/implyfordifferentstakeholders/audiences?"

A:"Thisisagreattopicfordiscussion!"

Obstacle:Researchersmaybereluctanttosharetheirdatabecausetheyareafraidthatotherswillreusethembeforetheyhaveextractedthemaximumusagefromthem,orthatothersmightnotfullyunderstandthedataandthereforemis-usethem.

(suggested)A:Youmaypublishyourdatatomakethemfindablewithmetadata,butsetanembargoperiodonthedatatomakesurethatyoucanpublishyourownarticle(s)first.

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.

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/

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

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?

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.

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

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.

Createdocumentationforasoftwarepackage,includingREADME,comments,andexamples.

Appropriatelycitesoftwareusedforapaper.

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).

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).

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).

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.

Rationale

Overarchingfactorscanfurthercontributetothecausesofnon-reproducibility,butcanalsodrivetheimplementationofspecificmeasurestoaddressthesecauses.Thecultureandenvironmentinwhichresearchtakesplaceisanimportant‘top-down’overarchingfactor.Froma‘bottom-up’perspective,continuingeducationandtrainingforresearcherscanraiseawarenessanddisseminategoodpractice.

Whileunderstandingthefullrangeoffactorsthatcontributetoreproducibilityisimportant,itcanalsobehardtobreakdownthesefactorsintostepsthatcanimmediatelybeadoptedintoanexistingresearchprogramandimmediatelyimproveitsreproducibility.Oneofthefirststepstotakeistoassessthecurrentstateofaffairs,andtotrackimprovementasstepsaretakentoincreasereproducibilityevenmore.Someofthecommonissueswithresearchreproducibilityareshowninthefigurebelow.

Source:Reproducibilityandreliabilityofbiomedicalresearch:improvingresearchpractice.

Goodman,Fanelli,&Ioannidis(2016)notethatinepidemiology,computationalbiology,economics,andclinicaltrials,reproducibilityisoftendefinedas:

theabilityofaresearchertoduplicatetheresultsofapriorstudyusingthesamematerialsaswereusedbytheoriginalinvestigator.Thatis,asecondresearchermightusethesamerawdatatobuildthesameanalysisfilesandimplementthesamestatisticalanalysisinanattempttoyieldthesameresults.

Thisisdistinctfromreplicability:

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

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.

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).

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

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.

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.

Furtherreading

Calculateyourpower:Buttonetal.(2013)studyoftherelationshipbetweenreproducibilityandpower.

Informativenaming:KarlBroman’sDataOrganizationmodule:Choosegoodnamesforthings

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

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

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

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.

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

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.

Skills

Chooseasuitablerepositoryorservertopostapreprintaccordingtoyourdiscipline

Selfarchiveapublicationinasuitablerepository,institutionalorsubject-based,followingthepossiblerestrictionsposedbythepublisher,mainlyrelatedtotheallowedversiontobedepositandtheembargoperiod.

Chooseamongtheoptionsofopen-accessjournalsandpublishingplatformsavailable

Findavailablefundsordiscountstopublishinopen-accessjournalsifneeded

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.

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.

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

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.

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

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

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:

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.

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

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

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

7.CollaborativePlatforms

Whatisit?

Onlinecollaborativeplatformsconnectgeographically-dispersedresearcherstoenablethemtocooperateseamlesslyontheirresearch,sharingresearchobjectsaswellandideasandexperiences.Collaborativeplatformsareusuallyonlineservicesthatprovideavirtualenvironmenttowhichmultiplepeoplecanconcurrentlyconnectandworkonthesametask.Thesecanrangefromextensivevirtualresearchenvironments(VREs)whichencompassahostoftoolstofacilitatesharingandcollaboration,includingwebforumsandwikis,collaborativedocumenthosting,anddiscipline-specifictoolssuchasdataanalysisorvisualisation,rightdowntosinglespecifictoolswhichenableresearcherstoworktogetherinrealtimeonspecificaspectsofresearch(suchaswritingoranalysis).

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

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

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.

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.

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

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

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

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

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

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

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.

Skills

Exampleexercises

Traineesworkingroupsofthree.Eachindividuallywritesareviewofashortacademictext

Reviewapaperonapre-printserver

Useafreebibliometricsoraltmetricsservice(e.g.Impactstory,Paperbuzz,Altmetricbookmarklet,Dimensions.ai)tolookupmetricsforapaper,thenwriteashortexplanationofhowexactlyvariousmetricsreportedbyeachservicearecalculated(it’sharderthanyou’dassume;thiswouldgetatthechallengesoffindingpropermetricsdocumentationforeventheseeminglymosttransparentservices)

Q:Isresearchevaluationfair?

A:Researchevaluationisasfairasitsmethodsandevaluationtechniques.Metricsandaltmetricstrytomeasureresearchqualitywithresearchoutputquantity,whichcanbeaccurate,butdoesnothavetobe.

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

9.OpenSciencePolicies

Whatisit?

WecoulddefineOpenSciencepoliciesasthosestrategiesandactionsaimedatpromotingOpenScienceprinciplesandatacknowledgingOpenSciencepractices.Thosepoliciesareusuallyestablishedbyresearchperforminginstitutions,researchfunders,governmentsorpublishers.Theinitialpolicieswereaimedatrequiringanopendisseminationoftheresearchresultsbasedontheideathatresultsachievedfrompubliclyfundedresearchshouldbeavailabletothepublicwithoutanyrestriction.However,nowthescopeofthepolicieshasgrownandwemayfindnationalpoliciesfosteringOpenSciencepracticesatanypointoftheresearchlevel.Moreover,wemightfindspecificprovisionsinnewandexistinglaws,regulationsordirectives.

OpenSciencePolicies

Rationale

SinceoneofthemaindriverstoOpenSciencearethecurrentpoliciesestablishedbyinstitutions,funders,governmentsandpublishers,itisimportanttoknowhowtheyaffectanyresearcher.IfyouareplanningtodesignapolicyaimedattheadoptionandacknowledgementofOpenSciencepracticesisimportanttoknowtheexistingpoliciesinordertoavoidanyoverlappingorcontradiction.Thereforeresearchersandpolicymakersshouldhaveaknowledgeofthecurrentpoliciesandshouldbeabletounderstandhowtheyaffectthem.

Learningobjectives

OpenSciencePolicies

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.

OpenSciencePolicies

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.

OpenSciencePolicies

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.

OpenSciencePolicies

FurtherReading

ProvidingresearcherswiththeskillsandcompetenciestheyneedtopractiseOpenScience.ReportoftheWorkingGrouponEducationandSkillsunderOpenScience.

ResourcesavailablefromPasteur4OA,andLEARN

TheFOSTERcoursesDesigningSuccessfulOpenAccessandOpenDataPolicies:IntroductoryandDesigningSuccessfulOpenAccessandOpenDataPolicies:Intermediate

HowOpenIsIt?.GuidetoResearchFundersPoliciesbyOpenResearchFundersGroup&SPARC

OpenSciencePolicies

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

CitizenScience

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

CitizenScience

Knowledge

TheEuropeanCitizenScienceAssociation(ECSA)createdabestpracticeguidelineonwhatconstitutesgoodcitizenscienceandwrotethe10principlesofCitizenScience.Thisstatementhasbeentranslatedintomanylanguages.Those10principlesoffersaguidanceofbestpracticesforanyprojectbasedonCitizenScience.

Whenstartingacitizenscienceprojectthereareafewkeyelementsthatmustbetakeintoaccount:howareyougoingtoengagecitizens?howareyougoingtoensuredataquality?howareyougoingtodealwithethicsandlegalissues?

AlthoughthereisstillanopendebateonhowtoassesssomecitizenscienceactivitiestherearealreadysomeexamplesthatcanbeincludedassocietalimpactinevaluationreportslikethecasesstudiesextractedfromtheUKResearchExcellenceFramework.

Skills

Beabletodifferentiateindifferentcitizenscienceprojectapproaches:projectswherecitizensjustprovidedataversusprojecteswherethecitizenengagementisalongtheresearchproject.

