├── .Rhistory
├── .gitignore
├── CODE_OF_CONDUCT.md
├── CONTRIBUTING.md
├── LICENSE_CONTENT.md
├── Module-6-Open-Access-to-Research-Papers.Rproj
├── README.md
├── Reading Material_Open Access to Research Papers
├── Abdill and Blekhman, 2019.pdf
├── Bjork et al., 2013.pdf
├── Bull and Schulz, 2018.pdf
├── Chilwa and Sife, 2017.pdf
├── Crowfoot, 2017.pdf
├── Desjardins-Proulx et al., 2013.PDF
├── Ellers et al., 2017.pdf
├── Eve, 2014.pdf
├── Fell, 2019.pdf
├── Gatti and Mierowsky, 2016.pdf
├── Greshake, 2017.pdf
├── Grimme et al., 2019.pdf
├── Himmelstein et al., 2018.pdf
├── Johnson, 2018.pdf
├── Kemp et al., 2018.pdf
├── Knowledge Exchange, 2017.pdf
├── Knowledge Exchange, 2018.pdf
├── Kohls and Mele, 2018.pdf
├── Kuchma, 2018.pdf
├── Laakso and Bjork, 2016.pdf
├── Laakso et al., 2011.PDF
├── Lariviere et al., 2013.pdf
├── Lujano and Khalifa, 2018.pdf
├── McKiernan et al., 2016.pdf
├── Neylon et al., 2017.pdf
├── OAPEN-UK, 2014.pdf
├── Piwowar et al., 2018.pdf
├── Sarabipour et al., 2019.pdf
├── Schimmer et al., 2015.pdf
├── Severin et al., 2018.pdf
├── Siler et al., 2018.pdf
├── Solomon and Bjork, 2012.pdf
├── Solomon et al., 2016.pdf
├── Tennant et al., 2016.pdf
├── Tennant et al., 2018.pdf
├── Till et al., 2019.pdf
├── Tkaczyk, 2015.pdf
├── Toledo, 2017.pdf
└── Willinsky, 2003.pdf
├── content_development
├── .Rhistory
├── 0_MAIN.md
├── 10_Main_Open_Access_platforms.md
├── 11_MAIN_Institutional_and_subject_repositories.html
├── 11_MAIN_Institutional_and_subject_repositories.md
├── 12_MAIN_Scholarly_collaboration_platforms.md
├── 13_MAIN_Open_Access_monographs_and_books.md
├── 14_MAIN_Pre-registration.md
├── 15_MAIN_Open_Access_and_discoverability.md
├── 1_MAIN_Overview.html
├── 1_MAIN_Overview.md
├── 1_MAIN_Overview.pdf
├── 2_MAIN_Introduction.html
├── 2_MAIN_Introduction.md
├── 2_MAIN_Introduction.pdf
├── 3_Main_What is Open Access.md
├── 3_Main_What-is-Open-Access.html
├── 3_Main_What-is-Open-Access.pdf
├── 4_MAIN_What_are_the_different_types_of_Open_Access.html
├── 4_MAIN_What_are_the_different_types_of_Open_Access.md
├── 4_MAIN_What_are_the_different_types_of_Open_Access.pdf
├── 5_MAIN_Why_is_Open_Access_important.html
├── 5_MAIN_Why_is_Open_Access_important.md
├── 5_MAIN_Why_is_Open_Access_important.pdf
├── 6_MAIN_How_does_Open_Access_impact_you.html
├── 6_MAIN_How_does_Open_Access_impact_you.md
├── 6_MAIN_How_does_Open_Access_impact_you.pdf
├── 7_MAIN_Painting_a_global_picture_of_Open_Access.html
├── 7_MAIN_Painting_a_global_picture_of_Open_Access.md
├── 7_MAIN_Painting_a_global_picture_of_Open_Access.pdf
├── 8_MAIN_Preprints_postprints_and_VORs.html
├── 8_MAIN_Preprints_postprints_and_VORs.md
├── 8_MAIN_Preprints_postprints_and_VORs.pdf
├── 9_MAIN_The_cost_and_economics_of_Open_Access.md
├── Meeting_minutes.md
├── README.md
├── content_development.Rproj
├── design.md
├── images
│ ├── 04_open_access_archives.png
│ ├── ASAPbio_licensing_preprints.png
│ ├── Creative_commons_license_spectrum.svg
│ ├── DOAJ_licenses.png
│ ├── Laakso et al rate of growth OA.jpg
│ ├── Neylon_preprints.png
│ ├── OA_by_subject.png
│ ├── OA_citation_advantage.jpg
│ ├── OAlogo.jpg
│ ├── Thumbs.db
│ ├── continental_OA.jpg
│ ├── growth_oa_Laakso.png
│ ├── image-metadata.md
│ ├── oa_growth.jpg
│ ├── preprints.png
│ ├── publicationprocessdiagram.jpg
│ ├── repository-diagram-MOOC.jpg
│ ├── sci_hub_downloads.jpg
│ ├── sherparomeoscreen.png
│ ├── timeline_xkcd.jpg
│ └── universal-declaration-human-rights.jpg
├── plan.md
├── quizzes.md
├── recording.md
├── script_intro.md
└── videos_status.csv
├── key_elements.md
└── production_toolkit
├── .Rhistory
├── MODULE_DESIGN_PROTOCOL.md
├── MOOC_planning_template.md
├── README.md
├── Script_template.md
├── Video_management_protocol.md
└── Writing_a_script.md
/.Rhistory:
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1 | install.packages("BibPlots")
2 |
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/.gitignore:
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1 | .Rproj.user
2 | .Rhistory
3 | .RData
4 | .Ruserdata
5 |
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/CODE_OF_CONDUCT.md:
