“This handbook was written and edited by a group of about 40 collaborators in a series of six book sprints that took place between 1 and 10 June 2021. It aims to support higher education institutions with the practical implementation of content relating to the FAIR principles in their curricula, while also aiding teaching by providing practical material, such as competence profiles, learning outcomes, lesson plans, and supporting information. It incorporates community feedback received during the public consultation which ran from 27 July to 12 September 2021.”
“How do we create generalizable theories of human behavior? Experiments provide us a tool for measuring causal effects, which provide the basis for building theories. If we design our experiments appropriately, we can even begin to estimate generalizable relationships between different psychological constructs. But how do you do an experiment?
This book provides an introduction to the workflow of the experimental researcher in the psychological sciences. The organization is sequential, from the planning stages of the research process through design, data collection, analysis, and reporting. We introduce these concepts via narrative examples from a range of sub-disciplines, including cognitive, developmental, and social psychology. Throughout, we also illustrate the pitfalls that led to the “replication crisis” in psychology. To help researchers avoid these pitfalls, we advocate for an open-science based approach, providing readers with guidance for preregistration, project management, data sharing, and reproducible writing….”
“We need a recognized, equitable way for PhD graduates to demonstrate the transferable skills they have gained.
For me, that way is to train them in preprint review….
Peer reviewing preprints would guarantee young researchers some concrete outputs that illustrate their ability to critique work, write about science and discuss subjects outside their immediate focus of research. By building such training into our scientific institutions, rather than relying on outside opportunities to which many do not have access, we can create a fairer system in which not just the well-connected can demonstrate their abilities….”
Abstract: There is an ongoing explosion of scientific datasets being generated, brought on by recent technological advances in many areas of the natural sciences. As a result, the life sciences have become increasingly computational in nature, and bioinformatics has taken on a central role in research studies. However, basic computational skills, data analysis, and stewardship are still rarely taught in life science educational programs, resulting in a skills gap in many of the researchers tasked with analysing these big datasets. In order to address this skills gap and empower researchers to perform their own data analyses, the Galaxy Training Network (GTN) has previously developed the Galaxy Training Platform (https://training.galaxyproject.org), an open access, community-driven framework for the collection of FAIR (Findable, Accessible, Interoperable, Reusable) training materials for data analysis utilizing the user-friendly Galaxy framework as its primary data analysis platform. Since its inception, this training platform has thrived, with the number of tutorials and contributors growing rapidly, and the range of topics extending beyond life sciences to include topics such as climatology, cheminformatics, and machine learning. While initially aimed at supporting researchers directly, the GTN framework has proven to be an invaluable resource for educators as well. We have focused our efforts in recent years on adding increased support for this growing community of instructors. New features have been added to facilitate the use of the materials in a classroom setting, simplifying the contribution flow for new materials, and have added a set of train-the-trainer lessons. Here, we present the latest developments in the GTN project, aimed at facilitating the use of the Galaxy Training materials by educators, and its usage in different learning environments.
“We are excited to share that the grant proposal that the IOI team contributed to, titled “A Collaborative Interactive Computing Service Model for Global Communities”, has been awarded funding by the Chan Zuckerberg Initiative….
The goal of this proposal is to create a collaborative cloud infrastructure service that enables community-based cloud-native workflows in the biosciences. Together with our collaborators, we will promote values of open and inclusive community practices, infrastructure that enables these practices, and a “train-the-trainers” approach that empowers community leaders to share expertise in cloud infrastructure with others in their communities. Our focus will be on communities in Latin America and Africa, and we hope to learn how this model could be extended to other global communities that are historically marginalized from large-scale scientific infrastructure projects….”
“As part of EMBL-EBI’s celebration of Open Access week, this special one-off webinar will give you insight into the benefits of open access data, alongside guidance and tips on managing your data.
Featuring four members of EMBL-EBI’s resource teams (from BioSamples, ENA, IntAct/Complex Portal & Europe PMC), you’ll get an overview of Open and FAIR data, insights into submission processes and support, the importance of open literature and some hints, tips and tricks for ensuring your data can easily be made available to others. You’ll also get an opportunity to ask live questions to all four of our speakers, and find out where you can learn more….”
Abstract: A preprint is a version of a research manuscript posted by its authors to a preprint server before peer review. Preprints are associated with a variety of benefits, including the ability to rapidly communicate research, the opportunity for researchers to receive feedback and raise awareness of their research, and broad and unrestricted access. For early-career researchers, preprints also provide a mechanism for demonstrating research progress and productivity without the lengthy timelines of traditional journal publishing. Despite these benefits, few health professions education (HPE) research articles are deposited as preprints, suggesting that preprinting is not currently integrated into HPE culture. In this article, the authors describe preprints, their benefits and related risks, and the potential barriers that hamper their widespread use within HPE. In particular, the authors propose the barriers of discordant messaging and the lack of formal and informal education on how to deposit, critically appraise, and use preprints. To mitigate these barriers, several recommendations are proposed to facilitate preprints in becoming an accepted and encouraged component of HPE culture, allowing the field to take full advantage of this evolving form of research dissemination.
From Google’s English: “On February 13, 2023, the TOSI Chapter Economics and Social Sciences will host the second Winter School on Open Science/Open Scholarship. The Winter School program covers a wide spectrum – for newcomers as well as for advanced students and experts . Quantitative , qualitative and cross- paradigm aspects of Open Science/Open Scholarship will be covered in six hands-on workshops.”
“Investment, training and incentives are required if the sector is going to rise to the challenge of truly embracing open research…
But despite enthusiasm from funders, appropriate support for researchers is often lacking, perhaps because of the incentives that act against institutions finding shared solutions. Open research requires digital infrastructure combined with appropriate training. This is a team challenge – researchers, technicians and professional services staff (such as those working in library teams but also in staff development) need to work together to deliver this effectively….
