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Next Open Science MeetUp ‚Open Science for a Better Collaboration‘

mvignoli - October 5, 2015 in Event, Featured, Planet

We decided to organise our next Open Science Meetup in the context of the upcoming Open Access Week 2015. We are proud to announce our special guest, who will join us in our MeetUp: Puneet Kishor (Creative Commons) will give a short talk and give us the opportunity to exchange with him about Open Science and Citizen Science.

We plan to have a rather informal community meeting with additional lightning talks on current activities, projects and events by the Open Science working group as well as other interested people from the Austrian Open Science Community. We kindly invite you to submit your idea for a lightning talk or any other contribution. The more the merrier! :) If you are interested in giving your contribution to the meeting, please contact us.

At the end of the meeting you will have the opportunity to network and exchange with the community. We are looking forward to the MeetUp and to a large group of attendees!

The meeting will take place on Monday, 19.10.2015 from 18:00 CET at Raum D, Museumsquartier, Museumsplatz 1, Vienna. See you there!

We also have a MeetUp page, and it would be nice if you register there.

Save the Date: WissKomm Hackathon 21. November, TU Wien

Sonja Fischbauer - September 28, 2015 in Event, Featured, Open Design, Planet

Unter dem Motto Wissenschaft neu kommunizieren kommen SchülerInnen und junge Studierende aus unterschiedlichen Fachrichtungen für einen Tag zusammen und entwickeln neue, offene Möglichkeiten, um Wissenschaft zu präsentieren.

>> Wann: Samstag, 21. November 2015 von 9 – 20 Uhr

>> Wo: TU Wien, Festsaal und Boecklsaal

>> Wer: Mitmachen können SchülerInnen ab 17 Jahren und Studierende, die sich für Wissenschaft, Kommunikation und Medien interessieren.

>> Wie: Die Teilnahme ist kostenlos, für Essen und Getränke wird gesorgt (ausreichend Mate!)

>> Mehr Infos auf wisskomm.at

Das Projekt ist eine Kooperation des des Bundesministeriums für Wissenschaft, Forschung und Wirtschaft (BMWFW) mit der HCI Group des Instituts für Gestaltungs- und Wirkungsforschung – die Open Knowledge ist als Kooperationspartnerin dabei und unterstützt die Veranstaltung mit (wo)man power in der Organisation und Kommunikation.

>> MentorInnen gesucht!

Wir suchen noch ExpertInnen aus den Bereichen Informatik, Medien, Design und Kommunikation, die den TeilnehmerInnen zur Seite stehen und beim Entwerfen und Umsetzen von Konzepten zur Wissenschaftskommunikation helfen, gegen Speis, Trank und ein kleines Honorar.

Wer sich dafür interessiert, schickt gern ein unverbindliches Email an sonja.fischbauer (et) okfn.at für mehr Infos.

Wir freuen uns schon auf euch!

LOGO_wisskomm_quadratisch

photo credit: andy prokh

Open Science Sum-Up Februar

stefankasberger - March 17, 2015 in Featured, Planet

Der letzte Monat im Rückblick

Einsichten in die Black Box von Förderungs-Reviews. Bereits kleine Voreingenommenheiten führen zu gravierenden Unterschieden bei Förderquoten. In der hochkompetitiven Umgebung werden so strukturelle Ungleichgewichte verstärkt, vor allem wenn es um institutionalisierte Verzerrungen geht.

Nur gucken, nicht anfassen? Im Zuge der Novellierung der Urheberrechts-Richtlinie sieht ein aktuell vorliegender Berichtsentwurf Ausnahmen für Text- und Data-Mining vor. Der Vorschlag von Julia Reda (pdf) begründet dies unter anderem mit der Reduktion von Rechtsunsicherheiten und Transaktionskosten. Dieser wird jedoch von anderer Seite schon wieder torpediert.

Eine Begegnung der Drittmittel-Art. Die Ford-Stiftung ist nach Gates, Packard, Open Society und Hewlett die nächste große Stiftung, die zukünftig Open Access fordert – in Form der Creative Commons BY-Lizenz. Der Einfluss von Privat-Stiftungen auf Forschung ist noch relativ klein aber stetig wachsend, und stellt neue Fragen an die Verteilung von Risiko und Kontrolle zwischen privat und öffentlich.

Bessere Orientierung auf dem Markt von Open Access-Zeitschriften. Quality Open Access Market (QOAM) bietet die Möglichkeit, wichtige Aspekte von Open Access Journals (z.B. Qualität und Kosten) zu bewerten. QOAM basiert auf den Beiträgen von Bibliotheken, Autor*innen und Journal-Redakteur*innen, und ist als Hilfe zur Selbsthilfe gedacht. Mit ausreichend Unterstützung und genug Nutzer*innen kann es eine qualitative Ergänzung zu quantitativen Metriken sein.

Open Access Publizieren mit “Paying it Forward”. Der Verlag der Universität von Kalifornien probiert ein neues Open Access-Finanzierungsmodell aus. Das Modell ist speziell an die Anforderungen von Universitätsverlagen angepasst, und beinhaltet Bezahlung für Reviewer*innen, Subventionen für bestimmte Forschungen und Artikelbearbeitungsgebühren von 875$.

Monographien und Open Access. Der Großteil der Open Access-Debatte geht oft an Monographien, und damit teilweise ganzen Disziplinen, vorbei. Ein Bericht des Higher Education Funding Council for England (pdf) befasst sich mit den Herausforderungen und Möglichkeiten der Umsetzung von Open Access bei Monographien.

Mehr Koordination und Zusammenarbeit zwischen Open Access Repositorien. Die Confederation of OA Repositories hat einen Fahrplan für Interoperabilität veröffentlicht. Dabei werden Probleme in den zwei Dimensionen Komplexität (niedrig – hoch) und Zeitraum (kurze Frist – lange Frist) kategorisiert und Lösungen diskutiert.

