Zielsetzung — Der Beitrag diskutiert, inwiefern es genügt, Open Science, die offene Wissenschaft, auf die rein entgeltfreie Verfügbarkeit von Objekten, z.B. wissenschaftlichen Publikationen im Open Access zu kaprizieren, und welche Rolle Impact-Informationen, die Wissenschaft und Wissenschaftler reaktiv steuern, zukommt sowie, ob diese ebenfalls im Sinne der offenen Wissenschaft neu modelliert werden müssen. Forschungsmethoden — Altbekannte, zitationsbasierte Impact-Metriken und neue, alternative Metriken werden anhand folgender Kriterien daraufhin überprüft, ob sie offene Metriken sind: Wissenschaftliche Überprüfbarkeit und Modellierung, Transparenz in ihrem Zustandekommen und ihrer Methodik, Übereinstimmung mit den Prinzipien des offenen Wissens. Ergebnisse — Weder Zitationsmetriken noch alternative Metriken verdienen das Etikett offen. Es fehlt ihnen allen an wissenschaftlichem Gehalt, meist aber auch an Transparenz und Überprüfbarkeit. Insbesondere können die alternativen Metriken die von ihnen teils erwartete Demokratisierung der Wissenschaftsbewertung nicht bewirken. Schlussfolgerungen — Da weder Zitationsmetriken noch alternative Metriken als offen zu bezeichnen sind, erscheint es notwendig, einen Kriterienkatalog offener Metriken zu erarbeiten. Dieser Katalog umfasst Aspekte wie Begründungen und Dokumentationen bei Auswahl an Datenquellen, offene Bereitstellung der Daten, die der Berechnung der Impact-Scores zugrunde liegen, Möglichkeiten, die Daten und die daraus ermittelten Werte automatisiert abzufragen, logische, wissenschaftliche und dokumentierte Begründungen, anhand welcher Formel oder Parameter die Werte berechnet wurden. Objective — The article discusses if it is sufficient to scale down Open Science to a free availability of objects, for example scientific publications (open access), or whether impact metrics that steer science and scientists must also be re-modeled under open science principles. Methods — Well-known, citation-based impact metrics and new, alternative metrics are reviewed using ...
Politik und Forschungsförderer fördern Open Science – aber welche Vorteile bietet dies Ihnen und Ihrer Wissenschaft? Dieser Onlinekurs führt Sie in die verschiedenen Aspekte von Open Science in Forschung und Lehre ein. Im Fokus stehen Forschungsdatenmanagement, Open-Access-Publizieren und das Teilen von Lehrmaterialien als freie Bildungsmaterialien (Open Educational Resources, OER). Dabei wird praxisnah auf organisatorische, technische und rechtliche Best Practises beim Veröffentlichen und Aufbereiten von wissenschaftlichen Daten und Texten eingegangen. Die Videos zu den Präsentationen sind auf der Webseite des Teams Open Science der Universität Konstanz einsehbar.