The solution, in our view, is collaboration.
Training in open research practices, for example, can (and should) be coordinated. To a degree it can even be centralised, in a similar way to how digital infrastructure can be centralised where that is appropriate (such as with Jisc). For example, train-the-trainer courses allow institutions to send trainers (perhaps drawn from both academic and professional services staff, and across career stages) to work together to develop individual workshops that are tailored to the local audience but share common elements that maximise interoperability. This, of course, will require institutions to contribute to a common effort – a very different approach to the local approach to training that is typical, but one that is ultimately likely to be both more effective and more cost-effective.
Similarly, incentives such as promotion criteria, open research prizes and so on can also be harmonised across institutions. Aligned promotion criteria will also serve to promote researcher mobility, if what is good for a researcher’s career (and for research) at one institution will also benefit them when they move to another. Offering open research prizes across multiple institutions – perhaps taking advantage of existing regional clusters – will reduce costs for individual institutions and also foster the sharing of effective and innovative approaches to open research across institutions, to mutual benefit. Plus, the impact of this training and these incentives can be monitored through targeted evaluation across all participating institutions, allowing for ongoing evaluation and benchmarking….”
“The University of California, Los Angeles (UCLA) Library, with funding from the Institute of Museum and Library Services as part of the Laura Bush 21st Century Librarian Program, aims to create 14 lessons that invite librarians to increase their aptitudes in the principles and practices of Open Science. Led by the UCLA Library Data Science Center, this project will incentivize two sequential one year cohorts of authors to develop and refine lessons through summer workshops. As part of this project, the UCLA Library Data Science Center is pleased to announce the call for proposals to develop lessons for librarians focused on open science methods and principles. Read the Full Call for Proposals …”
The project “Creating a Robust Accessible Federated Technology for Open Access” (CRAFT-OA), carried out by 23 experienced partners from 14 European countries, coordinated by the University of Göttingen, Germany will start in January 2023 and run for 36 months. Funded within the Horizon Europe Framework Programme (HORIZON Europe), the project aims to equally evolve and strengthen the Diamond Open Access (Diamond OA, no fees towards authors or readers) institutional publishing landscape. By offering tangible services and tools for the entire life cycle of journal publishing CRAFT OA empowers local and regional platforms and service providers to upscale, professionalise and reach stronger interoperability with other scientific information systems for content and platforms. These developments will help researchers and editors involved in publishing.
The project focuses on four strands of action to improve the Diamond OA model: (1) Provide technical improvements for journal platforms and journal software (2) Build communities of practice to foster overall infrastructure improvement (3) Increase visibility, discoverability and recognition for Diamond OA publishing (4) Integrate Diamond OA publishing with the European Open Science Cloud (EOSC) and other large-scale data aggregators. Consortium partners in CRAFT-OA bring their long-standing engagement in institutional publishing and infrastructure and are committed to sustaining and developing capacities in the field. CRAFT-OA will deliver technical tools, training events, training materials, information, and services for the Diamond OA institutional publishing environment. It will foster communities of practice with the capacity to sustain the project improvements over time.
Margo Bargheer, CRAFT-OA Coordinator, University of Göttingen:
There are countless engaged open access journals out there, making a point to offer Diamond Open Access options to their communities. With our project, they will benefit from shared developments and shared services, but most of all from shared knowledge around professional institutional publishing and stronger networks to reach resilience within their own operation.
EU-Projects support scholarly publishing
CRAFT-OA is linked with other European projects supporting Diamond Open Access, especially the 3-years DIAMAS project (Developing Institutional Open Access Publishing Models to Advance Scholarly Communication). As CRAFT-OA mainly supports Diamond Open Access publishing by providing a technology update, the DIAMAS project supports Diamond Open Access on a non-technical level by building up a capacity centre and a community. The PALOMERA project (Policy Alignment of Open Access Monographs in the European Research Area) investigates institutional scholarly communication as well. Still, it concentrates on contrary to journals on books and especially policies for books. It launches in January 2023 and will run for two years.
Consortium and skills
CRAFT-OA’s 23 consortium partners from 14 European countries are all engaged in institutional publishing and infrastructure, and committed to sustaining and developing capacities in the field. A wide variety of skills and expertise is represented via the consortium partners participating in the project:
“Research Ethics and Research Integrity are also an issue in Open Science and Citizen Science. As part of their training, these topics should be taught to Doctoral Candidates at the beginning of their career. ROSiE is a three-year project funded by HORIZON2020. ROSiE project’s mission is to develop and openly share novel practical tools that ensure research ethics and research integrity in open science and citizen science. Listen to this episode of the PRIDE Podcast and find out, which tools the Rosie project has to offer for you. The 2023 PRIDE Conference is also dedicated to the subject….”
From Google’s English: “Open access has arrived in the subject area of ??vocational training research as an important topic with regard to the publication of and access to research and work results. This volume is dedicated to the advantages and challenges associated with open access from different perspectives. The aim is to provide comprehensive information about open access on the one hand and to make the complex threads of discussion visible on the other.”
Abstract: In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by higher standards of scientific evidence, increased interest in open practices, and promotion of transparency. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Currently, the impact of integrating an open and reproducible approach into the curriculum on student outcomes is not well articulated in the literature. Therefore, in this paper, we provide the first comprehensive review of how integrating open and reproducible scholarship into teaching and learning may impact students, using a large-scale, collaborative, team-science approach. Our review highlighted how embedding open and reproducible scholarship may impact: (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills); (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). Our review also identified a need for more robust and rigorous methods within evaluations of teaching practice. We discuss implications for teaching and learning scholarship in this area.