Im SciELO Netzwerk wurden mehr als 500.000 Artikel veröffentlicht. In seinen 17 Jahren Tätigkeit hat das mehrheitlich in Lateinamerika aktive Netzwerk vor allem Artikel aus den Bereichen Gesundheit, Humanwissenschaften, Biologie und Landwirtschaft unter Open Access veröffentlicht.

Ein Blick nach Vorne

FOSTER Events in Österreich. Von 12. bis 17. April findet die Generalversammlung der European Geosciences Union in Wien statt. Dabei wird es auch mehrere Präsentationen und Diskussionen zum Thema Open Science geben.

Jahreskonferenz des Young European Associated Researchers (YEAR) Networks. Dieses Jahr ist das Thema der zweitägigen Konferenz Open Science in Horizon 2020. Die Konferenz in Helsinki/Espoo richtet sich an junge WissenschaftlerInnen, die ein praxisnahes Training für das Planen und Schreiben von europäischen Projektanträgen absolvieren möchten. Zudem gibt es die Gelegenheit für eine innovative Projektidee mit Open Science Ansätzen 5000€ zur Projektantragvorbereitung und einen europäischen Projektmanagementkurs zu gewinnen.

Eine neue Form der Interaktion mit dem Gesetz: Open Laws. Am 20. und 21. März findet in Salzburg ein Code Camp von Openlaws.eu statt. Ziel des Code Camps ist eine Einführung und erleichterter Start in die Nutzung der Plattform. Diese will rechtliche Informationen leichter zugänglich, organisierbar und mit anderen teilbar machen.

iKNOW Call for Papers. Für die iKnow-Konferenz von 21. bis 23. Oktober in Graz kann man auch Beiträge im Track Science 2.0 und Open Science einreichen. Übergreifendes Thema ist Cognitive Computing and Data-Driven Business. Frist für das Abstract ist der 27. April, für das Paper der 4. Mai.

Offen für Zusammenarbeit. Das ist das Motto der internationalen Open Access Week 2015, von 19.-25. Oktober. Dabei soll erkundet werden, wie auf dem Weg zu “Open by default” zwischen Stakeholdern vermittelt werden kann.

openscienceASAP Newsletter

Der monatliche Open Science Sum-Up fasst aktuelle Geschehnisse zu Open Science zusammen und gibt einen Ausblick auf nächste wichtige Ereignisse: Weltweit mit Schwerpunkt auf Österreich und Deutschland sowie zu openscienceASAP.

Abonnieren

Der Artikel wurde ursprünglich auf openscienceASAP.org veröffentlicht.

YEAR Conference 2015: Your chance to win 5000 Euros for your Open Science project idea

Peter Kraker - February 27, 2015 in Announcements, Featured

Acknowledgements: Thanks to the YEAR Board for contributing to this blog post!

Are you a young researcher with an Open Science project idea? Here’s a chance to win 5000 Euros to make it happen: The Young European Associated Researchers (YEAR) Network organises its Annual Conference on 11-12 May 2015 at VTT in Helsinki/Espoo (Finland) with a focus on Open Science. Registration for the conference is now open.

The YEAR Annual Conference is a two-day event for young researchers, which offers a platform for exchange and training focused on key aspects of EU projects. This event provides young researchers with a solid basis for successful integrations of both open access and open research data concepts in Horizon 2020 projects as well as current research workflows.

Annual-Conference-2015-small“Sharing is caring”! This is probably a good way to describe what Open Science really means: a new approach to science to share ideas, research results, research data, and publications with the rest of the world, through the newly available network technologies.

Open science approaches are rather new concepts that many researchers are not familiar with as of yet. Young researchers in particular struggle when being confronted with open access or open research data and issues related to it. This fact is reinforced by survey recently conducted by YEAR, according to which many of the surveyed young researchers are inexperienced with open science and unsure about its implications. According to a majority of about 80% of the survey participants one of the most effective channels for awareness-raising of Open Science is its integration in research training. The aim of this training is to respond to this demand and to provide young researchers with a solid basis for successfully implementing both open access and open research data concepts in H2020 projects and to highlight ways of integrating them into current research workflows.

Conference Day 1: invited international experts will introduce strategies for fulfilling open access requirements in H2020 projects and Open Data Pilots. The goal of Day 1 is to give the attendees the necessary background information and useful tools for publishing open access or open research data.

Conference Day 2: the young researchers are invited to come with a project idea relying on, or promoting open research data/open science aspects. They will be challenged to defend their idea and to work it out with the other young researchers to take a chance to win one of the two YEAR Awards. The goal is for the young researchers to gain hands-on experience on developing strong project ideas as well as to find other potential project partners.

Confirmed speakers and trainers: Jean-Claude Burgelman (European Commission, DG Research and Innovation), Petr Knoth (The Open University, UK), Jenny Molloy (OKFN, University of Oxford, UK), Peter Kraker (KNOW Center, AT)

YEAR Awards: the two most outstanding project ideas defended and developed during the Conference Day 2 will be awarded. The YEAR Awards consist of a European Project Management training course and 5000 euros each to further develop the project ideas.

Please submit your project idea for the YEAR Annual Conference 2015 by Thursday 2 April 2015 Thursday 16 April 2015.

The conference is supported by the EU project FOSTER and is organised by YEAR in cooperation with VTT, AIT Austrian Institute of Technology, KNOW Center Graz, and SINTEF. The Open Knowledge Foundation is a dissemination partner.

Conference links: http://www.year-network.com/homepage/year-annual-conference-2015

https://www.fosteropenscience.eu/event/year-annual-conference-2015-open-science-horizon-2020

Open Science Sum-Up Januar

stefankasberger - February 25, 2015 in Featured, Planet

Der letzte Monat im Rückblick

Der letzte Monat im Rückblick

Die geplante Fusion von Springer und Macmillan würde ein Verlagshaus mit € 1,5 Mrd. Umsatz schaffen. Die Mutterkonzerne BC Partners und Holtzbrinck sehen dies als “strategische Transaktion um langfristiges Wachstum zu sichern.” Die ökonomischen Eigenheiten von Oligopolmärkten sind klar, es stellt sich viel mehr die Frage: Was ist das wirkliche Produkt, was ist der Mehrwert der noch generiert wird, welches Problem wird von solchen Konstrukten noch sinnvoll gelöst? Diese Fragen werden umso wichtiger, je stärker auch die Open Access-Veröffentlichungswelt von wenigen zentralen Akteuren dominiert wird.