Präsentationsfolien von einer Veranstaltung der Reihe "Forschungsdatenmanagement in Österreich" am 20.01.2022, von 10:00 bis 11:00. Analog zu institutionell bereits verankerten Aktivitäten im Bereich Open Access in der Forschung, beginnen sich Open Educational Resources (OER – freie Bildungsressourcen) an Hochschulen zu etablieren und stoßen bei Lehrenden, Studierenden und Leitungsebenen auf zunehmendes Interesse. Diese "educational skills" im Bereich der OER sind ebenso in der EU Open Science Policy als eine der zentralen "ambitions", die Forscher*innen beim Praktizieren von Open Science benötigen, verankert. (European Comission, 2019) Neben dem Kompetenzaufbau zur Verwendung und Erstellung von OER ist deren Verfügbarkeit und Auffindbarkeit von zentraler Bedeutung, um die Akzeptanz von OER nachhaltig zu sichern. Somit besteht die Anforderung seitens der Nachhaltigkeit neben Publikationen und Forschungsdaten, immer öfter auch Inhalte aus der Lehre langfristig verfügbar zu machen. "Open Education Austria Advanced" als Projekt österreichischer Universitäten trägt somit an der Schnittstelle von Bibliotheken, Zentralen IT-Services und E-Learning-Zentren mit einer vielschichtigen nationalen Infrastruktur für OER zur Sichtbarmachung und Nutzung von Synergien aus Open Science und Open Education bei, um einen Beitrag zur freien Nutzung von Bildungsinhalten aus der Lehre zu leisten und offene Praktiken analog zur Forschung zu etablieren. Im Rahmen dieser Veranstaltung erfahren Sie mehr über den aktuellen Stand und die Entwicklungen der OER-Aktivitäten im österreichischen Hochschulraum und ergründen Synergien aus Open Science und Open Education. Claudia Hackl ist Projektmanagerin von "Open Education Austria Advanced" und berät Hochschulen zur institutionellen Verankerung von Open Educational Resources. Sie ist für den Wissenstransfer innerhalb und zwischen beteiligten sowie interessierten Hochschulen zuständig. Claudia Hackl legt ihren Fokus stark auf die Synergien aus Open Education und Open Science. Ebenso ist sie Teil ...
Sci-GaIA (www.sci-gaia.eu) was an EU funded project that ran from May 2015 to April 2017. Initially set out to create sustainable training to support scientific endeavour through Science Gateways and e-Infrastructures in Africa, to better motivate and to establish a clearer route to impact, the project shifted focus to embrace Open Science to better open scientific achievements in Africa across the world. Overall, the Sci-GaIA project made thousands of people made aware of Science Gateways, e-Infrastructures and Open Science and has created a sustainable ecosystem of Open Science compliant, Open Innovation capable and Open Education based collaboration across Africa. It has also addressed several UN Sustainable Development Goals: (3) Good Health and Well-being, (4) Quality Education, (9) Industry, Innovation and Infrastructure, (11) Sustainable Cities and Communities, (13) Climate Action and (17) Partnerships for the Goals. Overall the project made effective impacts on African health and public health and, consequently, on the quality and duration of life. The major results of the project related to the theme of the session this abstract is proposed for were: - The creation of the Open Science Platform (www.sci-gaia.eu/osp), a DevOps-compliant public research e-Infrastructure (both Grid and Cloud Computing based) for projects and applications, which includes a Linked Open Data federation, a standard based Open Access Repository – also for Open Educational Resources – and an online platform for MOOCs. - The creation of more than 120 e-Infrastructure-related training and educational materials (www.sci-gaia.eu/materials/). - The creation and implementation of the e-Research Hackfest (www.sci-gaia.eu/summer-hackfest/) pedagogical model that uses effective challenge-driven education to train, innovate and create new services, applications and developers. - The creation of 35 Champions (www.sci-gaia.eu/champions/) who have has supported 24 Communities of Practice (www.sci-gaia.eu/community/), created 7 new Science Gateways (www.sci-gaia.eu/science-gateways/), multiple new services and 5 new Open Data Repositories. - A catalogue (www.sci-gaia.eu/service-catalogue/) of 19 new federated services and 30 new applications (www.sci-gaia.eu/applications/), which can also be used for education and training purposes. In this contribution we quickly summarise the Sci-GaIA results, share the lessons learnt and discuss the opportunities for the African Communities of Practices and Higher Education System to leverage and exploit project results. I do the latter presenting two examples I'm contributing to: the creation of the NADRE and the definition of new policy and strategic plans for effective ICT implementation in African Higher Education Systems. The National Academic Digital Repository of Ethiopia (NADRE) intends to provide researchers, lecturers, students and stakeholders from outside of the academic world access to research works published by Ethiopian universities and research institutions. All public and private universities as well as research institutions will contribute to the NADRE and will provide citizens access to it. The objective of the NADRE is threefold (see https://agenda.ethernet.edu.et/e/nadre-kom/): - To increase the access of academics and citizens in Ethiopia and worldwide to research works published by Ethiopian researchers at one of the Ethiopian universities or research institutions, - To foster the dissemination of research outcomes and make them, as well as their authors, more visible inside and outside the country, and - To spread completed research to other corners of the country in order to allow other researchers to build on it. For the time being, the NADRE will mainly include Master theses, dissertations, journals, articles, conference