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1 | # Contributor Covenant Code of Conduct
2 |
3 | ## Our Pledge
4 |
5 | In the interest of fostering an open and welcoming environment, we as
6 | contributors and maintainers pledge to making participation in our project and
7 | our community a harassment-free experience for everyone, regardless of age, body
8 | size, disability, ethnicity, gender identity and expression, level of experience,
9 | nationality, personal appearance, race, religion, or sexual identity and
10 | orientation.
11 |
12 | ## Our Standards
13 |
14 | Examples of behavior that contributes to creating a positive environment
15 | include:
16 |
17 | * Using welcoming and inclusive language
18 | * Being respectful of differing viewpoints and experiences
19 | * Gracefully accepting constructive criticism
20 | * Focusing on what is best for the community
21 | * Showing empathy towards other community members
22 |
23 | Examples of unacceptable behavior by participants include:
24 |
25 | * The use of sexualized language or imagery and unwelcome sexual attention or
26 | advances
27 | * Trolling, insulting/derogatory comments, and personal or political attacks
28 | * Public or private harassment
29 | * Publishing others' private information, such as a physical or electronic
30 | address, without explicit permission
31 | * Other conduct which could reasonably be considered inappropriate in a
32 | professional setting
33 |
34 | ## Our Responsibilities
35 |
36 | Project maintainers are responsible for clarifying the standards of acceptable
37 | behavior and are expected to take appropriate and fair corrective action in
38 | response to any instances of unacceptable behavior.
39 |
40 | Project maintainers have the right and responsibility to remove, edit, or
41 | reject comments, commits, code, wiki edits, issues, and other contributions
42 | that are not aligned to this Code of Conduct, or to ban temporarily or
43 | permanently any contributor for other behaviors that they deem inappropriate,
44 | threatening, offensive, or harmful.
45 |
46 | ## Scope
47 |
48 | This Code of Conduct applies both within project spaces and in public spaces
49 | when an individual is representing the project or its community. Examples of
50 | representing a project or community include using an official project e-mail
51 | address, posting via an official social media account, or acting as an appointed
52 | representative at an online or offline event. Representation of a project may be
53 | further defined and clarified by project maintainers.
54 |
55 | ## Enforcement
56 |
57 | Instances of abusive, harassing, or otherwise unacceptable behavior may be
58 | reported by contacting the project team at [chris@libscie.org](mailto:chris@libscie.org) or [bianca.kramer@gmail.com](mailto:bianca.kramer@gmail.com). All
59 | complaints will be reviewed and investigated and will result in a response that
60 | is deemed necessary and appropriate to the circumstances. The project team is
61 | obligated to maintain confidentiality with regard to the reporter of an incident.
62 | Further details of specific enforcement policies may be posted separately.
63 |
64 | Project maintainers who do not follow or enforce the Code of Conduct in good
65 | faith may face temporary or permanent repercussions as determined by other
66 | members of the project's leadership.
67 |
68 | ## Attribution
69 |
70 | This Code of Conduct is adapted from the [Contributor Covenant][homepage], version 1.4,
71 | available at [http://contributor-covenant.org/version/1/4][version]
72 |
73 | [homepage]: http://contributor-covenant.org
74 | [version]: http://contributor-covenant.org/version/1/4/gibbon.toolbox@gmail.com
75 |
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/CONTRIBUTING.md:
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1 | # Contribution Guidelines
2 |
3 | These are the main contributing guidelines for the development of this MOOC, and apply to each module within. The development structure for this is based on a combination of two things:
4 |
5 | 1. Invited experts as part of a core development team, led by one or two managers for each module.