Beabletoprovideadviceonlegalandethicalaspectsregardingthecollectionofdata,includingpersonaldatafromcitizens.

Beabletoprovidedifferentsolutionsonsharingresearchoutputs.

CitizenScience

Oneofthecontroversiesthatusuallyariseincitizenprojectsishowresearchersmakedatagatheredbycitizenspubliclyavailable.Researchersshouldbeawareonhowthisdatacanbesharedtakingintoaccountlegalandethicalaspects.

Thelackofrewardsforcitizensciencepracticesiftheydonotendina"traditional"researchoutput:paper,proceedingetc.isacommonissuewhentrainingoncitizenscience.Probablyagoodwaytoovercomethisissueistostartaconversationonhowparticipantswouldliketogetrewardedandwhichmethodstheypropose.

Learningoutcomes

1. Traineeswillbeabletoknowthedifferentapproachesofcitizenscienceprojectsandhowtodealwithlegalandethicalaspects,especiallyinrelationwithdatamanagement.

2. Participantsinthetrainingsessionswouldlearnhowtoengagecitizensintheirresearchatanypointoftheirresearchactivities.

Furtherreading

CitizenScience

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

CitizenScience

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

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:

CreativeCommonsSearch)forimage,audio,andvideofilesOpenEducationConsortium)foropencoursematerialOERCommons)foreducationalresources

Q:Howcanyouensurequalityofthematerials?

A:Thisisnotalwaysagiven.SofarthereisnoqualitysealforOERmaterials.Openusercomments,peerreview,andthepublicationofmaterialsonplatformsofestablishedinstitutionslikee.g.universitiescanprovideafirstindicationofquality.Justaswithprintedtextmaterials,qualitycanthoughnotbeguaranteed.Thisunsettlesmanyusers.TheactualityandadaptabilityofthematerialsneverthelessspeaksfortheuseofOER.Attheendoftheday,youonlyknowyourselfwhethertheselectedmaterialissuitablefortheintendedpurposeandwhetheritscontentiscorrect.

Learningoutcomes

1. Traineeswillbeabletodistinguishbetweencopyrightedandfreematerials.2. Thecombinationofdifferentlicensetypesandtheireffectswillbeknown.3. Theywillbeabletofind,useandcreateOpenEducationalResources.

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/

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.

OpenAdvocacy

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.

OpenAdvocacy

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

OpenAdvocacy

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.

OpenAdvocacy

MakeyourownemailtemplatereplyaboutonlyreviewingforOAjournals,etc.Reuse/baseitononesouttherealready.

OutlineconcretesolutionsandbenefitsOpenSciencecandeliverforcurrentheadachesuniversityadministratorsmaystrugglewith.

Findyourlocaladvocacygroupandvolunteerforthem!

Lackofinterestfromaudiences.Lackofunderstandingthevalue.

Theinstitutionand/orseniormanagementisconcernedabouttheimpactoftheadvocacyefforts.

Learningoutcomes

Thetrainerwillbeabletoconsiderthetrainingeventinthecontextofaprogram.

OpenAdvocacy

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

OpenAdvocacy

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.

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.

Strategies

Therearedifferenttheoreticalapproachestolearningandtraining,whicharesometimesalsoinfluencedbythecultureyoulivein.Somepeopleliketotalkandgivelectures.Othersliketolisten,othersdon’t.Someexercisesaresimpleandlookforclearanswers.Otherexercisesarecenteredaroundproblemsandfocusongivingtheparticipantstimeandspacetoreflectonthemandfindsolutions.Finally,sometrainingsaredesignedtogivetheparticipantsmaximumfreedomandletthembeascreativeaspossible.Successintrainingsliketheseismoredifficulttoevaluate.

Fourwellknownlearningtheoriesarebehaviorism,cognitivism,connectivismandconstructivism.Theydescribedifferentperspectivesonhowpeoplelearn.

Thissimplifieddiagramsummarisestheirmaincharacteristicsinverypracticalterms:

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?

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.

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

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:

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

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.

Apresentdayversion(since2001)canalsobefoundhere:https://thesecondprinciple.com/teaching-essentials/beyond-bloom-cognitive-taxonomy-revised/

Bloom’sTaxonomyisaclassificationmethodwithsixlevels.UsingBloom’sTaxonomyisworththeeffortbecauseitrepresentsasignificantsteptowardsadesiretobuildrobusttrainingandteaching.TogetherwithBloom’sTaxonomyyoucanfindseveraltypesofdesignaidssuchasannotatedterminologies,verbstouseortoavoidincourseplanningandbuildingassessmentquestions,etc.

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.

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

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

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.

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

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.

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.

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).

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.

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.

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

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):

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.

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.

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.

KlausW.Döring:HandbuchLehrenundTrainiereninderWeiterbildung.BeltzVerlag(Weinheim,Basel)2008.

Foradeeperunderstandingofthematter:

Knowles,MalcolmS,ElwoodFHolton,andRichardASwanson.TheAdultLearner:TheDefinitiveClassicinAdultEducationandHumanResourceDevelopment.Oxford:Butterworth-Heinemann,2011.

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?

Whatsortofvenuetypedoyouneedforthisformat?

Toprovideyouwithinitialguidanceoverpossibletypesoftrainingandtheircharacteristics,seethetablebelowforrecommendations.

TYPEOFTRAINING

Liveworkshop Course/class Lecture Online

Training

AudienceSize

lessthan20 x x x x

lessthan40 x x x

morethan40 x x

none x x

little x x x x

loaded x x

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]

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).

Activelyinvitetrainersandspeakersfromunderrepresentedgroups.Makesuretodiscusswiththemtheirspecificgoalsandneeds,andincludetheseintheplanningoftheevent.TolearnmoreabouttrainersseeOnlearningandtrainingchapter,Expectationsaboutatrainersubchapter.Ensurethataproportionofparticipantspotsarereservedforattendeesacrossethnicbackgrounds,genderidentities,disciplinesandgeographicregions[linktoOnlearningandtrainingchapter:Inclusiveengagement].Tolearnmoreabouthowtomakeyourworkshopinclusiveandwelcoming,seetheConferencePlanningChecklistbySPARC.

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.

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

withrunninganevent.Itisgoodtoidentifytimeneededforstafftopreparematerialsandcontentwhichisoftennotbudgetedfor.Thesecostsmaybecoveredthroughasacoreaspectofthejob,butifnotitmightbewisetoensurefundingtocoverthisaspectissourced.

Considerdifferentwaysofcreatingabudgetforyourtraining.Ifpossiblerequestfundsfromyourinstitution.Otherwiseyoumighthavetochargeafeefromparticipantsorlookforscholarshipsandotherwaysoffunding.

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

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-

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.

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

betweenMrsandMs.

Youcanmakeashortpolltomeasurewhatdoparticipantsalreadyknowaboutthetopic(theirpre-knowledge).Itcanhelpyoutopreparetrainingmaterial.Makeclearwhatdataisgoingtobeshared/retainedandwhy.Alwaysofferpeopletheoptionofoptingout,andkeepanyinformationyoudoarchivesafelystored.Considercreatingalistofinterestedparticipantsforanewsletterorforkeepingintouch,butbeawareofdataprotection(liketheEUGeneralDataProtectionRegulation(Regulation(EU)2016/679)).

Dependingonthesizeoftheaudience,provideaseparatestaffedregistrationdesk.Makesurestaffhasallinformationincludingaparticipantslist,andletthemtakecareofbadgesandattendancesheets/certificates.

Ifthereisnoseparateregistrationdesk,prepareacheatsheetwithinformationtokeepathand(think:publictransportation,emergencynumbers,requestsforcertificates,safetyduringtheeventetc.).

Duringtheevent

Doyouhaveconsentfromparticipantstore-useorsharetheircontactinformationortotakepicturesandpublishthem?Didallparticipantssigntheparticipantslist?