proceedings as well as all works published by researchers from Ethiopian universities and research institutions as well as from Ethiopian researchers living abroad. All artefacts will be published under Creative Commons licenses and will be tagged with Digital Object Identifiers (DOIs). In the next few years, African Higher Education & Research System must face and win the unprecedented challenge of re-inventing its mission(s) to create tomorrow's workers that can fully tap on ICT to find better jobs and improve the quality of their own lives as well as those of their families. Universities should not anymore be only responsible for qualifying the human capital (Education – the "First Mission") and for producing new knowledge (Research – the "Second Mission") but they must also engage with societal needs and market demands by linking their activity with their own socio-economic context- the "Third Mission". The contribution of Higher Education to jobs and growth, and its international attractiveness, should be enhanced through close, effective links between education, research, and innovation – the three sides of the so-called "knowledge triangle", which is deemed to be the real "engine" of a knowledge society. For all the above, it is my strong conviction that the policy and strategic plans for ICT effective ICT implementation in Africa Higher Education should be aligned to the goal of creating next generation of ICT-conversant people that could improve the quality of the African societies, their digital literacy degree and the continent as a whole. Policies and plans should be framed within the larger design of an Open Science commons, which will sensibly improve higher education, research and innovation on the same foot across Africa. The main goals of carrying out a pervasive implementation of ICTs in the African Higher Education System should be: (i) to promote easy access to ICT resources such as teaching/learning materials, simulation and demonstration tools, scientific publications, and scientific computing power to both the educators and students; (ii) to build an infrastructure that will pool the limited and scattered ICT expertise in the continent into a common platform so as to promote local and international collaboration; (iii) to make African researchers and educators, as well as their scientific and educational products, more visible worldwide so to enhance the attractiveness of African universities and create better curricula that could help reduce the brain drain and contribute to open innovation; (iv) to increase reputation, in order to attract resources to the continent. The presentation has been given in the Session "African Universities Response to the Challenges of the Data Revolution" of SciDataCon-IDW2018 Conference held in Gaborone (Botswana) on November 5-8, 2018.
Open Access' main goal is not the subversion of publishers' role as driving actors in an oligopolistic market characterized by reduced competition and higher prices. OA's main function is to be found somewhere else, namely in the ability to subvert the power to control science's governance and its future directions (Open Science), a power that is more often found within the academic institutions rather than outside. By decentralizing and opening-up not just the way in which scholarship is published but also the way in which it is assessed, OA removes the barriers that helped turn science into an intellectual oligopoly even before an economic one. The goal of this paper is to demonstrate that Open Access is a key enabler of Open Science, which in turn will lead to a more Open Society. Furthermore, the paper argues that while legislative interventions play an important role in the top-down regulation of Open Access, legislators currently lack an informed and systematic vision on the role of Open Access in science and society. In this historical phase, other complementary forms of intervention (bottom-up) appear much more "informed" and effective. This paper, which intends to set the stage for future research, identifies a few pieces of the puzzle: the relationship between formal and informal norms in the field of Open Science and how this impact on intellectual property rights, the protection of personal data, the assessment of science and the technology employed for the communication of science.
Open Access' main goal is not the subversion of publishers' role as driving actors in an oligopolistic market characterised by reduced competition and higher prices. OA's main function is to be found somewhere else, namely in the ability to subvert the power to control science's governance and its future directions (Open Science), a power that is more often found within the academic institutions rather than outside. By decentralising and opening-up not just the way in which scholarship is published but also the way in which it is assessed, OA removes the barriers that helped turn science into an intellectual oligopoly even before an economic one. The goal of this paper is to demonstrate that Open Access is a key enabler of Open Science, which in turn will lead to a more Open Society. Furthermore, the paper argues that while legislative interventions play an important role in the top-down regulation of Open Access, legislators currently lack an informed and systematic vision on the role of Open Access in science and society. In this historical phase, other complementary forms of intervention (bottom-up) appear much more "informed" and effective. This paper, which intends to set the stage for future research, identifies a few pieces of the puzzle: the relationship between formal and informal norms in the field of Open Science and how these impact on intellectual property rights, the protection of personal data, the assessment of science and the technology employed for the communication of science.
