Open Science Projects I would like to do

Transcript

1. Open Science Projects 

   I would like to do
   Martin Fenner
   

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2. – Michael Nielsen
   Open science is the idea that scientific knowledge
   of all kinds should be openly shared as early as is
   practical in the discovery process.
   

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3. Open Science Definitions
   • Infrastructure School

   Efficient research depends on the available tools and applications.
   • Public School

   Science needs to be made accessible to the public.
   • Democratic School

   The access to knowledge is unequally distributed.
   • Pragmatic School

   Knowledge-creation could be more efficient if scientists worked together.
   • Measurement School

   Scientific contributions today need alternative impact measurements.
   Fecher & Friesike (2014). http://dx.doi.org/10.1007/978-3-319-00026-8_2
   

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4. Infrastructure
   • Our scholarly communication concepts and tools have not
   properly adapted to today’s digital workflows.
   • The concept of a scholarly citation is a good example:
   • Thousands of citation styles that differ little
   • Limited standards and tools to cite data, software,
   reagents, or other resources
   • Confusion about formal vs. informal citations
   • Restricted access to reference lists and informal citations
   

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5. – Wf4Ever Research Object Model 1.0
   http://wf4ever.github.io/ro/
   A research object aggregates a number of resources that
   are used and/or produced in a given scientific
   investigation. This aggregation supports access to those
   collected resources – or at least access to the
   identification of those resources.
   

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6. Research Objects
   • Can we use the concept of aggregation in research objects
   to replace the traditional reference list?
   • What is the equivalent of the research object manifest file
   in JATS and TEI?
   • Can we agree on a standard to describe the relationships
   between research objects?
   • Convert a large set of scholarly works to research objects
   for analysis of associated resources.
   Belhajjame et al. (2014) http://arxiv.org/abs/1401.4307
   

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7. Democratic School
   • The access to knowledge is unequally distributed.
   • One important barrier is the cost for creating and
   distributing scholarly documents.
   • Tools that make document creation and distribution easier
   and thus cheaper can help to increase access to
   knowledge.
   

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8. Document Conversion
   • JATS and TEI have become the de-facto XML-based
   standards for scholarly documents.
   • Scholarly documents are written in Microsoft Word and
   LaTeX.
   • PDF remains the standard for reading scholarly documents,
   although people increasingly expect HTML and ePub.
   • Conversion of the author-submitted text is often manual,
   slow, and expensive. Or, important document structure and
   metadata are lost in the conversion.
   

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9. Document Conversion
   • Can the conversion between formats be automated, or will
   we always need manual intervention? And how do we
   handle document versions?
   • Can we develop linting tools to automate the quality
   control of document conversion?
   • What enhancements/standards are needed for HTML/ePub
   to become an alternative to XML?
   • What features are needed for Scholarly Markdown to
   become an alternative writing format?
   

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10. Collaboration
    • Formal and informal collaborations are essential
    components of the scholarly process.
    • Despite an increasing number of digital collaboration
    tools, conferences remain a mainstay of scholarly
    communication.
    • Presentation slides and posters are more difficult to find
    and access compared to journal articles and books.
    • Slides and posters offer a unique value compared to more
    formal publications, e .g. immediacy and conciseness
    

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11. Conferences
    • Do conceptual work for increasing the discoverability of
    slides and posters, e.g. assigning persistent identifiers,
    creating a discovery index, or offering a repository
    • Track relations between slides, posters and formal
    publications.
    • Investigate social media activity around conference
    presentations, and correlate with later outcomes such as
    formal publication.
    

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12. Measurement
    • It has become more important where you publish than what you
    publish. The journal article (in the right journal) is increasingly
    becoming the currency for promotion and funding.
    • Other research outputs are less visible, and metrics often not
    available.
    • We increasingly use metrics instead of individual judgement to
    evaluate researchers and research.
    • One unintended consequence is that assessment is more and
    more controlled by journal publishers instead of institutions or
    individual researchers.
    

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13. Assessment
    • Discuss definitions and best practices for alternative
    assessment metrics
    • Collect metrics for novel research outputs, e.g. scientific
    software
    • Investigate data quality: differences between providers
    • Do conceptual model for the appropriate use of metrics to
    assess individual researchers
    Zahedi, Fenner & Costas (2014) http://dx.doi.org/10.6084/m9.figshare.1041821
    

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14. Discovery
    • While the role of the journal as a filter might have become
    less important, discovery of relevant scholarly content
    remains a major challenge.
    • While scholarly metrics are mainly used for assessment, they
    can also help with the discovery of scholarly content.
    • Altmetrics and usage stats are particularly relevant because
    of their immediate availability.
    • Little is known about the role of these metrics in the
    discovery process, e.g. in distinguishing popularity from
    relevance.
    

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15. This presentation is made available under a
    CC-BY 4.0 license.
    http://creativecommons.org/licenses/by/4.0/
    

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