OER Passport is a professional development program that takes educators through the process of understanding, finding, developing and sharing Open Educational Resources.

This course trains teachers and students on OER use, reuse, licensing, creation, and sharing by completing the following tasks. The first three tasks lay a solid foundation and provide teachers with the tools to complete the last three tasks which focus on the use, reuse, production, and innovative teaching practices.

Participants can complete the tasks online. There are also files to print/create physical copies of OER Passports that can be used in an offline environment.

The OPEN (Open Project Engagement Network) Incubator is a research development program and modular curriculum designed to advance a project from idea to proof-of-concept, infused with and aware of open scholarship principles and practices.

This webinar walks you through the basics of creating an OSF project, structuring it to fit your research needs, adding collaborators, and tying your favorite online tools into your project structure. OSF is a free, open source web application built by the Center for Open Science, a non-profit dedicated to improving the alignment between scientific values and scientific practices. OSF is part collaboration tool, part version control software, and part data archive. It is designed to connect to popular tools researchers already use, like Dropbox, Box, Github, and Mendeley, to streamline workflows and increase efficiency.

This video will introduce users of the Open Science Framework into some of the more advanced features.

Files for this webinar are available at: https://osf.io/ewhvq/ This webinar focuses on how to use the Open Science Framework (OSF) to tie together and organize multiple projects. We look at example structures appropriate for organizing classroom projects, a line of research, or a whole lab's activity. We discuss the OSF's capabilities for using projects as templates, linking projects, and forking projects as well as some considerations for using each of those capabilities when designing a structure for your own project. The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github and Mendeley, to streamline workflows and increase efficiency.

This webinar will introduce how to use the Open Science Framework (OSF; https://osf.io) in a Classroom. The OSF is a free, open source web application built to help researchers manage their workflows. The OSF is part collaboration tool, part version control software, and part data archive. The OSF connects to popular tools researchers already use, like Dropbox, Box, Github and Mendeley, to streamline workflows and increase efficiency. This webinar will discuss how to introduce reproducible research practices to students, show ways of tracking student activity, and introduce the use of Templates and Forks on the OSF to allow students to easily make new class projects. The OSF is the flagship product of the Center for Open Science, a non-profit technology start-up dedicated to improving the alignment between scientific values and scientific practices. Learn more at cos.io and osf.io, or email contact@cos.io.

This OER Package includes a description, lesson plan, and materials for a discussion session addressing: Why are open research practices, open access, and author rights important to Psychology graduate students? How might tools and resources related to these impact choices graduate students may make in research design, research practice and documentation, and venues for sharing research results?

This session included a pre-class reading assignment and an in-class session with discussion and hands-on activities. The topics of focus were: open research practices, open access, and selecting publication venues for sharing research. These topics were discussed in the context of authorship as experienced by students in undergraduate and graduate programs, including course papers, theses and dissertations, conference presentations, and journal article publishing. Discussions were based on three readings completed prior to the in-class session that covered aspects of: open access, peer review, and open research practices. The class also discussed evaluation criteria to use when selecting a publication venue.

The open-access.net platform provides comprehensive information on the subject of Open Access (OA) and offers practical advice on its implementation. Developed collaboratively by the Freie Universität Berlin and the Universities of Goettingen, Konstanz, and Bielefeld, open-access.net first went online at the beginning of May 2007. The platform's target groups include all relevant stakeholders in the science sector, especially the scientists and scholars themselves, university and research institution managers, infrastructure service providers such as libraries and data centres, and funding agencies and policy makers. open-access.net provides easy, one-stop access to comprehensive information on OA.

Aspects covered include OA concepts, legal, organisational and technical frameworks, concrete implementation experiences, initiatives, services, service providers, and position papers. The target-group-oriented and discipline-specific presentation of the content enables users to access relevant themes quickly and efficiently. Moreover, the platform offers practical implementation advice and answers to fundamental questions regarding OA.
In collaboration with cooperation partners in Austria (the University of Vienna) and Switzerland (the University of Zurich), country-specific web pages for these two countries have been integrated into the platform - especially in the Legal Issues section.

Each year since 2007, the information platform has organised the "Open Access Days" at alternating venues in collaboration with local partners. This event is the key conference on OA and Open Science in the German-speaking area.

With funding from the Ministry of Science, Research and the Arts (MWK) of the State of Baden-Württemberg, the platform underwent a complete technical and substantive overhaul in 2015.

About This Document: This manual was assembled and is being updated by Professor Benjamin Le (@benjaminle), who is on the faculty in the Department of Psychology at Haverford College. The primary goal of this text is to provide guidance to his senior thesis students on how to conduct research in his lab by working within general principles that promote research transparency using the specific open science practices described here. While it is aimed at undergraduate psychology students, hopefully it will be of use to other faculty/researchers/students who are interested in adopting open science practices in their labs.