The presentation was given as part of the networking meeting Research Data Management Reloaded: Open Data and the Future of Research Data Management in the Social Sciences and Humanities that targeted research data management officers of universities, academic libraries and research institutes in German-speaking countries. The meeting involved a review of Open Data requirements and related infrastructures, e.g. in terms of best practice guidelines or data repositories, as well as of resources to assist researchers in processing Open Data, such as the FOSTER Plus Online Toolkit or the CESSDA Data Management Expert Guide. The meeting was part of the FOSTER Plus Project (Facilitate Open Science Training For European Research), funded by the EU (grant numbers 612425 and 741839). It took place on April 24th and 25th, 2019, at GESIS – Leibniz-Institute for the Social Sciences in Cologne, Germany. The course's language was German. It was supported by CESSDA Training, being a follow-up event of the CESSDA's Train- the-Trainers workshop in Ljubljana in April 2018. Anja Perry gave a first introduction to the workshop including some basic definitions and concepts on research data management, Open Data and the FAIR Data Principles. The workshop consisted of several presentations: Introduction "Open Science und FAIR Data" http://doi.org/10.5281/zenodo.3925299 Das FOSTER Toolkit http://doi.org/10.5281/zenodo.3925327 CESSDA Data Management Expert Guide, Forschungsdatenmanagement Training Tool https://doi.org/10.5281/zenodo.3964385 Was bietet das GESIS Datenarchiv an? http://doi.org/10.5281/zenodo.3925380 Gemeinsam statt einsam, Beispiele für ein vernetztes Forschungsdatenmanagement http://doi.org/10.5281/zenodo.3925390 Hessische Forschungsdateninfrastruktur HeFDI- FDM als Landesinitiative http://doi.org/10.5281/zenodo.3925395 Verbund Forschungsdaten Bildung http://doi.org/10.5281/zenodo.3925399 CESSDA ERIC, Ein paneuropäisches Netzwerk sozialwissenschaftlicher Datenarchive http://doi.org/10.5281/zenodo.3925409
Das hier vorliegende Dokument beschreibt die strategische Ausrichtung der German Longitudinal Election Study (GLES) zur Förderung von Open Science (Offene Wissenschaft). Hierbei wird anhand von vier Grundpfeilern des Konzepts von Open Science - Open Methodology, Open Data, Open Source und Open Access - dargestellt, in welchen Bereichen die GLES derzeit gut abschneidet, in welchen Bereichen noch Verbesserungspotentiale vorhanden sind und welche Maßnahmen eingeleitet werden sollen, um die GLES nach Open Science Grundsätzen auszurichten. Die Umsetzung dieser Maßnahmen ist als langfristiger Prozess gedacht, bei dem existierende und neue Arbeitsprozesse sich am Ideal einer offenen Wissenschaftspraxis orientieren sollen. Ziel der hier vorgestellten Strategie soll es sein, sowohl Prozesse der Datenerhebung und Datenaufbereitung offen und transparent zu gestalten, als auch Forschende aktiv beim Praktizieren einer offenen Wissenschaft zu unterstützen. Das Dokument wurde von den Autor*innen in enger Rücksprache mit dem gesamten GLES Team bei GESIS und der Koordinierungsgruppe (KG) der GLES verfasst.