Communication

Longbeforetheevent

Prepareandsendformalinvitationstoparticipants,guestandkeynotespeakers.

Createawebsiteforthetrainingevent,suchasusingGitHubPagesoronaninstitutionalwebsite.[linktoexamples/template]

Makesureanykeyresourcesarevisibleandaccessibleifneeded.Ifyouwanttheparticipantstocomewithresearchoutputs(e.g.,papers,code,data)forexercises,letthemknowwithplentyoftimetoprepare(andconsidermakingthisoptional).

Communicaterequirementstoyouraudienceinadvance.

Letthemknowiftheyneedtobringlaptopsorotherworkmaterials.

Makesureanyprerequisitesforsoftwareorprogrammingabilitiesarecommunicatedinadvance.

Providebasiccontextualreadingmaterials,soyoudon’thavetostartatthebeginningpoint.

Sendareminderemailtoyourattendeesadayortwoinadvanceoftheevent,ifpossible(thismaynotbenecessaryifyouarerelyingonaregistrationservice).

Remindpeopleaboutreachabilityandaccessibilityofthevenue.Senddetailedinstructionsforparkingandpublictransportoptions.

Duringtheevent

Dedicatesometimetohousekeepingatthestartofyourevent.WritedownhashtagsandWIFIpasswords.

Catering

Longbeforetheevent

Whatrefreshmentswillyoueitherneedtoprovide,orwillpeopleneedtobringtheirown?Ifyouproviderefreshments,youmayneedtoobtainfundingorchargeforregistration.

Ifrelevant,youcanaskduringregistrationinadvancefordietaryrequirements-butkeepinmindthismightmakeitverycomplicatedforyou.Sometimesit’sbettertoaskthecaterertoprovidesufficientvarieties(vegetarian,vegan,glutenfree,etc.)andaddonefreefieldonyoursubmissionformssothatparticipantscanfillinspecificrequestsifnecessary(e.g.intolerancesandallergies).

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

FORCE2017ConferenceCodeofConduct

TheCarpentriesCodeofConduct

MozillaScienceLab:GettingStartedwithCodesofConduct

MakesuretheCodeofConductisclearlyvisible/accessiblefromtheeventwebsite(ifoneexists);ifyoureventdoesnothaveorneedawebsite,printouttheCoCandgiveittoparticipants.

Duringtheevent

MakesurethereisasafespaceforparticipantstoreportanybreachesoftheCodeofConduct.Communicatesanctions,andfollowthroughifanybreachesoccur.

Certificationofattendance

Longbeforetheevent

Prepareatemplateandassignwhowillkeeprecordsormonitorregistrationprocess.

Prepareagenericcertificateofattendancewitheventororganiser’slogosandeventinformationthatcanbedistributeddigitallywhenrequested.

Duringtheevent

Askparticipantsifacertificateofattendanceisneeded.

Ifasignaturesheetisrequired,makesureyoudoacheckduringthedayorasktocompleteitatregistration.

Longbeforetheevent

Checkthevenueanddefinespotstobemarkedbysignstohelpparticipantstoeasilyfindaroom.

Immediatelybeforetheevent

Design,printandplacethesignsandleaveusefulinformationatthereceptiondesk.

Duringtheevent

Removethesignsaftertheevent.

Socialmediaandnotes

Longbeforetheevent

Planyoursocialmediaactivities,askcolleaguesfromotherdepartmentsand/orpartnerorganizationtohelpyouinsharinginformation.

Immediatelybeforetheevent

Preparenotedocuments(e.g.publicGoogleDocsoretherpads).Makeannouncementsonsocialmedia.

Duringtheevent

Askyouraudiencewhethertheyareokwithbeingfilmed,photographedandfeaturedonsocialmedia.Ifit'sabigaudience,youmightconsiderhandingoutstickerstothosewhodonotwanttobefeatured.

Assignnotetakersandpeopleresponsibleforsocialmedia.Ideally,rotateheavilytoavoidingslackingandlossofattention.

Eventclosure

Makesureyouleavethevenueneatandclean,unlessyouragreementforusingitdoesn’trequirethis.

Debrief

Debriefwiththeothertrainers/speakerstoself-assesshowtheeventwent.

Evaluation

Sendpost-trainingassessmentsurveytoparticipants[linktoevaluation/assessmentchapter]ordistributeanevaluationformduringtheeventandmakesurepeoplehanditinattheend.

Readandcountthequestionsintheevaluationform.Makeyourself-evaluation.

Dissemination

Uploadallthematerialusedduringtheevent(presentations,documents)iftheywerenotavailablebeforehand.Makesuretoprovideopenlicensesifpossible,andmakesureparticipantsarenotidentifiable(e.g.,withinanotesdocument).

Prepareareportforyourfunderorinstitutionandifneededmakeitpublic(e.g.blog,twitter,website).

Checklist

WhatWhenandwho?

Equipment/media

Determinewhattechnicalequipmentisneeded

Checkifenoughpoweroutletsareavailable

Orderwififorparticipants

Organizevideorecordingandtakingpictures

Testequipmentafewdaysbeforethetraining

Printouthandouts,feedbackformsandmaterialforexercisesorpublishthemonline

Prepareflipchartsandpinboards

Checkelevatoraccess,accessibleentrances,ramps

Checkpublictransportandparkingavailability

Locatematernityroom,prayerroomandgenderneutralwashrooms

Clear,legiblesigns

Briefyourhelpersbeforetheevent

Marketing/advertising

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

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

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

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)

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)

LERUDoctoralSummerschoolonDataStewardship(2016,description,learningobjectives)

ProgrammescheduleSummerSchoolOpenScienceandScholarship,UtrechtUniversity2017

ExampleExercises

MasterTemplate

Format,timeneeded

Topic(seeOpenScienceBasics)

Learningobjectives

Exercisedescription

Materialsandtoolsneeded

Levelofpriorknowledgeneeded

Thingstobearinmind

Howtoadaptforotherpurposes

UsethisGoogleformtosuggestadditionalexercises!

Typesofexercises

*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)

Title Topic Type Duration

1 Lineup! general wholegroup

5-10min

2 Prioritizationoftrainingneeds

wholegroup 10min

3 SelectionofOpenSciencepractices

wholegroup

1-1.5hour

4 OpenSciencediscussiontopics

smallgroups

20-30min

5 LIBEROpenSciencecafé

smallgroups 1.5hour

6 Whatisresearchdataforme?

individual/pairs 15min

7 Whynotsharedata? OpenResearchDataandMaterials

smallgroups 20min

8 "OpenDataExcuse"Bingo

wholegroup

20-30min

9 Meandmydata-Datagramms

wholegroup

1-4hours

10 Findyourdatapublisher

individual/pairs

10-15min

11 Whatdoyouneedforadatapublication?

wholegroup 10min

12 Creatingmetadata OpenResearchDataandMaterials

individual/pairs 5min

13 Getstartedwithsharingsoftwareopenly

OpenResearchSoftware/OpenSource

individual/pairs

20-30min

14EstablishingaReproducibleDataAnalysisWorkflow

individual/pairs

4-8hours

15Choosetherightversionfortherepository

individual/pairs

15-20min

16 Openfileformats OpenLicensingandFileFormats

wholegroup

10-15min

17 CreativeCommonsLicensematching

wholegroup

5-10min

18 OERRemixOpenLicensingandFileFormatsOpenEducationalResources

wholegroup

10-15min

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.

NoneLevelofpriorknowledgeneeded

NoneThingstobearinmind

Makesurenotonlytheopinionatedpeoplearetalking.Askpeoplewholingerinthemiddletoexplaintheirpointofview.