Der Weg zu Open Science Commons. Das ambitionierte und umfangreiche Projekt “European Grid Infrastructures” erhält grünes Licht von der Europäischen Kommission. Ziel ist vereinfachter Zugang zu gemeinsamen Infrastrukturen, Technologien und wissenschaftlichem Wissen.

Gleichzeitig zwackt die Europäische Kommission Forschungsgelder von Horizon 2020 ab. Umgelenkt werden die Gelder in einen neuen “Investment Plan for Europe“.

Die OANA-Arbeitsgruppen haben ihre Arbeit abgeschlossen und die Ergebnisse liegen vor. Mit dem Auftrag, konkrete Empfehlungen zur Umsetzung von Open Access auszuarbeiten, gingen 5 Arbeitsgruppen an den Start. Die Ergebnisse wurden am 21. Januar in Wien vorgestellt.

Die DFG macht Open Access verbindlich. Für das neue Förderprogramm “Infrastruktur für elektronische Publikationen und digitale Wissenschaftskommunikation” gilt, dass die “in den Projekten erstellten Inhalte und alle aus Projekten resultierende Publikationen […] grundsätzlich über das Internet für alle Nutzer und Nutzerinnen weltweit frei verfügbar” sind.

Transparenz öffentlicher Institutionen muss in der Schweiz per Crowdfunding hergestellt werden. Das Projekt von Christian Gutknecht soll Akteneinsicht in die Finanzlage der Hochschulbibliotheken herstellen.

Investigative, offene Datensätze für die brisanten Fragen. Eine Reihe von Projekten sammelt Informationen zu globalen Unternehmens- und Politikvernetzungen (LittleSis), Konzernen (opencorporates), oder Ölverträgen (OpenOil).

Open Data leichter erkennen. In Österreich startet das Projekt “Open Data Inside“. Mit einem Abzeichen wird die Nutzung von Open Data erkennbar gemacht. Ziel ist, den wirtschaftlichen Mehrwert und Nutzen für die Öffentlichkeit sichtbar zu machen und zu fördern.

Mit Fragen und Antworten Open Science besser erklären. Auf der Fragen-Antworten-Platform stackexchange ist der Vorschlag einer Subseite zu “Open Science” nun in die “Commitment”-Phase eingetreten. Es geht jetzt darum ausreichend Unterstützer*innen zu finden um diese zu starten.

Offen und gleichzeitig übersichtlich. SPARC Europe hat eine Visualisierungshilfe veröffentlich mit der Offenheit der eigenen Forschung und Lehrinhalte dargestellt werden kann. Das Netzdiagramm deckt Aspekte wie Policies, Repositorien oder Verbreitung und Archivierung ab.

Ein Blick nach Vorne

Konferenz und Unkonferenz zu Science 2.0. Die zweite International Science 2.0 Konferenz findet am 25. und 26. März in Hamburg statt. Diskutiert wird im Kontext etablierter Themen rund um Citizen Science, Open Access, Big Data und (Alt-)Metrics. Besprochen werden auch die Ergebnisse der Konsultationen zu “Science 2.0: Science in Transition” und am Vortag gibt es ein Barcamp.

Am 21. Februar schwappt eine Welle von Open Data einmal rund um die Welt. Der globale Open Data Day bietet eine gute Gelegenheit sich international zusammenzusetzen, den Nutzen von Open Data sichtbar zu machen und neue Ideen zu entwickeln.

Citizen Science wird immer mehr zum Thema in Österreich. Die Österreichische Citizen Science Konferenz am 26. Februar soll dazu die wichtigsten Akteur*innen vernetzen und eine Plattform bieten um sich kennenzulernen und Informationen auszutauschen.

Der Call for Papers der Wikimania 2015 in Mexiko City ist offen. Bis 28. Februar können noch Beiträge zu den verschiedenen Tracks (u.a. WikiCulture & Community, Legal & Free Culture, GLAM & Outreach) eingereicht werden. Wer sich die weite Anreise nicht leisten kann, es gibt auch ein Scholarship Programm.

openscienceASAP Newsletter

Der monatliche Open Science Sum-Up fasst aktuelle Geschehnisse zu Open Science zusammen und gibt einen Ausblick auf nächste wichtige Ereignisse: Weltweit mit Schwerpunkt auf Österreich und Deutschland sowie zu openscienceASAP.

Abonnieren

Der Artikel wurde ursprünglich auf openscienceASAP.org veröffentlicht.

Open Science Sum-Up Dezember

stefankasberger - February 19, 2015 in Featured, Planet

Der letzte Monat im Rückblick

Wir verzichten unsererseits auf einen Jahresrückblick und verweisen stattdessen auf:

Mozilla will Fähigkeitslücken bei Open Science schließen. Dafür wurde ein Förderprogramm initiiert, mit dem Ziel, Kompetenzen für kollaborative, effiziente, und reproduzierbare Wissenschaft einer breiteren Masse zu vermitteln. Dazu gehören auch Trainingsprogramme für Open Science und datenintensive Forschung.

Open Science 31C3. Vernetzung und Austausch gab es im Workshop der Open Science AG von Open Knowledge auf dem Chaos Communication Congress. Dabei wurden viele Facetten angesprochen, und die Einbettung in andere gesellschaftliche Prozesse diskutiert.

Die Dateiendung als vorletzte Hürde. Proprietäre Formate stehen einer einfachen Nutzung und Veröffentlichung im Weg, und sind dennoch bevorzugte Wahl großer Publisher.

Im Rahmen des deutschen Wissenschaftsjahres “Digitale Gesellschaft” fand ein Webinar zum Thema “Knowledge Sharing in Science” statt. Die Vorträge und die Diskussion mit Alexander Gerber, Muthu Madhan und Peter Kraker gibt es (nach einer Registrierung beim Alumniportal) zum Nachsehen.