6 | 1. Open participation, where anyone can contribute using the standard processes on GitHub.
7 |
8 | Feedback and contributions of any form are welcomed. Feel free also to [contact us](https://opensciencemooc.eu/contact-us/) to discuss anything further.
9 |
10 | At the present, development is in very early stages, as this is an entirely crowd-sourced and volunteer-led project. We are focusing inititally on [Module 5](https://github.com/OpenScienceMOOC/Module-5-Open-Research-Software-and-Open-Source) to run as a pilot for testing and receiving feedback. After this, the protocol and content will be revised, and then applied accordingly to the development of the remaining modules.
11 |
12 | ## Contact us
13 |
14 | If you want to contribute, add yourself to the [Development Team](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers#development-team) and join our open [Slack channel](https://osmooc.herokuapp.com/).
15 |
16 | If you have questions about the project, please [email us](info@opensciencemooc.eu) directly.
17 |
18 | Stay tuned on what's happening on Twitter with [@OpenScienceMOOC](https://twitter.com/OpenScienceMOOC).
19 |
20 | ## Getting started
21 |
22 | 1. [Forming a team for collaborative design](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/MODULE_DESIGN_PROTOCOL.md#forming-a-team-for-collaborative-design).
23 | 1. [The development process](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/MODULE_DESIGN_PROTOCOL.md#the-development-process).
24 | 1. Familiarise yourself with the [script writing guide](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/Writing_a_script.md), the [script template](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/Script_template.md) and the [video management protocol](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/Video_management_protocol.md).
25 |
26 | Each team will adhere to the [MOOC planning template](https://github.com/OpenScienceMOOC/Main/blob/master/Production_Files/MOOC%20planning%20template.docx) to structure development in a systematic way. These are customised for each module from a common framework.
27 |
28 |
29 | ## Reporting issues
30 |
31 | - **Search for existing issues.** Please check to see if someone else has reported the same issue.
32 | - **Share as much information as possible.** Include operating system and version, browser and version. Also, include steps to reproduce the bug.
33 |
34 | ## Project Setup
35 | Refer to the [README](README.md).
36 |
37 | ## Content style
38 | This is flexible to each module as required, and defined by each development team in advance as part of the protocol.
39 |
40 | ## Code style
41 | Flexible, as long as it is consistent. Ideally, all content would be drafted in markdown, for increasing re-use. This can be easily performed in R Studio, for example, which also has a GitHub interface to make collaborating on this project even simpler.
42 |
43 | Please read [this guide](https://support.rstudio.com/hc/en-us/articles/200532077-Version-Control-with-Git-and-SVN) to familiarise yourself with this process. Which in itself, is actually fairly powerful for Open Science!
44 |
45 | ## Pull requests
46 |
47 | Please refer to each project's style guidelines and guidelines for submitting patches and additions. In general, we follow the "fork-and-pull" Git workflow.
48 |
49 | - Fork the repo on GitHub
50 | - Clone the project to your own machine
51 | - Commit changes to your own branch
52 | - Push your work back up to your fork
53 | - Submit a Pull request so that we can review your changes
54 |
55 | NOTE: Be sure to merge the latest from "upstream" before making a pull request!
56 |
57 | - Try not to pollute your pull request with unintended changes – keep them simple and small. If possible, squash your commits.
58 | - Try to share how your code has been tested before submitting a pull request.
59 | - If your PR resolves an issue, include **closes #ISSUE_NUMBER** in your commit message (or a [synonym](https://help.github.com/articles/closing-issues-via-commit-messages)).
60 | - Review
61 | - If your PR is ready for review, another contributor will be assigned to review your PR
62 | - The reviewer will accept or comment on the PR.
63 | - If needed address the comments left by the reviewer. Once you're ready to continue the review, ping the reviewer in a comment.
64 | - Once accepted your code will be merged to `master`
65 |
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/LICENSE_CONTENT.md:
--------------------------------------------------------------------------------
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2 |
3 | RestoreWorkspace: Default
4 | SaveWorkspace: Default
5 | AlwaysSaveHistory: Default
6 |
7 | EnableCodeIndexing: Yes
8 | UseSpacesForTab: Yes
9 | NumSpacesForTab: 2
10 | Encoding: UTF-8
11 |
12 | RnwWeave: Sweave
13 | LaTeX: pdfLaTeX
14 |
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/README.md:
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1 | # Module 6: Open Access to Research Papers
2 |
3 | ## Rationale
4 |
5 | Making scholarly research outputs openly available to everyone is simple, legal, and has demonstrable benefits to authors, making it a good beginning step for a researcher just beginning to explore the open world. There is a set of knowledge required to navigate the Open Access landscape, involving copyright, article status, repositories, and economics. This module will introduce key concepts and tools that can help a researcher make their work openly available and maximize the benefits to themselves and others.
