Papers

  • Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

    In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices.

    Authors:
    Madeleine Pownall, Flávio Azevedo, Laura M. König, Hannah R. Slack, Thomas Rhys Evans, Zoe Flack, Sandra Grinschgl, Mahmoud M. Elsherif, Katie A. Gilligan-Lee, Catia M. F. de Oliveira, Biljana Gjoneska, Tamara Kalandadze, Katherine Button, Sarah Ashcroft-Jones, Jenny Terry, Nihan Albayrak-Aydemir, Filip Děchtěrenko, Shilaan Alzahawi, Bradley J. Baker, Merle-Marie Pittelkow, Lydia Riedl, Kathleen Schmidt, Charlotte R. Pennington, John J. Shaw, Timo Lüke, Matthew C. Makel, Helena Hartmann, Mirela Zaneva, Daniel Walker, Steven Verheyen, Daniel Cox, Jennifer Mattschey, Tom Gallagher-Mitchell, Peter Branney, Yanna Weisberg, Kamil Izydorczak, Ali H. Al-Hoorie, Ann-Marie Creaven, Suzanne L. K. Stewart, Kai Krautter, Karen Matvienko-Sikar, Samuel J. Westwood, Patrícia Arriaga, Meng Liu, Myriam A. Baum, Tobias Wingen, Robert M. Ross, Aoife O'Mahony, Agata Bochynska, Michelle Jamieson, Myrthe Vel Tromp, Siu Kit Yeung, Martin R. Vasilev, Amélie Gourdon-Kanhukamwe, Leticia Micheli, Markus Konkol, David Moreau, James Bartlett, Kait Clark, Gwen Brekelmans, Theofilos Gkinopoulos, Samantha L. Tyler, Jan Philipp Röer, Zlatomira G. Ilchovska, Christopher R. Madan, Olly Robertson, Bethan J. Iley, Samuel Guay, Martina Sladekova, Shanu Sadhwani, FORRT

    DOI: 10.1098/rsos.221255
    Categories: pedagogy | open research

  • Embedding Data Skills in Research Methods Education: Preparing Students for Reproducible Research

    Many initiatives to improve reproducibility incentivise replication and encourage greater transparency without directly addressing the underlying skills needed for transparent and reproducible data preparation and analysis.

    Authors:
    Phil McAleer, Niamh Stack, Heather Cleland Woods, Lisa DeBruine, Helena Paterson, Emily Nordmann, Carolina Kuepper-Tetzel, Dale Barr

    DOI: 10.31234/osf.io/hq68s
    Categories: data skills | pedagogy

  • Open-source tutorials benefit the field

    Open research is increasingly required by journals and funders but involves many new skills.

    Authors:
    Freda Wan, Wilhelmiina Toivo, Helena Paterson, Emily Nordmann, Phil McAleer, Kalliopi Mavromati, Rebecca Lai, Carolina Kuepper-Tetzel, Lisa DeBruine, James Bartlett, Dale Barr

    DOI: 10.1038/s44159-022-00058-8
    Categories: tutorials | pedagogy

  • Data visualisation using R, for researchers who don’t use R

    In addition to benefiting reproducibility and transparency, one of the advantages of using R is that researchers have a much larger range of fully customizable data visualizations options than are typically available in point-and-click software because of the open-source nature of R.

    Authors:
    Emily Nordmann, Phil McAleer, Wilhelmiina Toivo, Helena Paterson, Lisa DeBruine

    DOI: 10.1177/25152459221074654
    Categories: tutorials | rstats | dataviz

  • Improving Pedagogy through Registered Reports

    An emphasis on research-led teaching across educational settings has meant that more and more implementations for improving student learning are based on published research.

    Authors:
    Phil McAleer, Helena Paterson

    DOI: 10.31234/osf.io/q34k8
    Categories: pedagogy | registered reports

  • Understanding Mixed-Effects Models Through Data Simulation

    Experimental designs that sample both subjects and stimuli from a larger population need to account for random effects of both subjects and stimuli using mixed-effects models.

    Authors:
    Lisa DeBruine, Dale Barr

    DOI: 10.1177/2515245920965119
    Categories: tutorials | mixed-effects | rstats
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