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

Printoutofresearchcyclewithactivities:oneforeachparticipantandacommunalone

Stickydotsintwocolors

None;somefamiliaritywiththeresearchcycleishelpfulThingstobearinmind

Bestatthebeginningofalongertrainingprogrammewheremultipletopicswillbecovered

Forthestickydots,chooseacombinationthatiscolour-blindfriendly

Thenumberofactivitiestochoosedependsonthenumberofparticipants(e.g.,threeforsmallergroups,twoforlargergroups)

Individualprintoutsareusedtopreventpeerpressure/bias

Individualprintoutscanbekeptforreferenceduringtheremainingofthetraining

Thisexercisecaneasilybeadaptedtoprioritizeothertopics

Example3:Selectionofopensciencepractices

Format,timeneeded

Plenary,1–1.5hoursTopic

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.

Together,theselectedresearchpracticescanformablueprintofanopenscienceworkflow.

Asafollow-upexercise,participantscandiscusspossiblestepstoimplementthesepractices:

1. whattools/platformscanbeused

2. whatpotentialincentivesandbarrierswouldbe

3. whatsupportwouldbeneeded

4. whatpolicychangeswouldbeneeded

Largewall,windows,ormultiplepinboardstohangmaterialson

Enoughroomtomovearound

Printedcardswithopensciencepractices(alsoavailableaseditablepowerpointslidesorinaGooglespreadsheet)

Emptycards,pens/markers

Pinsortape

None,somefamiliaritywiththeresearchprocessishelpfulThingstobearinmind

Dependingonthenumberofparticipants,smallgroupscanprioritizepracticesformorethanoneresearchphase

Testtapeonwindows/wallsfirst,sometypesarereallyhardtoremove:-)

Thewholegroupmaynotagreewiththesmallgroup’sselectionofpracticesforagivenresearchphase.Decidebeforehandwhethertostickwiththechoicesmade,orwhetherthereisroomfordiscussionandconsensus-basedswappingofpractices.

Theexercisecouldbemodifiedtofocusonspecificactivities/aspecificphaseoftheresearchcycle(e.g.,publicationorassessment)

Otherselectioncriteriacouldbeused,e.g.practicesparticipantsusethemselves,orpracticesthatwouldbemostideal(independentoffeasibility/effortsneeded)

Example4:OpenSciencediscussiontopics

Format,timeneeded

Smallgroups,20–30minutesTopic

Confrontownexperiencesandopinionsonopensciencewithperspectivesfromothers

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"

8. "Thereisabsolutelynoreasonweshouldnotpublishapaperasapreprintassoonasitisready"

9. "Justsharingourdataisfine,buttospeedupscienceweneedtoalsoworkoninteroperabilityandreusabilityofthosedata"

10. "SharingideasandprojectsthroughResearchGateisagoodwayofdoingoutreachforourresearch"

11. "DemandsofourPIsareprobablythemainreasonwhyyoungresearchersdonotengagemoreinOpenScience"

12. "Weshouldstrivetocreateakindof‘commons’whereweshareallourresearchoutcomes/objectstofostercollaborationandreuse"

PrintoutsofdiscussiontopicsLevelofpriorknowledgeneeded

SomefamiliaritywiththeresearchsystemThingstobearinmind

Thisexerciseisbestsuitedtoresearchers(ratherthansupportpeople),becausetheycandirectlyrelatetotheirownsituationandspeakfromtheirownexperience

Bychangingthediscussionstatements,thisexercisecanbeadaptedtoothertopics

Example5:LIBEROpenSciencecafé

Format,timeneeded

smallgroups,1.5hourTopic

Haveknowledgeofdifferentaspectsofopenscience

Connectdifferentstakeholderstodiscussstatementsandtopics

TheLIBERScienceCafécarddeck,orapreparedstackofwrittenstatements

onetableper6-8persons

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

needinordertoreanalyzethestudy?Whatwouldbeneededfortheirowndissertation/articletobeunderstoodproperly?Letthempresenttheirresultseitherinpairs/groupsandthenintheplenary

Materialsandtoolsneeded:

ApieceofpaperandapenLevelofpriorknowledgeneeded:

NopriorknowledgeneededThingstobearinmind:

GivetheparticipantsenoughtimetobrainstormHowtoadaptforotherpurposes:

Youcanshortentheactivitybyskippingthepair/groupworkandjustdiscussintheplenary

Example7:Whynotsharedata?

Format,timeneeded

Smallgroups,~20minutesTopic

Getparticipantsthinkingabouttheethicalandpracticalbarrierstodatasharing,andtocriticallyexaminetheirbeliefsinthisarea.

Exercisedescription

Inpairsorsmallgroups,participantshavefiveminutestomakealistaslongaspossibleofallthereasonswhyresearchersmightnotwishtosharetheirdata.Participantsthenreportbackontheirreasons,discussingwhetherthesearevalidreasonsornot,andstrategiesforhowtoovercomelegitimateconcerns.Theteamwiththemostreasonslistedwins(prizeoptional).

Notetakingequipment(pen,paper,oronlinedocument);optional:prize.Levelofpriorknowledgeneeded

WorkingknowledgeofworkingwithdataThingstobearinmind

Theexerciseshouldbefun,andparticipantsshouldbeencouragedtocomeupwithfunaswellasseriousexamples.

ThesameformatcouldeasilybeadaptedformanyotherelementsofOpenScience,e.g.,OpenAccess(whynotpublishOA,etc.)

Example8:"OpenDataExcuse"Bingo

Format,timeneeded

Groupexercise,20–30minutesTopic:

Beingabletorecognizestereotypesthatpreventsharingresearchdataandunderstandtheadvantagesofopeningresearchdata.

Exercisedescription:

Thisexerciseshouldbeusedatthebeginningofthetrainingevent.Participantssplitatleastintwogroupsormore(dependsonthegroupsize).Atrainertakescarethatonegroupwilldevelopproandtheothercontraarguments.Insmallgroupsparticipantsdiscussexcusesalreadydefinedatthe"OpenDataExcuse"Bingo,thesearecommonargumentsusedbyresearcherswhenexplainingwhytheycan'tsharetheirdata.Forthelast10minutesthegroupsshouldconfronttheirarguments.Atrainerhelpsparticipantstodevelopargumentsforopentheirdataandtobetterunderstandtheideaofsharingtheirdata.

Printedsheetsof"OpenDataExcuse"BingoLevelofpriorknowledgeneeded:

Theparticipantsshouldhaveexperiencewithcreating/collectingresearchdata.Thingstobearinmind:

Goaroundandtrytohelpwithargumentsifneeded,especiallyinthegroup,whichsupposedtodevelopstrongargumentsforsharingdata.Extrahelpmightbeneededfortheseparticipantstobestrongerlaterintheconfrontationwithparticipantsfromtheothergroup.

Howtoadaptforotherpurposes:

Thisexercisecanbeadaptedtoothertopics(materialwouldneedtobeadaptedalso)

Example9:Meandmydata-Datagramms

Format,timeneeded

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.

Cardsandflipcharts,orbetterawallandmaterialtofixthecardsonthewallLevelofpriorknowledgeneeded

Noneaslongastheexerciseisstartedwithsomeexplanationsonhowtodescribeanddifferentiatedata.Basicknowledgeofresearchdata,repositories,andarchivesmaybehelpful.

Thingstobearinmind:

MakeitastepbystepapproachHowtoadaptforotherpurposes

notyetapplied

Example10:Findyourdatapublisher

Format,timeneeded:

Individual/pairs,10–15minutesTopic:

Becomingawareofappropriatesubject-specificdatarepositoriesandtheircharacteristicsandstandards

Theparticipantshavetofindadatarepositoryfortheirresearchdata.Theygotore3data.organdsearch/browsebysubjectand/orcontenttype.LetthemlimittheirsearchtodatarepositorieswithDOIassignment.Givethemtimetohavealookattherepositorydescriptionandletthemwritedownrelevantrepositories.Afterwardstheirsuccessandexperiencesarediscussed.