6 |
7 |
8 | ## Learning outcomes
9 |
10 | 1. Researchers will become familiar with the history of scholarly publishing, and development of the present Open Access landscape.
11 | 1. Researchers will gain a multi-stakeholder insight into Open Access, and be able to convey a balanced overview of the perceived advantages and disadvantages associated with Open Access publishing.
12 | 1. Researchers will be able to describe some of the complexities of the current the Open Access landscape, including allowances for self-archiving and embargoes, copyright transfer, and publishing contracts.
13 | 1. Based on community-specific practices, the researcher will be able to use the different types of outlets (repositories) available for self-archiving, as well as the range of Open Access journal types available to them.
14 | 1. Each researcher will able to make all of their own research papers Open Access through a combination of journals and development of a personal self-archiving protocol.
15 | 1. Researchers will be able to describe the current ebb and flow in the debates around preprints, and be able to locate and use relevant disciplinary preprint platforms.
16 | 1. Researchers will be able to use services like ImpactStory to track the proportion of their research that is Open Access.
17 |
18 | ## Development team
19 |
20 | * Charlotte Weber - Team Lead
21 | * Jon Tennant - Dinosaur whisperer
22 | * Tobias Steiner - Open Ed Quizzard
23 | * Encarni Martínez - Wonderful Brains
24 | * Ritwik Agarwal - Open Science Activist
25 | * Erzsébet Tóth-Czifra - Digital Human
26 | * Paola Masuzzo - Batman of Open Science
27 | * Britta Nölte - Aktivseniorin
28 | * Andy Nobes - Socratic Goldfish
29 | * Josmel Pacheco-Mendoza - Regulus
30 | * George Macgregor - Repository Revolutionary
31 |
32 | ## Key documents
33 |
34 | - [Contributing](CONTRIBUTING.md)
35 | - [Module design protocol](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/tree/master/production_toolkit/MODULE_DESIGN_PROTOCOL.md)
36 | - [Code of conduct](CODE_OF_CONDUCT.md)
37 | - [Key elements](key_elements.md)
38 |
39 | ## Code of conduct
40 |
41 | All modules of the Open Science MOOC are released with a [Contributor Code of Conduct](CODE_OF_CONDUCT.md). By participating in this project you agree to abide by its terms.
42 |
43 | ## Licenses
44 |
45 | ### Content
46 | MOOC content license: [](https://creativecommons.org/publicdomain/zero/1.0/)
47 |
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/content_development/0_MAIN.md:
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1 | ---
2 | output:
3 | html_document: default
4 | pdf_document: default
5 | ---
6 | # Module 6: Open Access to Research Papers
7 |
8 | *Estimated time to complete: XX minutes*
9 |
10 | *Estimated saving time: A lot*
11 |
12 | ## Table of Contents
13 |
14 | - [Introduction](#introduction)
15 | - [Who is this module for?](#who_for)
16 | - [What is Open Access](#open_access)
17 | - [What are the different types of Open Access](#types)
18 | - [Open licensing](#licensing)
19 | - [Why is Open Access important](#important)
20 | - [What is the ethical basis for Open Access?](#ethics)
21 | - [How does Open Access impact you](#impact)
22 | - [Painting a global picture of Open Access](#global)
23 | - [Preprints, postprints, and VORs](#preprints)
24 | - [The cost and economics if Open Access](#economics)
25 | - [Open Access platforms](#OAplatforms)
26 | - [Institutional and subject repositories](#repositories)
27 | - [Scholarly collaboration platforms](#platforms)
28 | - [Open Access monographs and books](#monographs)
29 | - [Pre-registration](#preregistration)
30 | - [Open Access and discoverability](#discoverability)
31 | - [Production Team](#team)
32 |
33 | ## Introduction
34 |
35 |
36 |
37 |
38 | ### Who is this module for?
39 |
40 |
41 |
42 | ## What is Open Access
43 |
44 |
45 |
46 | ## What are the different types of Open Access
47 |
48 |
49 |
50 | ### Open licensing
51 |
52 |
53 |
54 | ## Why is Open Access important
55 |
56 |
57 |
58 | ### What is the ethical basis for Open Access?