The goals of open science are, broadly, to democratize access and to promote good research practices. Unfortunately, these goals fall short in several key ways, at the center of which are equity, diversity, and inclusivity (EDI) not only of the community, but of the fruits of their labors. Historically, the open science movement has been dominated by a narrow demographic with the access and support (institutional and otherwise) to time and resources they can spend on "open science" efforts. This monolithic culture has been furthered by (1) a gravitation of open science efforts on technical solutions and valuation of technical skills and (2) a reliance on computational resources that are inaccessible to a large proportion of the globe. While the community has become more diverse in the past few years, there is still a long way to go and the products of open science remain sequestered in the global North. Furthermore, EDI disparities have been highlighted by continuing socio-economic issues, recent increases in related scholarship, and the COVID-19 pandemic, revealing that our science isn't as open as it should be. From culture to reachability, accessibility, there remains a lot of room for improvement. Failure in achieving EDI goals, not only hinders science, but imposes clear limitations and biases in the voices around us and the knowledge we produce. Science benefits from diversity in perspectives, experiences, and beliefs, in addition to accessible tools and reproducible research practices. New ways of thinking, understanding and learning are needed, new ways of establishing inclusion as a culture is needed to encourage and include historically underrepresented people, without such practices open science would not be as open as it should be.
The goals of open science are, broadly, to democratize access and to promote good research practices. Unfortunately, these goals fall short in several key ways, at the center of which are equity, diversity, and inclusivity (EDI) not only of the community, but of the fruits of their labors. Historically, the open science movement has been dominated by a narrow demographic with the access and support (institutional and otherwise) to time and resources they can spend on "open science" efforts. This monolithic culture has been furthered by (1) a gravitation of open science efforts on technical solutions and valuation of technical skills and (2) a reliance on computational resources that are inaccessible to a large proportion of the globe. While the community has become more diverse in the past few years, there is still a long way to go and the products of open science remain sequestered in the global North. Furthermore, EDI disparities have been highlighted by continuing socio-economic issues, recent increases in related scholarship, and the COVID-19 pandemic, revealing that our science isn't as open as it should be. From culture to reachability, accessibility, there remains a lot of room for improvement. Failure in achieving EDI goals, not only hinders science, but imposes clear limitations and biases in the voices around us and the knowledge we produce. Science benefits from diversity in perspectives, experiences, and beliefs, in addition to accessible tools and reproducible research practices. New ways of thinking, understanding and learning are needed, new ways of establishing inclusion as a culture is needed to encourage and include historically underrepresented people, without such practices open science would not be as open as it should be.
A lot is happening in the Open Science world, as everybody realizes more and more the importance of open, transparent and participatory research practices. However, we tend to forget, in the ongoing conversations, what Open Science means to different audiences, coming from diverse or even underrepresented backgrounds. In this webinar, I talk about Diversity, Equity, Inclusion and Inclusiveness. I make the case that research excellence, as we know it, hampers the real achievement of these values, which are non-negotiable and must be built into the foundation of what we are all trying to achieve in the ongoing efforts of democratizing knowledge. Webinar for the #OAWeek 2019 OpenAIRE series.
A lot is happening in the Open Science world, as everybody realizes more and more the importance of open, transparent and participatory research practices. However, we tend to forget, in the ongoing conversations, what Open Science means to different audiences, coming from diverse or even underrepresented backgrounds. In this webinar, I talk about Diversity, Equity, Inclusion and Inclusiveness. I make the case that research excellence, as we know it, hampers the real achievement of these values, which are non-negotiable and must be built into the foundation of what we are all trying to achieve in the ongoing efforts of democratizing knowledge. Webinar for the #OAWeek 2019 OpenAIRE series.
A lot is happening in the Open Science world, as everybody realizes more and more the importance of open, transparent and participatory research practices. However, we tend to forget, in the ongoing conversations, what Open Science means to different audiences, coming from diverse or even underrepresented backgrounds. In this webinar, I talk about Diversity, Equity, Inclusion and Inclusiveness. I make the case that research excellence, as we know it, hampers the real achievement of these values, which are non-negotiable and must be built into the foundation of what we are all trying to achieve in the ongoing efforts of democratizing knowledge. Webinar for the #OAWeek 2019 OpenAIRE series.