1 Million Artikel in 23 Jahren. Pünktlich zum Jahresende wurde der 1 millionste Artikel auf arXiv.org hochgeladen.

Indien macht einen großen Schritt Richtung Open Access. Die zwei größten Forschungsförderer verlangen die Hinterlegung in öffentlichen Repositorien, inklusive Metadaten und ergänzendem Material. Während Daten noch nicht explizit verlangt werden, ist man sich dieses Trends bewusst. Interessant ist auch die Rückwirksamkeit der Policy für die Jahre 2012 und 2013.

Open (Research) Data sind die nächste Stufe der Öffnung. Besonders im englischsprachigen Raum wird Open Access auch für alle digitalen Ergebnisse zunehmend verpflichtend. Das kommt Plattformen wie figshare natürlich sehr gelegen, ist aber auch für Projekte wie e-infrastructures relevant.

Qualität und Bedeutung sind nicht das Gleiche. Eine Studie über Peer Review ergab, dass zwar schlechte Einreichungen abgelehnt wurden, gute aber auch – welche sich im Nachhinein als wegweisende Artikel erwiesen. Nicht nur wurde eine große Zahl an Manuskripten ohne jegliche Peer Review zurückgeschickt, auch 12 der 14 meist zitierten erlitten dieses Schicksal.

Ein Blick nach Vorne

Die i-KNOW wird 2015 von 21.-23.10. in Graz stattfinden. Im vor kurzem veröffentlichten Call for Papers findet sich wieder ein eigener Track zu Science 2.0 und Open Science.

openscienceASAP Newsletter

Der monatliche Open Science Sum-Up fasst aktuelle Geschehnisse zu Open Science zusammen und gibt einen Ausblick auf nächste wichtige Ereignisse: Weltweit mit Schwerpunkt auf Österreich und Deutschland sowie zu openscienceASAP.

Der Artikel wurde ursprünglich auf openscienceASAP.org veröffentlicht.

Open Science Blog Editors Wanted!

Jenny Molloy - January 5, 2015 in Announcements, Featured

2349632625_4eba371b56_z

Do you have 2+ hours a month available to edit and post some fantastic open science content to the Open Science Working Group blog?

We are looking for more editors to join Ann, Scott and Rayna on the blog editing team!

We aim to post at least once a month on events and activities organised by working group members, insights and thoughts from you all on different aspects of open science or the occasional guest blog post from others in the field.

The ideal minimum commitment is to manage/edit/author two blog posts a year but any additional help is much appreciated, for instance in curating the blog by putting together a short series of related posts and requesting guest posts.

More info on the role can be found here

If you are interested:

  • Get in touch with any questions via this thread or science@okfn.org
  • Add you name to the wiki
  • Follow the open science blog queue topic on Discourse to pick up posts as they come in!

More interested in curation than editing?

Check out our discussion on aggregating blog feeds to create a Planet Open Science that Svetlana Belkin is driving forward. This will eventually involve ‘Editor’s Picks’, community tagging and other features.

Would you like your work featured on this blog?

Check out the blog contributions wiki page and get in touch!

Image Credit: 2008-01-26 (Editing a paper) – 31 by Nic McPhee on Flickr, licensed under CC-BY-SA 2.0

Das war 2014 – das kommt 2015!

Sonja Fischbauer - December 22, 2014 in Featured, Open Data News, openGLAM, Planet

Wenn die Zahl der Out-of-Office-Replies in der Inbox steigt wie die Anzahl der verspeisten Vanillekipferl im Magen, dann wird es schön langsam Zeit: Für besinnliche* Feiertage, in denen man – bei noch mehr Keksen und einem Heißgetränk der Wahl – das alte Jahr Revue passieren lässt und sich darauf freut, was das neue bringen wird. Wir haben das mit den Keksen schon erledigt und blicken nun zurück auf ein erfolgreiches Jahr 2014… 

Rückblick: Das haben wir 2014 erreicht

Mit dem Open Data Portal Österreich, einem gemeinsamen Projekt mit Wikimedia, gelang ein großer Fortschritt der Open Data Community, der sich schnell als Fixpunkt etablierte. Österreich hat damit als einziges Land eine gemeinsame Open Data Infrastruktur für Verwaltung, Wirtschaft, Kultur, NGOs und viele mehr. Das Gesamtkonzept Open Data in Österreich mit dem Verwaltungsportal data.gv.at und Schwesternplattform opendataportal.at ist und bleibt ein Vorzeigebeispiel in Europa, ausgezeichnet mit dem UN Public Service Award.

Neben aktiver Community- und Überzeugungsarbeit in der Verwaltung sorgte die OKFN auch für rege Teilnahme in den Arbeitsgruppen der Digitalen Agenda Wien und vernetzte bei diversen MeetUps, wie zuletzt dem X-mas Gathering, die etablierte Community mit neuen TeilnehmerInnen. 

Und stärkten dabei auch den Nachwuchs der österreichischen IT-Szene: Mit dem Young Coders Festival im Oktober fand der erste Open Data Hackathon für Jugendliche aus ganz Österreich statt. Hier geht’s zur Videozusammenfassung (4 min) des aufregenden Wochenendes.

Young Coders Festival 2014 - Gruppenfoto

Große Freude beim Young Coders Festival 2014 – im kommenden Jahr wird es wiederholt!