“Open Science” has become a buzzword in academic circles. However, exactly what it means, why you should care about it, and – most importantly – how it can be put into practice is often not very clear to researchers. In this session of the SSDL, we will provide a brief tour d'horizon of Open Science in which we touch on all of these issues and by which we hope to equip you with a basic understanding of Open Science and a practical tool kit to help you make your research more open to other researchers and the larger interested public. Throughout the presentation, we will focus on giving you an overview of tools and services that can help you open up your research workflow and your publications, all the way from enhancing the reproducibility of your research and making it more collaborative to finding outlets which make the results of your work accessible to everyone. Absolutely no prior experience with open science is required to participate in this talk which should lead into an open conversation among us as a community about the best practices we can and should follow for a more open social science.

There is a vast body of helpful tools that can be used in order to foster Open Science practices. For reasons of clarity, this toolbox aims at providing only a selection of links to these resources and tools. Our goal is to give a short overview on possibilities of how to enhance your Open Science practices without consuming too much of your time.

Open Science, the movement to make scientific products and processes accessible to and reusable by all, is about culture and knowledge as much as it is about technologies and services. Convincing researchers of the benefits of changing their practices, and equipping them with the skills and knowledge needed to do so, is hence an important task.This book offers guidance and resources for Open Science instructors and trainers, as well as anyone interested in improving levels of transparency and participation in research practices. Supporting and connecting an emerging Open Science community that wishes to pass on its knowledge, the handbook suggests training activities that can be adapted to various settings and target audiences. The book equips trainers with methods, instructions, exemplary training outlines and inspiration for their own Open Science trainings. It provides Open Science advocates across the globe with practical know-how to deliver Open Science principles to researchers and support staff. What works, what doesn’t? How can you make the most of limited resources? Here you will find a wealth of resources to help you build your own training events.

Open Science is a collection of actions designed to make scientific processes more transparent and results more accessible. Its goal is to build a more replicable and robust science; it does so using new technologies, altering incentives, and changing attitudes. The current movement towards open science was spurred, in part, by a recent “series of unfortunate events” within psychology and other sciences. These events include the large number of studies that have failed to replicate and the prevalence of common research and publication procedures that could explain why. Many journals and funding agencies now encourage, require, or reward some open science practices, including pre-registration, providing full materials, posting data, distinguishing between exploratory and confirmatory analyses, and running replication studies. Individuals can practice and encourage open science in their many roles as researchers, authors, reviewers, editors, teachers, and members of hiring, tenure, promotion, and awards committees. A plethora of resources are available to help scientists, and science, achieve these goals.

Note: This webinar was presented in Spanish. The slides presented during this webinar can be found here:https://osf.io/6qnse/ The slides presented during this seminar can be found here: https://osf.io/6qnse/ Este seminario web se centrará en el estado de la ciencia abierta en América Latina, desde los esfuerzos de los investigadores individuales para abrir sus flujos de trabajo, herramientas para ayudar a los investigadores a ser abiertos y nuevas redes e iniciativas prometedoras en ciencia abierta. Ricardo Hartley (@ametodico) es profesor de metodología de la investigación de la Universidad Central de Chile, investigador en biología de la reproducción y en comunicación - valoración del conocimiento. Organizador de las OpenCon Santiago 2016 y 2017 y embajador COS. Erin McKiernan es profesora del Departamento de Física, Programa de Física Biomédica de la Universidad Nacional Autónoma de México. También es la fundadora del Why Open Research? proyecto, un sitio educativo para que los investigadores aprendan cómo compartir su trabajo, financiado en parte por la Fundación Shuttleworth. Fernan Federici Noe es profesor asistente e investigador de la Universidad Católica de Chile y fellow internacional del OpenPlant Synthetic Biology Center, University of Cambridge. Fernan es miembro del Global For Open Science Hardware (GOSH) y TECNOx (www.tecnox.org).

The KPU Open Publishing Suite team has established an Open Textbook Publishing Workflow v 4.0 that is used to ensure the project moves from beginning to end smoothly. It will show you the different stages that a project moves through, and which questions and items to consider at each stage.

In this webinar, we demonstrate the OSF tools available for contributors, labs, centers, and institutions that support stronger collaborations. The demo includes useful practices like: contributor management, the OSF wiki as an electronic lab notebook, using OSF to manage online courses and syllabi, and more. Finally, we look at how OSF Institutions can provide discovery and intelligence gathering infrastructure so that you can focus on conducting and supporting exceptional research. The Center for Open Science’s ongoing mission is to provide community and technical resources to support your commitments to rigorous, transparent research practices. Visit cos.io/institutions to learn more.

