News on Open Science and Science 2.0 (Newsletter June 2019)

Around the research alliance and it’s partners

Barcamp Open Science & Open Science Conference: Save the date!

The dates for our annual Open Science Conference and the Barcamp Open Science 2020 are set. Both will happen in Berlin as usual. Mark your calendar!

Barcamp Open Science: 10 March 2020, #oscibar

Open Science Conference: 11-12 March 2020, #osc2020

 Call for Application: Impact School 2019 – Know how to reach whom, why and when

In modern knowledge societies, researchers are not only expected to produce high quality, peer-reviewed, and replicable knowledge, but also to make it applicable for stakeholders in society. However, knowledge transfer and science communication are rarely the subject of disciplinary curricula and scientific education. The Impact School addresses this issue by providing young researchers with the principles and tools they need in order to turn their research into practical insights and have a lasting impact on society.

The Impact School is an international and interdisciplinary 3-day training, targeting young and upcoming researchers (PhDs and PostDocs). During the Impact School, participants will develop an impact strategy for their own research project and work collaboratively on principles for good scientific transfer. The Impact School is organized by the Alexander von Humboldt Institute for Internet and Society (HIIG) and the Impact Distillery (mStats DS GmbH) in collaboration with the Leibniz Research Alliance Open Science.

Date: 30 September – 2 October 2019

Deadline for Application: 31 July 2019

Research Symposium Open Practices IN Education (OPINE): Last chance to submit a paper

The symposium OPINE is directed at researchers who work on Open Research Practices and Open Research Resources. It takes place from 14-15 November 2019 in Frankfurt on the Maine. Participants are invited to present ongoing and future projects, and to identify potential collaborators. The focus of the symposium will be networking and sharing of ideas. There will be an ignition talk by Tobias Steiner: ‘What do we talk about when we talk about ‘Open’? Science, Research, Education, and Scholarship’. In this talk the existing fields of practice in Open Science and Open Education will be sketched briefly and possible points of convergence and entanglement from which both Open movements might benefit will be highlighted.

The participation in this symposium requires the submission and acceptance of an abstract. The participation is free of charge, but limited to 25 persons. You can submit your abstract until the 30 June!

Report: Research Synthesis 2019 – Benefit for young and senior researchers

Researchers interested in research synthesis methods and big data in psychology have met in Dubrovnik, Croatia from 27-31 May. Keynote talks and presentation slides are now available. It was the second time, that ZPID – Leibniz Institute for Psychology Information had organized a conference on this topic. “The topics addressed are important to us, since we are scaling up our research efforts in this area decisively”, said ZPID Director Professor Michael Bosnjak.

GenR – Latest Blogposts

GenR Theme Announce: Open Science and climate change

Time is of the essence when it comes to climate change and many look to Open Science to speed up research and innovation to respond to the challenges faced. The aim of this special theme, as with other Generation Research special topics, is to find example projects and tools that can inspire researchers and show pathways for implementing Open Science and Scholarship practices.

 Making Connections: An Interview with Kerstin Göpfrich of Ring-a-Scientist

GenR’s editor-in-chief Simon Worthington talks with co-founder Kerstin Göpfrich of Ring-a-Scientist about how the platform for connecting scientists with school students via videoconferencing was started.

 Interview with Flora Incognita: Innovation in Citizen Science using machine learning

An interdisciplinary team has come up with a mobile app for identifying plants based on users taking a photo of the plant on their mobile. The Flora Incognita app applies machine learning to identify plant species in near real-time — flowers, plants, and trees. For Citizen Science the enthusiastic engagement of the public with Flora Incognita shows a clear path forward for more widespread uses of machine learning in public participation with science and scholarship, and in knowledge creation. GenR interview with Jana Wäldchen und Patrick Mäder.

 A Book Review — Citizen Science: Co-optation instead of cooperation?

Bastian Greshake Tzovaras reviews the book Citizen Science Innovation in Open Science, Society and Policy from the university open access press, UCL Press for GenR. Greshake Tzovaras highlights the Ten Principles of Citizen Science and opens up questions about how to progress deeper participation and decision making by the public.

If you want to contribute an article on GenR please contact the editor Simon Worthington.

Open Science General

Results of the 3rd Germany GOes FAIR Workshop for the German Research Community

GO BUILD – GO CHANGE – GO TRAIN – Ways for the German Community to contribute to GO FAIR. That was the title of the third Germany GOes FAIR workshop that took place on 15 May . At the GESIS Leibniz Institute for the Social Sciences in Cologne, representatives of various research and infrastructure institutions met to tackle topics related to the FAIR provision of research data. Read more about the workshop here.

The Open Research Library: Centralisation without openness

Resolving the question of how to provide an infrastructure for open access books and monographs has remained a persistent problem for researchers, librarians, and funders. Knowledge Unlatched’s recent announcement of the open book platform – The Open Research Library – a project aimed at bringing together all available open book content onto one platform has been met with mixed responses. In this post Marcel Knöchelmann discusses the implications of Knowledge Unlatched business strategy and raises the question: Who really benefits from centralising access to open book content?

Podcast: On Track with Open Science

How can you inform PhD candidates and early career researchers about Open Science without becoming too political? Is information given about Open Science in conflict with the expectations for publishing from our universities? In this episode of the Open Science Talk Torstein Låg, psychologist and senior academic librarian at the University Library at UiT the Arctic University of Norway, weighs in on this topic. Låg is also one of the editors of the web resource PhDonTrack.net.

 Rethinking impact factors: Better ways to judge a journal

Global efforts are afoot to create a constructive role for journal metrics in scholarly publishing and to displace the dominance of impact factors in the assessment of research. To this end, a group of bibliometric and evaluation specialists, scientists, publishers, scientific societies and research-analytics providers are working to hammer out a broader suite of journal indicators, and other ways to judge a journal’s qualities. In this article for nature Paul Wouters and his colleagues argue that we need a broader, more-transparent suite of metrics to improve science publishing.

Open enough? Eight factors to consider when transitioning from closed to open resources and courses: A conceptual framework

Transitioning from closed courses and educational resources to open educational resources (OER) and open courseware (OCW) requires considerations of many factors beyond simply the use of an open licence. This paper examines the pedagogical choices and trade-offs involved in creating OER and OCW. Eight factors are identified that influence openness (open licensing, accessibility and usability standards, language, cultural considerations, support costs, digital distribution, and file formats). These factors are examined under closed, mixed and most open scenarios to relatively compare the amount of effort, willingness, skill and knowledge required. The paper concludes by suggesting that maximizing openness is not practical and argues that open educators should strive for ‘open enough’ rather than maximal openness.

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