Computerwithinternetaccessforeveryparticipant(canalsobeinpairsifnecessary)

Levelofpriorknowledgeneeded:

Theparticipantsshouldknowwhichkindofresearchdatatheyproduce

Notapplicableforbachelorstudents

Thingstobearinmind:

Somepeoplemightnotfindanappropriaterepository,sopreparealistofgenericandinstitutionalrepositoriesthatcanbeusedandshow/handitoutafterwards

YoucanadaptthisexerciseforOpenAccessbyusingtheDirectoryofOpenAccessJournals(DOAJ)website(https://doaj.org)

Example11:Whatdoyouneedforadatapublication?

Format,timeneeded:

Groupexercise,5–10minutes(dependingongroupsize)Topic:

RememberingthenecessarystepsfordatapublicationExercisedescription:

Thisexerciseshouldbeusedattheendofthetraining.Lettheparticipantsplay"I'mpackingmysuitcase"wheretheyhavetonamenecessaryelementsforadatapublication(e.g.,Researchdata(files),metadata,keywords,documentation,license,ORCID,repository,goodtitle,references/sources,datacitation,time,andcourage!)

NomaterialneededLevelofpriorknowledgeneeded:

TheparticipantsknowbasicelementsofdatapublishingthroughthecourseThingstobearinmind:

Ifparticipantsforgetanelement,trytohelporgivepointers

Nameaslastelement"courage"

Canalsobeadaptedforopenaccesspublishingprocess

Example12:Creatingmetadata

Format,timeneeded:

Individual/pairs,5minutesTopic:

BeingabletocreatemetadataforresearchdataExercisedescription:

Lettheparticipantsselectafiletheyarecurrentlyworkingon.Letthemanswerthefollowingquestionsonapieceofpaper:Whocreatedthecontent?Whatisthecontent?Whenwasthecontentcreated?Howwasthecontentcreated?Whywasthecontentcreated?Thendiscusswiththemtheirresults.Wasiteasyordifficult?

Cantheyrepeatthistaskforallthefilesintheirresearchprocess?Materialsandtoolsneeded:

Apieceofpaper(orpreparedform)andapenLevelofpriorknowledgeneeded:

Tomaketheexercisefasterprepareaformandprintitoutormakeitavailableonline.

Forbiggerprojectswithalotoffilesofferadatadictionarytemplate

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.

Next,haveeveryonecreateanewpublicrepository,choosinganappropriatelicensebasedonthedesiredpermissions(choosealicense.orgcanbehelpfulhere).OnZenodo,enabletheGitHub–Zenodointegrationforthisrepository.

Haveparticipantsaddtheirsourcefile(s)totherepository,andaddsomedescriptionoftheprogram/scripttotheREADMEfile.Oncethesefilesareadded,chooseaversionnumberandcreateareleaseofthesoftware.

HeadtoZenodo,andobtaintheDOIthathasbeengeneratedforyoursoftware.

Congratulations,yoursoftwareisnowciteable!YoucanaddasectiontotheREADMEfilewiththeDOIandsuggestedcitation,orevenaddtheDOIbadgethatZenodoprovides.

Individualsneedtohaveacomputerwithinternetconnection.

Participantsshouldhavesomecode,script,orprogramready—evenifitis"messy"—thattheywillpubliclyshare.

NoneThingstobearinmind

NoneHowtoadaptforotherpurposes:

Notapplicable

Example14:EstablishingaReproducibleDataAnalysisWorkflow

Format,timeneeded

Individuallyandasagroup,4–8hours(examplehere)Topic

ReproducibleResearchandDataAnalysisLearningobjectives

Usea(small)computationaltaskrelevanttoyourdiscipline/background,andestablishitasanopenandreproducibleworkflow.

Understandthekeyconcepts,toolsandservicesthatareusefulinthecontextofreproducibility.

Exercisedescription

Eachparticipantselectsadatasetandcorrespondingdataanalysisprocessthatisrelevanttotheirfield.Bothdatasetandtheanalysisprocessshouldbeshortenoughthatitconcludeswithinafewminutes.Moreover,forthepurposesofthisexercise,theprogramminglanguageshouldbePythonorR,butotherlanguagescanbeaccommodatedwithslightchangesintheunderlyingtools.

Theparticipantinitiallyrunstheprocessinthetraditionalform,andthenasksoneoftheotherparticipantstore-runitwithnoexternalhelp.Identifyboththetimerequiredforanotherpersontorunthis,aswellastheobstaclesencountered.

ApplythesameprocessusingtheJupyter/Git/MyBinderapproach;writetheprocessasaJupyternotebook,uploaddatasetandnotebooktoarepositoryonGitHub,andthenconnecttherepositorytomybinder.Afterthan,askagainthesamepersontore-runthis.Identifythechangeintimeandaccessibility.

JupyterandGitarenecessary(includinganaccountonGitHub).Dependingonthelanguage,additionalJupyterkernelsmightneedtobeinstalled.Finally,thetrainercandecideonwhethertoprovideacommonexampleforallparticipantstouse,orasktheparticipantstobringtheirown.Thedifferenceliestotheamountoftimerequiredforpreparation,aswellasontheuniformityoftheparticipants’background.

Theworkshopcanbeperformedtodifferentlevelsofexpectedpriorknowledge,adaptingfortime.Forexample,ashortbasicintroductiontoGitcanbeincluded,butinallcases,theparticipantsshouldbeawareofthecomputationalrequirementsoftheirownanalysis.

Thingstobearinmind

Theoverallconceptisstraightforward,buthasaninitiallearningcurveoftheindividualcomponents.Thereforeyoumayconsiderspendingsomeextratimeinthebeginningdiscussingeachtool,beforeconnectingthemalltogether.

Youshouldconsidergivingtheparticipantsadetailedexplanationoftheinstallationprocess(e.g.,forJupyterandGit),beforetheworkshop,inordertominimizepotentialtechnicalissues.

TheworkshopcanbeextendedtointroduceadditionalconceptsofOpenScience,suchasPersistentIdentifiersforsoftware(suchasassigningaDOIfromZenodototheGitrepo),aswellasintegratingalloftheaspectsunderacommonplatform

(suchastheOSF).

Example15:Choosetherightversionfortherepository

Format,timeneeded

Individual/pairs,15–20minutesTopic

OpenAccesstoPublishedResearchPublicationsLearningobjectives

Beingabletodecidewhichistheversionallowedtobedepositinarepositoryandstateitscopyrightregime

Exercisedescription

Thisexercisecouldbeaddressedtorepositorymanagers.Choosefivedifferentpublicationsandaskparticipantstoselectwhichistheversionthatcouldbeallowedinarepositoryandwhichwouldbethecopyrightnoticetheywouldinclude:whoisthecopyrightholderandwhichcopyrightregimewouldhold:allrightsreserved,alicense,publicdomain.Discusswiththemtheirresultsandshowthemthekeyelementsthatdefinethesolutions.

Theexercisecanbeperformedwithapieceofpaper(orpreparedform)andapen

Individuals/pairsneedtohaveaninternetconnectiontoaccessthepapersandcheckpolicies.Youmayprovidephysicalcopiesofthearticles,too.

Basiccopyrightnotions

Knowledgeonthedifferentversionsofaresearchpaper

Thingstobearinmind

Theexercisecanbetranslatedtoanonlineversionifyouprepareasetofpolls.

Usearangeofpublicationsincludingforinstancepaperspublishedunderhybridmodelsinordertoshowparticipantsthatisnotenoughtolookupatsiteswithdefaultselfarchivingpolicies.

Thenumberofcaseswilldeterminethetimeoftheexercise.

Canbeadaptedtotrainingsessionswithresearchersusingtheirownpapers.

Example16:Openfileformats

Format,timeneeded:

OpenLicensingandFileFormatsLearningobjectives:

BecomingawareoffileformatsuseddailyandtheiropennessExercisedescription:

Lettheparticipantswritedownonpost-itsallthefileformatstheyuseintheirdailywork.Thengetthepost-itsandstickthemtothewhiteboardorflipchart.Trytoclusterthemasbestasyoucanintocategoriesorgroups(text,tabular,statistical,video,image,etc.).Thendiscusstheresultswiththeaudience.Talkabouttheopennessofthesefileformatsandpossiblealternatives.