Recent literature hints that outcomes of clinical trials in medicine are selectively reported. If applicable to psychotic disorders, such bias would jeopardize the reliability of randomized clinical trials (RCTs) investigating antipsychotics and thus their extrapolation to clinical practice. We therefore comprehensively examined outcome reporting bias in RCTs of antipsychotic drugs by a systematic review of prespecified outcomes on ClinicalTrials.gov records of RCTs investigating antipsychotic drugs in schizophrenia and schizoaffective disorder between 1 January 2006 and 31 December 2013. These outcomes were compared with outcomes published in scientific journals. Our primary outcome measure was concordance between prespecified and published outcomes; secondary outcome measures included outcome modifications on ClinicalTrials.gov after trial inception and the effects of funding source and directionality of results on record adherence. Of the 48 RCTs, 85% did not fully adhere to the prespecified outcomes. Discrepancies between prespecified and published outcomes were found in 23% of RCTs for primary outcomes, whereas 81% of RCTs had at least one secondary outcome non-reported, newly introduced, or changed to a primary outcome in the respective publication. In total, 14% of primary and 44% of secondary prespecified outcomes were modified after trial initiation. Neither funding source (P=0.60) nor directionality of the RCT results (P=0.10) impacted ClinicalTrials.gov record adherence. Finally, the number of published safety endpoints (N=335) exceeded the number of prespecified safety outcomes by 5.5 fold. We conclude that RCTs investigating antipsychotic drugs suffer from substantial outcome reporting bias and offer suggestions to both monitor and limit such bias in the future.

Journals are exploring new approaches to peer review in order to reduce bias, increase transparency and respond to author preferences. Funders are also getting involved. If you start reading about the subject of peer review, it won't be long before you encounter articles with titles like Can we trust peer review?, Is peer review just a crapshoot? and It's time to overhaul the secretive peer review process. Read some more and you will learn that despite its many shortcomings – it is slow, it is biased, and it lets flawed papers get published while rejecting work that goes on to win Nobel Prizes – the practice of having your work reviewed by your peers before it is published is still regarded as the 'gold standard' of scientific research. Carry on reading and you will discover that peer review as currently practiced is a relatively new phenomenon and that, ironically, there have been remarkably few peer-reviewed studies of peer review.

Objective To investigate the replication validity of biomedical association studies covered by newspapers. Methods We used a database of 4723 primary studies included in 306 meta-analysis articles. These studies associated a risk factor with a disease in three biomedical domains, psychiatry, neurology and four somatic diseases. They were classified into a lifestyle category (e.g. smoking) and a non-lifestyle category (e.g. genetic risk). Using the database Dow Jones Factiva, we investigated the newspaper coverage of each study. Their replication validity was assessed using a comparison with their corresponding meta-analyses. Results Among the 5029 articles of our database, 156 primary studies (of which 63 were lifestyle studies) and 5 meta-analysis articles were reported in 1561 newspaper articles. The percentage of covered studies and the number of newspaper articles per study strongly increased with the impact factor of the journal that published each scientific study. Newspapers almost equally covered initial (5/39 12.8%) and subsequent (58/600 9.7%) lifestyle studies. In contrast, initial non-lifestyle studies were covered more often (48/366 13.1%) than subsequent ones (45/3718 1.2%). Newspapers never covered initial studies reporting null findings and rarely reported subsequent null observations. Only 48.7% of the 156 studies reported by newspapers were confirmed by the corresponding meta-analyses. Initial non-lifestyle studies were less often confirmed (16/48) than subsequent ones (29/45) and than lifestyle studies (31/63). Psychiatric studies covered by newspapers were less often confirmed (10/38) than the neurological (26/41) or somatic (40/77) ones. This is correlated to an even larger coverage of initial studies in psychiatry. Whereas 234 newspaper articles covered the 35 initial studies that were later disconfirmed, only four press articles covered a subsequent null finding and mentioned the refutation of an initial claim. Conclusion Journalists preferentially cover initial findings although they are often contradicted by meta-analyses and rarely inform the public when they are disconfirmed.

This open course introduces students to the scholarly communications system — with particular emphasis on the scholarly journal publishing mechanism — wherein new information is created, evaluated, disseminated, and preserved.

The course content is organized into three parts. First, The Fundamentals aims to acquaint students with the basic framework of contemporary scholarly publishing: how it operates, who is involved, what roles they play, etc., as well as asking students to consider how they themselves might engage with the system as consumers and producers of scholarly knowledge. Chapters include sample exercises to reinforce content, as well as recommended resources for further study. Next, (Some) Problems raises questions and issues that complicate contemporary scholarly publishing. While scholarship and research have the noble goal of building and sharing new knowledge for the public good, they are also inextricably bound to real-world economic structures and inequalities. This section examines how the scholarly publishing system intersects with money, power, and privilege. It asks students to grapple with the system’s structural, systemic failings, as well as contemplate ways in which it might be improved. Finally, the course culminates in two final Assignments that instructors can use as part of the curriculum, or that independent learners can work through on their own. These are open-ended in that there are no discrete right or wrong answers, but rather opportunities for students to grapple with and reflect on the content of the course.

Material in this course can be used in classroom settings or as self-paced tutorial. Appropriate audiences include upper-level undergraduate or graduate students who are interested in publishing their work; library & information science (LIS) students or early-career librarians interested in scholarly communications; and anyone else who wants a better understanding of the scholarly publishing system and the academic culture in which it is rooted.