Auch die Arbeitsgruppe Open Science rund um Stefan Kasberger blickt auf ein ereignisreiches Jahr zurück, in dem das Thema offener Wissenschaft nicht nur in der Community rege diskutiert wurde, sondern auch Beachtung in Presse und Politik fand: Mit Jänner 2014 trat die OKFN dem Open Access Network Austria (OANA) bei und nahm an drei Arbeitsgruppen teil. Im Juni beehrten Peter Murray Rust und Michelle Brook, die anlässlich eines Vortrages beim Wissenschaftsfond FWF nach Österreich reisten, auf Einladung der Open Science Gruppe auch das Metalab Vienna für einen Hackathon mit anschließendem MeetUp zum Thema Content Mining. Auf der MS Wissenschaft im September, welche die Open Knowledge Foundation in Kooperation mit Wikimedia und dem Wissenschaftsfond FWF organisierte, diskutieren ExpertIinnen aus Deutschland, Österreich und der Schweiz unter anderem über die Chancen von Open Science

Aus der Arbeitsgruppe OpenGLAM lässt sich ebenfalls so einiges berichten: “Unser Ziel im Jahr 2014 war es, Awareness zum Thema Open Data in Kulturinstitutionen zu schaffen, speziell in Hinblick auf die kommende Novelle der PSI Richtline, welche die Weiterverwendung von Dokumenten öffentlicher Stellen auch auf den GLAM (Galerien, Bibliotheken, Archive, Museen) Bereich ausdehnt,” rekapituliert Bernhard Haslhofer, OKFN Vorstandsmitglied und Mit-Koordinator von OpenGLAM in Österreich. Vorträge zum Thema Offene Daten im Kulturbereich (Wien Museum) und zur Anwendung von Linked Data in den Digitalen Geisteswissenschaften (Österreichische Akademie der Wissenschaften) unterstützen dieses Vorhaben.

 

Ausblick: Das schaffen wir 2015 …
Nach einem ereignisreichen Jahr 2014 haben wir auch für das neue Jahr so einiges geplant. Im Jänner startet unter dem Motto “Wo Open Data drin ist, soll auch Open Data draufstehen” das Projekt Open Data Inside, das mit einem digitalen Abzeichen die Qualität und Relevanz offener Daten auch im Business-Bereich hervorhebt. Das netidee-geförderte Projekt Gute Taten für gute Daten befreit Datensätze aus ihren verschlossenen Formaten und auch bei einem weiteren Projekt, das wir bald bekannt geben werden, steuert die OKFN ihre Expertise bei. Im Herbst laden wir abermals jugendliche Programmiertalente zum Young Coders Festival ein, und das Open Data Portal baut seine Rolle als Fixstern am Open Data Himmel weiter aus. Zusätzlich bleiben wir in der Community aktiv und organisieren weiterhin MeetUps und andere Treffen.

 

… mit eurer Unterstützung! 
Die Open Knowledge Foundation Österreich ist als gemeinnütziger, nicht-gewinnorientierter Verein auf die Unterstützung ihrer Mitglieder angewiesen. Nur durch euren Support können wir unsere Kapazitäten optimal einsetzen – und im kommenden Jahr noch mehr Bewusstsein und Fortschritt schaffen für Open Data, Open Science, Transparenz und Offenheit. In diesem Sinne haben wir für dieses Weihnachtsfest den frommen Wunsch: Zeigt uns eure Unterstützung! Macht mit und werdet OKFN-Mitglied – denn gemeinsam netzwerkt es sich besser, als alleine.

 

In diesem Sinn wünschen wir euch frohe Feiertage & einen guten Rutsch ins neue Jahr! 

 

*Tipp für alle gestressten Last-Minute-Shopper: Eine OKFN Mitgliedschaft ist ein wunderschönes und nachhaltiges Weihnachtsgeschenk, das sich ganz ohne Einkaufsstraßenwahnsinn und Shopping-Mall-Madness hier erwerben lässt. 

Open Training for Open Science

Jenny Molloy - December 21, 2014 in Featured, Reproducibility, Research, Tools

This is part of series of blog posts highlighting focus points for the Open Science Working Group in 2015. These draw on activities started in the community during 2014 and suggestions from the Working Group Advisory Board.

By opensourceway on Flickr under CC-BY-SA 2.0

By opensourceway on Flickr under CC-BY-SA 2.0

The Open Science Working group have long supported training for open science and early introduction of the principles of open and reproducible research in higher education (if not before!). This area was a focus in 2013-4 and grows in importance as we enter 2015 with the level of interest in openness in science increasing at a rapid rate. This post attempts to provide examples of training initiatives in which members of the working group have been involved and particular areas where work is lacking.

  1. Openness in higher education
  2. Strategies for training in open science
  3. The Open Science Training Initiative (OSTI)
  4. Developing Open Science Training Curricula
  5. Incorporating Open Science Training into Current Courses
  6. Conclusion
  7. Getting Involved in Open Science Training

Openness in higher education

Openness has the potential to radically alter the higher education experience. For instance, Joss Winn and Mike Neary posit that democratisation of participation and access could allow a reconstruction of the student experience in higher eduction to achieve this social relevance, they propose:

“To reconstruct the student as producer: undergraduate students working in collaboration with academics to create work of social importance that is full of academic content and value, while at the same time reinvigorating the university beyond the logic of market economics.”[1]

Openness focuses on sharing and collaboration for public good, at odds with the often competitive ethos in research and education. This involves more than simply implementing particular pedagogies or publishing open access articles – as Peters and Britez state bluntly in the first sentence of their book on open education:

“Open education involves a commitment to openness and is therefore inevitably a political and social project.” [2]

This could equally apply to open science. Openness is a cultural shift that is facilitated but not driven by legal and technical tools. In open education, for instance, open pedagogy makes use of now abundant openly licensed content but also places an emphasis on the social network of participants and the learner’s connections within this, emphasising that opening up the social institution of higher education is the true transformation. In open science, a lot of training focuses on the ability to manage and share research data, understand licensing and use new digital tools including training in coding and software engineering. However, understanding the social and cultural environment in which research takes place and how openness could impact that is arguably even more fundamental.

This section will focus on three topics around open science training, offering relevant linkages to educational literature and suggestions for teaching design:

  1. Use of open data and other open research objects in higher education.
  2. Use of open science approaches for research-based learning.
  3. Strategies for training in open science.

Strategies for training in open science

As openness is a culture and mindset, socio-cultural approach to learning and the construction of appropriate learning environments is essential. While the Winn and Neary [1] focus on the student as producer, Sophie Kay [3] argues that this can be detrimental as it neglects the role of students as research consumers which in turn neglects their ability to produce research outputs which are easily understood and reuseable.