Afewstacksofpost-its,penandawhiteboardorflipchartLevelofpriorknowledgeneeded:

Preparefor"exotic"fileformatsthataresubject-specificormachine-dependentorlettheparticipantsdescribethem.

YoucanalsousewebtoolslikePINGO(http://trypingo.com)forthecollectionoffileformatsorletthemwritedowntheirfileformatsonapieceofpaperandcollectthose,ifyoudon’twanttousepost-its

Example17:CreativeCommonsLicensematching

Format,timeneeded:

OpenLicensingandFileFormatsLearningobjectives:

BeingabletodifferentiatebetweendifferentCreativeCommonslicensesandtobeabletocombinethemforworks.

Theparticipantshavetocombinetwolicenses.LetthegroupguesswhichCreativeCommonslicenseiscreatedbythecombination.Repeattheexercisewithothercombinations.Integrateacombinationthatisnotpossible(forexample,CCBY-SAandCCBY-NC)andpointoutpitfalls.Discusstheresultswiththeparticipants.

Computerwithprojector,whiteboard,flipchart,orpieceofpaperforallattendeesLevelofpriorknowledgeneeded:

TheparticipantsshouldknowallCreativeCommonslicensesand/orhaveapapertolookat

Thingstobearinmind:

Waitmorethanthreesecondsbeforetakingtheanswer.Thisenablesparticipantstothinkitthroughandyouareabletointegrateevenweakparticipants.

Firstcreatepairsandletthemsolvethecombinations,thendiscussthesolutionsinthegroup

Useotherlicenses

Example18:OERRemix

Format,timeneeded:

Learningobjectives:

BeingabletodistinguishthedifferentelementsoftheCreativeCommonslicenses

Beingabletobuildcontentremixingpreviousworkswithmultiplelicensesincludingpublicdomainandallrightsreservedworksanddeterminewhichwillbetheresultinglicense

Thereisanonlineversionandaprintedversion

Thereisasetofcardsmarkedwithatypeofcontent:text,image,music,andvideo,andeachcardcarriesacopyrightsignthatrangesfromallrightsreservedtopublicdomainincludingthesetofCreativeCommonslicensesandtheGNUFree

DocumentationLicense.

Onepersonofthegrouptakes12cardsandtherestofthegrouphastocombinethembuildingamaterialwiththefourtypeofcontent:text,image,musicandvideo.Oncetheychoosearightcombinationtheyhavetodecidewhichisapossiblelicenseforthisnewwork.

Fortheonlinegame:computerwithbeamer

Fortheprintedgame:thesetofcardavailableathttp://www.opencontent.org/game/print/oraselfcreatedsetofcards

Levelofpriorknowledgeneeded:

TheparticipantsshouldknowtheelementsofallCreativeCommonslicensesandhaveabasicnotionofcopyrightissuesincludingthenotionofcopyleft

Thingstobearinmind:

Ifyouusetheonlineversionyoumightdotheexercisewithallyouraudienceallowingmultiplepossibleanswers.

Youcanadaptittoresearchelements,forinstancetosoftwarelicensing

Youcanuseotherlicenses,includenewkindofcontentsordefinewhichcontentsshouldhavethefinalwork

Example19:Openpeerreview-participantsopenlyrevieweachothers’texts

Format,timeneeded

Smallgroups,90minsTopic

OpenPeerReview,MetricsandEvaluationLearningobjectives

Practiseinwritingconstructivepeerreviews

Criticalreflectionontheadvantagesanddisadvantagesofopenpeerreview

Exercisedescription

Participantsworkingroupsofthree.Eachparticipantswritesashorttext(~300words)givingtheirthoughtsonopenpeerreviewasdiscussedintheforegoingworkshop.Theythenpassthetexttothepersonontheirleft,whowritesabrief

peerreviewofthework.Thetextandthereviewarethenpassedtothenextpersonontheleft,soeachnowhasatextandareviewwhichtheydidnotwrite.Thispersonthengivesfeedbackonthereview—wasitconstructive,critical,whatcouldhavebeenbetter,etc.Thegroupthenreadsallthetextsandreflectsonhowopenidentities,openreports,etc.affectedhowtheywrotetheirreviews,andreflectsonthecriticalfeedbackfromtheothers.

PenandpaperLevelofpriorknowledgeneeded

None,althoughthetextswillrequiretheknowledgegainedintheforegoingworkshop.

Thingstobearinmind

Thisexerciserequiresparticipantstomakecriticismsofeachother’swork—bearinmindthatsomepeoplemightbeuncomfortabledoingso,orthatsomemayhavedifficultyacceptingsuchcritique.Wheretheseissuesoccur,encourageparticipantstodiscusstheminthefinaldiscussionround.

Wherethisexampleisbeingusedinatrainingworkshopwithawiderfocusthanjustopenpeerreview,itcouldbeusedtoconsolidatelearningaboutotherOpenSciencethemesbyaskingparticipantstofirstwriteatextaboutthosethemesinstead.

Insteadofpenandpaper,thisexercisecouldalsobedoneusingacollaborativewritingtool,suchasGoogleDocs,Authorea,orOverleaf/ShareLaTeX.

Example20:Openpeerreview-your2cents

Format,timeneeded

Plenary,~1.5hourwithdiscussionTopic

OpenPeerReview,MetricsandEvaluationLearningobjectives

Realizetherearemanyaspectstoopenpeerreviewandhaveknowledgeofthosedifferentaspectsofopenpeerreview

Formanopiniononwhichaspectsofopenpeerreviewwouldmostbenefitscience

Haveinsightsinthebenefitsandpossibledrawbacksofdifferentaspectsofopenpeerreview,fromtheperspectiveofthereader,authorandreviewer

Exercisedescription

Introducingdifferentaspectsofpeerreview,includingsomeexamplesofjournals/platformswheretheyareputinpractice

Askparticipantstoindividuallyidentifytwotothreeaspectsofopenpeerreviewtheyfeelwouldcontributemosttoopenscience.

Onalargeprintout,participantsplaceatwo-centcoinoneachoftheaspectstheyselectedinthepreviousstep

Theresultsareviewedtogetherandthemostoftenchosenaspectsidentified

Insmallgroups,participantsthentaketheroleofreader,author,orreviewer(allshouldbepresentineachgroup).Theythendiscussoneoftheaspectsofopenpeerreviewfromtheperspectiveoftheirtakenroles.Whatarethebenefitsandpotentialdrawbacks?

Smallgroupsthenreportbacktothewholegroup,andadditionalperspectives/viewpointscanbediscussed.

Largeprintoutofdimensionsofpeerreview:oneforeachparticipantandacommunalone(presentationwithanimatedslidesalsoavailable)

Two-centcoins(ifavailableinyourmonetarysystem,otherwiseanylow-denominationcoinswilldo)

None,somefamiliaritywiththetraditionalprocessofpeerreviewishelpfulThingstobearinmind

Forpeoplenotfamiliarwithdevelopmentsinopenpeerreview,someaspectsmayrequiremoreexplanation—planenoughtimeforthat

Indiscussions,itcanbehardforpeopletoseparatetheirpersonalopinionfromtheirassignedrole.Encourageandremindpeopletosticktotheirrolewherenecessary.

Thenumberofcoinsperpersondependsonthenumberofparticipants(e.g.,threeforsmallergroups,twoforlargergroups)

Theconceptofvotingwithcoins("yourtwocents")canbeappliedtoothertopics,ascantheassignmentofrolesinsmallgroupdiscussions

Example21:Takingastance

Format,timeneeded

Plenary,15minutesTopic

OpenSciencePolicies

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?