Training in evolving methods of scholarly communication is imperative because there are major policy shifts towards a requirement for open research outputs at both the funder and learned society levels in the UK, EU and US. This is in addition to a growing grassroots movement in scientific communities, accelerated by the enormous shifts in research practice and wider culture brought about by pervasive use of the internet and digital technologies. The current generation of doctoral candidates are the first generation of `digital natives’, those who have grown up with the world wide web, where information is expected to be available on demand and ‘prosumers’ who consume media and information as well as producing their own via social media sites, are the norm. This norm is not reflected in most current scientific practice, where knowledge dissemination is still largely based on a journal system founded in the 1600s, albeit now in digital format. Current evidence suggests that students are not prepared for change, for example a major study of 17,000 UK graduate students [4] revealed that students:

  • hold many misconceptions about open access publishing, copyright and intellectual property rights;
  • are slow to utilise the latest technology and tools in their research work, despite being proficient in IT;
  • influenced by the methods, practices and views of their immediate peers and colleagues.

While pre-doctoral training is just as important, the majority of open science training initiatives documented thus far have aimed at the early career research stage, including doctoral students.

The Open Science Training Initiative (OSTI)

Photo courtesy of Sophie Kay, licensed under CC-BY.

OSTI photo courtesy of Sophie Kay, licensed under CC-BY.

Open Knowledge Panton Fellow Sophie Kay developed an Open Science Training Initiative (OSTI) [3], trialled in the Life Science Interface Doctoral Training Centre at the University of Oxford, which employs `rotation based learning’ (RBL) to cement the role of students as both producers and consumers of research through learning activities which promote the communication of coherent research stories that maximise reproducibility and usefulness. The content involves a series of mini-lectures around concepts, tools and skills required to practice openly, including an awareness of intellectual property rights and licensing, digital tools and services for collaboration, storage and dissemination, scholaraly communication and broader cultural contexts of open science.

The novel pedagogical approach employed was the creation of groups during an initiator phase where each group reproduces and documents a scientific paper, ensuring that outputs are in appropriate formats and properly licensed. Next the successor phase sees the reproduced work being rotated to another group who must again validate and build upon it in the manner of a novel research project, with daily short meetings with instructors to address any major issues. No intergroup communication is allowed during either phase, meaning that deficiencies in documentation and sticking points become obvious and hopefully leads to greater awareness among students of the adequacy of their future documentation. The pilot course involved 43 students and had a subject-specific focus on computational biology. Feedback was excellent with students feeling that they had learnt more about scientific working practises and indicating they were highly likely to incorporate ideas introduced during the course into their own practice.

This course design offers great scope for inter-institutional working and as it uses OERs the same training can be delivered in several locations but remains adaptable to local needs. RBL would be more challenging to mirror in wet labs but could be adapted for these settings and anyone is encouraged to remix and run their own instance. Sophie is especially keen to see the materials translated into further languages.

Developing Open Science Training Curricula

OSTI is one of the first courses to specifically address open science training but is likely the first of many as funding is becoming available from the European Commission and other organisations specifically aimed at developing open access and open science resources and pedagogies. Some of the key consideration for teaching design in this space are:

  1. How to address socio-cultural aspects in addition to imparting knowledge about legal and technical tools or subject-specific content and skills training.
  2. The current attitudes and perceptions of students towards intellectual property and the use of digital technologies and how this will impact their learning.
  3. The fast pace of change in policy requirements and researcher attitudes to aspects of open science.
  4. Additional time and resources required to run additional courses vs amelioration of existing activities.
Open science curriculum map at MozFest 2014.  Photo by Jenny Molloy, dedicated to the public domain via a CCZero waiver.

Open science curriculum map at MozFest 2014. Photo by Jenny Molloy, dedicated to the public domain via a CCZero waiver.

There are numerous one-off training events happening around the world, for instance the series of events funded by the FOSTER EU programme, which includes many workshops on open science. There are also informal trainings through organisations such as the Open Science working group local groups. Open science principles are incorporated into certain domain-specific conferences or skill-specific programmes like Software Carpentry Workshops, which have a solid focus on reproducibility and openness alongside teaching software engineering skills to researchers.

There are no established programmes and limited examples of open science principles incorporated into undergraduate or graduate curricula across an entire module or course. Historically, there have been experiments with Open Notebook Science, for instance Jean-Claude Bradley’s work used undergraduates to crowdsource solubility data for chemical compounds. Anna Croft from Bangor University presented her experiences encouraging chemistry undergraduates to use open notebooks at OKCon 2011 and found that competition between students was a barrier to uptake. At a graduate level, Brian Nosek has taught research methods courses incorporating principles of openness and reproducibility (Syllabus) and a course on improving research (Syllabus). The Centre for Open Science headed by Nosek also has a Collaborative Replications and Education Project (CREP) which is an excellent embodiment of the student as producer model and incorporates many aspects of open and reproducible science through encouraging students to replicate studies. More on this later!

It is clear that curricula, teaching resources and ideas would be useful to open science instructors and trainer at this stage. Billy Meinke and Fabiana Kubke helpfully delved into a skills-based curriculum in more depth during Mozilla Festival 2014 with their mapping session. Bill Mills of Mozilla Science Lab recently published a blog post on a similar theme and has started a pad to collate further information on current training programmes for open science. In the US, NCAES ran a workshop developing a curriculum for reproducible science followed by a workshop on Open Science for Synthesis .

NESCent ran a curriculum building workshop in Dec 2014 (see wiki). Several participants in the workshop have taught their own courses on Tools for Reproducible Research (Karl Broman) or reproducibility in statistics courses (Jenny Bryan). This workshop was heavily weighted to computational and statistical research and favoured R as the tool of choice. Interestingly their curriculum looked very different to the MozFest map, which goes to show the breadth of perspectives on open science within various communities of researchers!

All of these are excellent starts to the conversation and you should contribute where possible! There is a strong focus on data-rich, computational science so work remains to rethink training for the wet lab sciences. Of the branches of skills identified by Billy and Fabiana, only two of seven relate directly to computational skills, suggesting that there is plenty of work to be done! For further ideas and inspiration, the following section details some ways in which the skills can be further integrated into the curriculum through existing teaching activities.