AccesstoanonlinetoollikeMentimeter(https://www.mentimeter.com/);apaidaccountallowsexportoftheresultsbutisnotrequiredforthisexercise

Foreachparticipant,accesstosmartphone,tablet,orcomputerwithinternetaccess

Offlinealternative:largepaperwithaxesprintedordrawn,stickydots

None;somebackgroundknowledgeonthetopicisusefultogetinformedopinionsratherthangutfeelings(althoughthelattermaybeusefultocollecttoo)

Thingstobearinmind

Ifdoneonpaper,itmightmakesensetohavepeoplemarkdowntheiranswerindividuallyfirst,beforeplacingtheirdotonthemap.Thispreventspeerpressure/

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

Learningobjectives

Exercisedescription

Thingstobearinmind

Example23:Devil’sadvocate-convincingtheskeptics

Format,timeneeded

Smallgroups,30minutesTopic

OpenAdvocacyLearningobjectives

Formulateargumentsagainstcommonobjectionstoopensciencepractices

Practicediscussionwithpeoplequestioningthevalueofopenscience

Exercisedescription

Insmallgroupsofthreeorfour,haveoneortwoperson(s)assumetheroleofopenscienceskepticandtheotherstheroleofopenscienceadvocate.

Havethe"openscienceadvocates"trytoconvincethe“openscienceskeptics”

After10minutes,haveparticipantsswitchrolesandhaveanotherdiscussion(notrepeatingthesamearguments)

Aftertworounds,gatherasagroupasshareexperiences.Whichargumentswerethehardesttorefute?Whichargumentsworkedbesttoconvincetheskeptics?Doparticipantsfeelthesebeargumentswouldbeusefulinreal-lifesituationsaswell?

none;flexibleroomsetupisusefultoallowgroupstospreadacrosstheroomLevelofpriorknowledgeneeded

FamiliaritywithopenscienceconceptsThingstobearinmind

Encouragetheopenscienceskepticstogetintotheirroleasmuchaspossible.Often,peoplereallyenjoytakingonthisrole!

Besuretoswitchrolestogiveeveryonethechancetoexperiencethisexercisefrombothperspectives.

Thisexercisecouldbefocusedonspecificaspectsofopenscience

Example26:SetupOSFproject&linktootherplatforms

CreateanOSFcollaborativeenvironmentfromdatatopublication.

ConnectyourOSFprojecttoGitHub.

Uploadanyrawcode,images,data,tablestoproject.

ObtainaDOIandARKidentifierforyourproject.

Resources

Whattools&platformstouse/recommend?

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]

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/

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.

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

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.

Datainthesenseusedherearealldigitallyavailableobjects(simpleorcomplex)thatemergeoraretheresultoftheresearchprocess.

DataMining

Ananalyticprocessdesignedtoexploredatainsearchofconsistentpatternsorsystematicrelationshipsbetweenvariables,transformingdataintoinformationforfutureuse.

DigitalObjectIdentifier(DOI)

Auniquetextstringthatisusedtoidentifydigitalobjectssuchasjournalarticles,datasetsoropensourcesoftwarereleases.ADOIisonetypeofPersistentIdentifier(PID).

Glossary

Documentation

Adocumentationisdetailedinformationaswellasbackgroundandmethodologicalapproachaboutthedataorcode(e.g.,descriptionoftheproject,variables,andmeasuringinstruments).

FAIRData

FAIRData(accordingtoFORCE11principlesandpublishedinNatureScientificData)areFindable,Accessible,Interoperable,andRe-usable,inordertofacilitateknowledgediscoverybyassistinghumansandmachinesintheirdiscoveryof,accessto,integrationandanalysisof,task-appropriatescientificdataandtheirassociatedalgorithmsandworkflows.

Gamification

Theuseofgamedesignelementsandgamemechanicsinnon-gamecontexts,suchaseducationwhereitcanbeusedtobringextraengagement.

(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

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

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

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

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

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Wilson,Greg,JenniferBryan,KarenCranston,JustinKitzes,LexNederbragt,andTracyK.Teal.‘GoodEnoughPracticesinScientificComputing’.EditedbyFrancisOuellette.PLOSComputationalBiology13,no.6(22June2017):e1005510.https://doi.org/10/gbkbwp.

Wilson,PaulM.,MarkPetticrew,MikeW.Calnan,andIrwinNazareth.‘DisseminatingResearchFindings:WhatShouldResearchersDo?ASystematicScopingReviewofConceptualFrameworks’.ImplementationScience5(22November2010):91.https://doi.org/10/cprfmr.

Wilson,PaulM,MarkPetticrew,MikeWCalnan,andIrwinNazareth.‘DisseminatingResearchFindings:WhatShouldResearchersDo?ASystematicScopingReviewofConceptualFrameworks’.ImplementationScience5,no.1(December2010).https://doi.org/10/cprfmr.

References

Abouttheauthors&facilitators

Authorsatthesprintevent

SonjaBezjak

UniversityofLjubljana,Sloveniasonja.bezjak@fdv.uni-lj.si@sonja_adp

IntheSocialScienceDataArchivesIamprimarilyengagedwithissuesrelatedtoopenaccesstoresearchdata.Oneofmyrolesistotraindifferentstakeholdersonresearchdatapolicy,researchdatamanagementplanning,datacitation,datapublicationsetc.AsamemberofCESSDAERICtraininggroupItrytosharemyknowledgeandexperienceinternationally.

Iwastaughtaboutscientificvalues,includingtransparencyandreproducibilitywhilestudyingsociology.Butonlylaterfrommyfriends,aphysicistandanengineer,IlearntabouttheOpenSourcemovement.Iimmediatelyunderstoodtheimportanceofspreadingtheideaofnothidingyourfindingsandsharingyourknowledgewithothersassoonaspossible.OnlywhenIstartedtoworkattheSocialScienceDataArchives(UniversityofLjubljana,Slovenia)andbecameheavilyinvolvedintheOpendataprojectIrealizedhowmucheffortwasneededtochangethecultureandtobeabletogetoverthebarriersofnotopenlysharingresearchoutputs.Ihopethishandbookwillhelpinmakingscienceasopenandunderstandableaspossible.

PhilippConzett

UiTTheArcticUniversityofNorway,Norway

philipp.conzett@uit.no@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,Portugalpfern@igc.gulbenkian.pt@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

goeroegh@sub.uni-goettingen.de@gorogh_edit0000-0002-0766-418X

IamcurrentlyworkingattheUniversityofGöttingenasaprojectofficerforOpenUP,anEUfundedprojectwhichaimsatdevelopingacohesiveframeworkfornewmethods,indicatorsandtoolsforpeerreview,disseminationofresearchresults,andimpactmeasurement.Ihavebeenininvolvedinknowledgemanagementandopenscience/accessrelatedprogramsformorethan10years.

WorkingforOpenScienceprojects,IhadthechancetogetacquaintedwithboththediversecommunityofOpenScienceadvocatesandthereluctant,skepticalgroupsofresearchersanddecisionmakers,whichbothurgedmetogetmoreimmersedintheOpenSciencediscourseandfollowdevelopmentsandlearnaboutthetoolsandmethodstospeakeffectivelyaboutthebenefitsandchallengeswefaceinthechangingworldofresearchcommunications.

KerstinHelbig

Humboldt-UniversitätzuBerlin,Germanykerstin.helbig@cms.hu-berlin.de@FrauHelbig0000-0002-2775-6751

IamresearchdatamanagementcoordinatoratHumboldt-UniversitätzuBerlin,Germany.Inmyconsultativecapacity,Iassistresearchersinthemanagementoftheirresearchdataandorganizetrainingaswellasinformationsessions.

Formethebiggestchallengewithopensciencetrainingistoshowresearchersthatopenscienceismorethanapoliticalaimoramoralresponsibility.Itisessentialtoshowthattherearelevelsofopenscience.Onecanstartwithalittlestepwithouthavingtoopenupcompletelyfromonedaytoanother.Inmytrainings,Iespeciallylikethemixofbackgrounds,disciplinesandpriorknowledge.Theymakethetrainingallthemoreinteresting.Irememberonetrainingcourseinparticular:oneparticipant(aprofessor)registeredanORCIDonthespotwhileIwastalkingabouttheadvantagesofpersistentidentifiers.