Skills map for Reproducible, Open and Collaborative Science. Billy Meinke and Fabiana Kubke's session at MozFest 2014.

Skills map for Reproducible, Open and Collaborative Science. Billy Meinke and Fabiana Kubke’s session at MozFest 2014.

Incorporating Open Science Training into Current Courses

Using the open literature to teach about reproducibility

Data and software is increasingly published alongside papers, ostensibly enabling reproduction of research. When students try to reanalyse, replicate or reproduce research as a teaching activity they are developing and using skills in statistical analysis, programming and more in addition to gaining exposure to the primary literature. As much published science is not reproducible, limitations of research documentation and experimental design or analysis techniques may become more obvious, providing a useful experiential lesson.

There is public benefit to this type of analysis. Firstly, whether works are reproducible or not is increasingly of interest particularly to computational research and various standards and marks of reproducibility have been proposed but the literature is vast and there is no mechanism widely under consideration for systematic retrospective verification and demarcation of reproduciblity. Performing this using thousands of students in the relevant discipline could rapidly crowdsource the desired information while fitting easily into standard components of current curricula and offering a valid and useful learning experience.

The effect of `many eyes’ engaging in post-publication peer review and being trained in reviewing may also throw up substantive errors beyond a lack of information or technical barriers to reproduction. The most high profile example of this is the discovery by graduate student Thomas Herndon of serious flaws in a prominent economics paper when he tried to replicate its findings [5,6]. These included coding errors, selective exclusion of data and unconventional weighting of statistics, meaning that a result which was highly cited by advocates of economic austerity measures and had clear potential to influence fiscal policy was in fact spurious. This case study provides a fantastic example of the need for open data and the social and academic value of reanalysis by students, with the support of faculty.

This possibility has not been picked up in many disciplines but the aforementioned CREP project aims to perform just such a crowd-sourced analysis and asks instructors to consider what might be possible through student replication. Grahe et al., suggest that:

“Each year, thousands of undergraduate projects are completed as part of the educational experience…these projects could meet the needs of recent calls for increased replications of psychological studies while simultaneously benefiting the student researchers, their instructors, and the field in general.” [7]

Frank and Saxe [8] support this promise, reporting that they found teaching replication to be enjoyable for staff and students and an excellent vehicle for educating about the importance of reporting standards, and the value of openness. Both publications suggest approaches to achieving this in the classroom and are well worth reading for further consideration and discussion about the idea.

Reanalysing open data

One step from reproduction of the original results is the ability to play with data and code. Reanalysis using different models or varying parameters to shift the focus of the analysis can be very useful, with recognition of the limitations of experimental design and the aims of the original work. This leads us to the real potential for novel research using open datasets. Some fields lend themselves to this more than others. For example, more than 50% of public health masters projects across three courses examined by Feldman et al. [9] used secondary data for their analyses rather than acquiring expensive and often long-term primary datasets. Analysis of large and complex public health data is a vital graduate competency, therefore the opportunity to grapple with the issues and complexities of real data rather than a carefully selected or contrived training set is vital.

McAuley et al. [10] suggest that the potential to generate linked data e.g. interconnecting social data, health statistics and travel information, is the real power of open data and can produce highly engaging educational experiences. Moving beyond educational value, Feldman et al. [9] argue that open data use in higher education research projects allows for a more rapid translation of science to practise. However, this can only be true if that research is itself shared with the wider community of practise, as advocated by Lompardi [11]. This can be accomplished through the canonical scientific publishing track or using web tools and services such as the figshare or CKAN open data repositories, code sharing sites and wikis or blogs to share discoveries.

In order to use these digital tools that form the bedrock of many open science projects and are slowly becoming fully integrated into scholarly communication systems, technological skills and understanding of the process of knowledge production and disemmination in the sciences is required. Students should be able to contextualise these resources within the scientific process to prepare them for a future in a research culture that is being rapidly altered by digital technologies. All of these topics, including the specific tools mentioned above, are covered by the ROCS skills mapping from MozFest, demonstrating that the same requirements are coming up repeatedly and independently.

Use of open science approaches for research-based learning

There are several powerful arguments as to why engaging students in research-based activities leads to higher level and higher quality learning in higher education and the Boyer Commission on Educating Undergraduates in the Research University called for research based learning to become the standard, stating a desire:

“…to turn the prevailing undergraduate culture of receivers into a culture of inquirers, a culture in which faculty, graduate students, and undergraduates share an adventure of discovery.”

The previous section emphasised the potential role of open content, namely papers, data and code in research-based learning. In addition, the growing number of research projects open to participation by all – including those designated as citizen science – can offer opportunities to engage in research that scales and contributes more usefully to science than small research projects that may be undertaken in a typical institution as part of an undergraduate course. These open science activities offer options for both wet and dry lab based activities in place or in addition to standard practical labs and field courses.

The idea of collaborative projects between institutions and even globally is not new, involvement in FOSS projects for computational subjects has long been recognised as an excellent opportunity to get experience of collaborative coding in large projects with real, often complex code bases and a `world-size laboratory’ [12]. In wet lab research there are examples of collaborative lab projects between institutions which have been found to cut costs and resources as well as increasing the sample size of experiments performed to give publishable data [13]. Openness offers scaling opportunities to inter-institutional projects which might otherwise not exist by increasing their visibility and removing barriers to further collaborative partners joining.

Tweet from @O_S_M requesting assistance synthesising molecules.

Tweet from @O_S_M requesting assistance synthesising molecules.

There are several open and citizen science projects which may offer particular scope for research-based learning. One could be the use of ecology field trips and practicals to contribute to the surveys conducted by organisations such as the UK Biological Records Centre, thus providing useful data contributions and access to a wider but directly relevant dataset for students to analyse. NutNet is a global research cooperative which sets up node sites to collect ecosystem dynamics data using standard protocols for comparison across sites globally, as this is a longitudinal study with most measurements being taken only a couple of times a year it offers good scope for practical labs. On a more ad hoc basis, projects such as Open Source Malaria offer many project and contribution opportunities e.g. a request to help make molecules on their wishlist and a GitHub hosted to do list. One way of incorporating these into curricula are team challenges in a similar vein to the iGEM synthetic biology project, which involves teams of undergraduates making bacteria with novel capabilities and contributes the DNA modules engineered to a public database of parts known as BioBricks.