BiancaKramer

UtrechtUniversity,Netherlandsb.m.r.kramer@uu.nl@MsPhelps0000-0002-5965-6560

Byday,Iamalibrarianforlifesciencesandmedicine.Myafterhoursprojectis101InnovationsinScholarlyCommunicationtogetherwithJeroenBosman.Wedoresearch,trainingandadvocacyonopenscience,tomakeresearchmorerelevant,robustandequitable.

Traininginopenscienceisrewardingbecauseitisnotjustaboutteachingpeoplenewskills,it'saboutdiscussingfundamentalconceptsandexchangingdifferentviewpointsandopinions.Asaparticipantinoneofourcoursessaid:'Icametolearnpracticalthingstoapplyinmyresearch,butIdiscoveredIamnowpartofamovement'.Tome,asuccesfulltrainingshouldbeinteractiveandhands-on,toencouragepeopletoexploreandchallengetheirperceptions.Thatincludesmyownroleasatrainer:alwaysbeopentotrynewthingsandlearnfromthepeopleparticipatinginyourtraining.

IgnasiLabastida

UniversitatdeBarcelona,Cataloniailabastida@ub.edu@ignasi0000-0001-7030-7030

PhDinPhysics,UniversitatdeBarcelona(UB),2000.Now,devotedtoopenness:HeadoftheOfficefortheDisseminationofKnowledgeattheCRAIoftheUBandpublicleaderofCreativeCommonsinSpainsinceitsbeginningin2003.

Ihopeinthenearfuturetherewillbenoneedtotrainaboutopensciencebecausethosepractices,nowdescribedhere,willbethedefaultones.Therewillbenoneedtoattachtheopentaganymore,andresearcherswouldneedtojustifywhytheyclosesomeoftheirresultsoractivities.Ithinkthisbookmayhelptoachievethissituationbyshowingalotofrobustexamplesandviablecasestoperformresearchopenly.

KyleNiemeyer

OregonStateUniversity,USAkyle.niemeyer@oregonstate.edu@kyleniemeyer0000-0003-4425-7097

IamanAssistantProfessorofMechanicalEngineeringatOregonStateUniversityinCorvallis,Oregon,USA.Myresearchgroupstudiescombustionandfluidflowsusingcomputersimulations,anddevelopnumericalmethodsandparallelcomputingstrategies.Openscienceadvocate!

Asagraduatestudent,Ifrequentlyfacedroadblocksinmyresearchduetosoftwarenotbeingsharedopenly;now,astheleaderofaresearchgroup,mystudentsandIfacedataavailabilityandformattingchallengeswhenworkingwithresultsintheliterature.However,simplyshowingothershoweasyitcanbetoshareresearchproductsopenlycanbeenoughtocatalyzechange,ascanleadingbyexample.

FotisPsomopoulos

CenterforResearchandTechnologyHellas,Greecefpsom@issel.ee.auth.gr@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,Austriatross@know-center.at@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.

RenéSchneider

HES//SO-GenevaSchoolofBusinessAdministration,Switzerlandrene.schneider@hesge.ch@datosestupendos0000-0003-4897-8561

RenéSchneiderisaprofessorinInformationScienceatGenevaSchoolofBusinessAdministration(beingpartoftheUniversityofAppliedSciencesandArtsWesternSwitzerland).Originallytrainedasacomputationallinguist,heismainlyinterestedindataandallofitsaspects.

Idiscoveredthefieldofresearchdatamanagementquitelatelyandmainlygotengagedbecauseofthecomplexityandhighpotentialofopenscience.Afterhavingmanagedaprojectonhowtotrainlibrarianstobecomeinstructorsforresearchdatamanagement(www.researchdatamanagement.ch),Iexperiencedmyselfthatopenscienceopendoors,leadstoabetterunderstandingandreuseofscientificoutcomesandfinallylinkstheacademicivorytowertotheworldoutside.

JonTennant

OpenScienceMOOC,Germanyjon.tennant.2@gmail.com@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

rigoroussystemofscientificresearch,andwatchingthehugestepstheglobalresearchcommunity,andespeciallyyoungergenerations,aretakingtowardsthisisveryinspiring.</td>

EllenVerbakel

4TU.CentreforResearchData,Netherlandsp.m.verbakel@tudelft.nl@Ellen4TUData0000-0002-8194-6724

Ellenisalibrarianbyeducation.ShehasalongexperienceinfacultylibrarianshipattheTUDelft.AfterthatsheworkedattheDelftUniversityPressandorganisedpeerreviewprocessforthreejournals.Shealsodesignedtheopenaccessorthejournals,backin2000!Asfrom2005shedevelopedthepublicationrepositoryfromTUDelftandshemovedto4TU.CentreforResearchData(atthattime3TU.Datacentrum)in2009.In2013sheco-designedthetrainingEssentials4DataSupport,sheissincethenanenthusiastictrainer.

Wherewouldwebewithouttraining?WeneedtobeawareofallaspectsofOpenScienceandbeabletoenthusiasmmanyothers!ThisHandbookhelpseducatorstomaketheirtrainingmoreeffectiveinordertomakeOpenSciencethestandard.

Authorsatthesprinteventremotely

AprilClyburne-Sherin

CodeOcean,USAapril.clyburne.sherin@gmail.com@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

worldviews.TraininginopenresearchcanbesimilarlysiloedwithWesternorNorthernperspectivesbeingtaughtasthoughuniversal.Addingcontextandnewperspectivestoopenresearchconversationsistheonlywaytomakeknowledgeworkforeveryone.Thecontentwecapturedduringthissprintislimitedbyourownexperiences,butasotherauthorsaddandeditbasedontheirownexperiences,wecanaimforahandbookthatcanimprovehowwetalkandtrainothersinopenresearch.

Facilitatorsonsite

HeleneBrinken

UniversityofGöttingen,StateandUniversityLibrary,Germanybrinken@sub.uni-goettingen.de@helenebrinken0000-0002-3278-0422

ResponsibleforOutreachandAdvocacyintheFOSTERprojectatGöttingenUniversitysinceMay2017.BackgroundinInformationSciencewithfocusone-learningandusability&userexperience,nowdevelopinglearningmaterialsandfacilitatingworkshops.

BeforeworkingforFOSTERIworkedwithyoungactivistsengagingforworldwideeducationandagainstsocialinjustice.Ilearnedhowimportantgroupdynamicsareandwhatcanbeachievedwhencombiningforces.Culturechangestartsatthelevelofindividuals.BringingtogethertheresearchersinterestedinOpenSciencecanbeagreatstepforwardtofosterOSatyourinstitution.Iftheygetsupport,meetotherenthusiastsandlearntheycansoonbemultiplicatorsthemselves.

LambertHeller

TIB-GermanNationalLibraryofScienceandTechnology,Hannover,Germanylambert.heller@tib.eu@Lambo0000-0003-0232-7085

Withabackgroundinsocialsciences,I’malibrarianbytraining,workingasasubjectspecialistatauniversitylibraryforseveralyears,andkickedoftheOpenScienceLabatTIB(GermanNationalLibraryforScienceandTechnology)in2013,nowrunninganumberofgrantprojects.Facilitatingandadvisingbooksprintssince2014.HelpedtomakeVIVO,afreecurrentresearchinformationsystem(CRIS)basedentirelyonLinkedOpenData,popularinGermany.Kickedofafewdiscussionsinlibrarylandandelsewhere,e.g.onBlockchainforScience.

Whengivingworkshops(e.g.,ahalfdayworkshopforPhDstudentsandPostDocsfromLeibnizResearchAssociationinGermanyin2017,onthematterofscholarlyprofileandcollaborativewritingservices)it’salwaysapleasuretotapintothecuriosityoflearners.Eventhebusieststudenthasexperiences,questionsandimagineshowthingscouldworkbestforthem.Ilovetomakeuseofthispositiveenergy!Anditmakesitmucheasierforatrainertorunatrainingsession.

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