In conclusion, open and citizen science projects which utilise the internet to bring together networks of people to contribute to live projects could be incorporated into inquiry-based learning in higher education to the benefit of both students and the chosen projects, allowing students to contribute truly scientifically and socially important data in the `student as producer’ model while maintaining the documented benefits of research-based pedagogies. This ranges from controlled contributions to practice particular skills through discovery-oriented tasks and challenges such as iGEM, allowing students to generate research questions independently.

There are significant challenges in implementing these types of research-based activities, many of which are true of `non-open’ projects. For instance, there are considerations around mechanisms of participation and sharing processes and outputs. Assessment becomes more challenging as students are collaborating rather than providing individual evidence of attainment. As work is done in the open, provenance and sharing of ideas requires tracking.

Conclusion

This post has introduced some ideas for teaching open science focusing on the student as both a producer and consumer of knowledge. The majority of suggestions have centred around inquiry-based learning as this brings students closer to research practices and allows social and cultural aspects of science and research to be embedded in learning experiences.

Explicitly articulating the learning aims and values that are driving the teaching design would be useful to enable students to critique them and arrive at their own conclusions about whether they agree with openness as a default condition. There is currently little systematic evidence for the proposed benefits of open science, partly because it is not widely practised in many disciplines and also as a result of the difficulty of designing research to show direct causality. Therefore, using evidence-based teaching practices that attempt to train students as scientists and critical thinkers without exposing the underlying principles of why and how they’re being taught would not be in the spirit of the exercise.

Support for increased openness and a belief that it will lead to better science is growing, so the response of the next generation of scientists and their decision about whether to incorporate these practices into their work has great implications for the future research cultures and communities. At the very least, exposure to these ideas during under- and postgraduate training will enable students to be aware of them during their research careers and make more informed decisions about their practises, values and aims as a researcher. There are exciting times ahead in science teaching!

If you’ve found this interesting, please get involved with a growing number of like-minded people via the pointers below!

Getting Involved in Open Science Training

More projects people could get involved with? Add them to the comments and the post will be updated.

References

  1. Neary, M., & Winn, J. (2009). The student as producer: reinventing the student experience in higher education.
  2. Peters, M. A., & Britez, R. G. (Eds.). (2008). Open education and education for openness. Sense Publishers.
  3. For a peer-reviewed paper on the OSTI initiative, see Kershaw, S.K. (2013). Hybridised Open Educational Resources and Rotation Based Learning. Open Education 2030. JRC−IPTS Vision Papers. Part III: Higher Education (pp. 140-144). Link to the paper in Academia.edu
  4. Carpenter, J., Wetheridge, L., Smith, N., Goodman, M., & Struijvé, O. (2010). Researchers of Tomorrow: A Three Year (BL/JISC) Study Tracking the Research Behaviour of’generation Y’Doctoral Students: Annual Report 2009-2010. Education for Change.
  5. Herndon, T., Ash, M., & Pollin, R. (2014). Does high public debt consistently stifle economic growth? A critique of Reinhart and Rogoff. Cambridge journal of economics, 38(2), 257-279.

  6. Roose, Kevin. (2013). Meet the 28-Year-Old Grad Student Who Just Shook the Global Austerity Movement}. New York Magazine. Available from http://nymag.com/daily/intelligencer/2013/04/grad-student-who-shook-global-austerity-movement.html. Accessed 20 Dec 2014.
  7. Grahe, J. E., Reifman, A., Hermann, A. D., Walker, M., Oleson, K. C., Nario-Redmond, M., & Wiebe, R. P. (2012). Harnessing the undiscovered resource of student research projects. Perspectives on Psychological Science, 7(6), 605-607.
  8. Frank, M. C., & Saxe, R. (2012). Teaching replication. Perspectives on Psychological Science, 7(6), 600-604.
  9. Feldman, L., Patel, D., Ortmann, L., Robinson, K., & Popovic, T. (2012). Educating for the future: another important benefit of data sharing. The Lancet, 379(9829), 1877-1878.
  10. McAuley, D., Rahemtulla, H., Goulding, J., & Souch, C. (2012). 3.3 How Open Data, data literacy and Linked Data will revolutionise higher education.
  11. Lombardi, M. M. (2007). Approaches that work: How authentic learning is transforming higher education. EDUCAUSE Learning Initiative (ELI) Paper, 5.
  12. O’Hara, K. J., & Kay, J. S. (2003). Open source software and computer science education. Journal of Computing Sciences in Colleges, 18(3), 1-7.
  13. Yates, J. R., Curtis, N., & Ramus, S. J. (2006). Collaborative research in teaching: collaboration between laboratory courses at neighboring institutions. Journal of Undergraduate Neuroscience Education, 5(1), A14.

Licensing

Text is licensed under the Creative Commons CC0 1.0 Universal waiver. To the extent possible under law, the author(s) have dedicated all copyright and related and neighbouring rights to this text to the public domain worldwide.

Open Books Image: by opensourceway on Flickr under CC-BY-SA 2.0

Asia-Pacific Open Science Call

Jenny Molloy - December 15, 2014 in Announcements, Featured, Meetings

Asia-Pacific_map1

We are pleased to announce our first ever open science working group call specifically for Asia-Pacific timezones!

Sunday 21 December, 8:00 UTC

(12:00 UTC+4 – 18:00 UTC+10)

Dial-in instructions will be posted on the wiki and call notepad prior to the call.

Check out the open science wiki for more details and please do add your details there, especially if you would be willing to help host a call.

Massive thanks for Ranjith Raj Vasam for taking on the task of organising the first call. We look forward to seeing how the group shapes these calls going forward and look ahead to many more opportunities to bring together the open science community in the Asia-Pacific region.