59 |
60 |
61 |
62 | ## How does Open Access impact you
63 |
64 |
65 |
66 | ## Painting a global picture of Open Access
67 |
68 |
69 |
70 | ## Preprints, postprints, and VORs
71 |
72 |
73 |
74 | ## The cost and economics of Open Access
75 |
76 |
77 |
78 | ## Open Access platforms
79 |
80 |
81 |
82 | ## Institutional and subject repositories
83 |
84 |
85 |
86 | ## Scholarly collaboration platforms
87 |
88 |
89 |
90 | ## Open Access monographs and books
91 |
92 |
93 |
94 | ## Pre-registration
95 |
96 |
97 |
98 | ## Open Access and discoverability
99 |
100 |
101 |
102 | ## Production team
103 |
104 | * Charlotte Weber - Team Lead
105 | * Jon Tennant - Dinosaur whisperer
106 | * Tobias Steiner - Open Ed Quizzard
107 | * Encarni Martínez - Wonderful Brains
108 | * Ritwik Agarwal - Open Science Activist
109 | * Erzsébet Tóth-Czifra - Digital Human
110 | * Paola Masuzzo - Batman of Open Science
111 | * Britta Nölte - Aktivseniorin
112 | * Andy Nobes - Socratic Goldfish
113 | * Josmel Pacheco-Mendoza - Regulus
114 |
115 |
116 |
117 | **Know a way this content can be improved?**
118 |
119 | Time to take your new GitHub skills for a test-run! All content development primarily happens [here](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/content_development/MAIN.md). If you have a suggested improvement to the content, layout, or anything else, you can make it and then it will automatically become part of the MOOC content after verification from a moderator!
120 |
121 | [](https://creativecommons.org/publicdomain/zero/1.0/)
122 |
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/content_development/10_Main_Open_Access_platforms.md:
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1 | ---
2 | output:
3 | pdf_document: default
4 | html_document: default
5 | ---
6 |
7 | ## Open Access platforms
8 |
9 | There are a number of different types of platforms or databases when it comes to OA. These can be for articles, metadata, datasets themselves, or journals. In fact, there is a complex ecosystem of platforms out there - some overlap, some integrate, some are stand-alone. This forms a generally confusing infrastructure around OA and scholarly publishing in general. We will touch on scholarly collaboration platforms in another sub-section of this module.
10 |
11 | The main databases for OA articles and journals are the Directory of Open Access Journals ([DOAJ](https://doaj.org/)) and PubMed Central ([PMC](https://www.ncbi.nlm.nih.gov/pmc/)). In the case of DOAJ, only fully "gold" OA journals are included, whereas PMC also hosts articles from hybrid journals. Databases like this often form the basis for bibliometric studies of the global journal and publishing landscape.
12 |
13 | More recently, F1000 have helped to launch several funder-led OA publishing platforms, This includes [Wellcome Open Research](https://wellcomeopenresearch.org/), with the Wellcome Trust (UK), and [Gates Open Research](https://gatesopenresearch.org/), with the Bill and Melinda Gates Foundation (USA). These operate very similarly to the F1000 Research platform, with researchers able to publish their work rapidly and with successive rounds of open peer review.
14 |
15 | ### European Open Science Cloud
16 |
17 | [INSERT VIDEO FROM JCB]
18 |
19 | ### Useful platforms to be aware of
20 |
21 | Other useful platforms that are worth knowing about include:
22 |
23 | * [**SHERPA/RoMEO**](http://www.sherpa.ac.uk/romeo/index.php): A database of publisher copyright and self-archiving policies.
24 |
25 | * [**SHERPA/JULIET**](http://v2.sherpa.ac.uk/juliet/): A database comprising funder policies for OA.
26 |
27 | * [**OpenDOAR**](http://v2.sherpa.ac.uk/opendoar/): A global directory of OA repositories and their associated policies.
28 |
29 | * [**ROAR**](https://web.archive.org/web/20121030222530/http://roar.eprints.org/): Promotes the development of OA by providing timely information about the growth and status of repositories throughout the world.
30 |
31 | * [**Think, Check, Submit**](https://thinkchecksubmit.org/): helps researchers identify trusted journals for their research.
32 | Through a range of tools and practical resources, this international, cross-sector initiative aims to educate researchers, promote integrity, and build trust in credible research and publications.
33 |
34 | * [**Open Access Journal Whitelist**](http://s-quest.bihealth.org:3838/OAWhitelist/): Designed by the Quest Center in Berlin, this contains biomedical open access journals that are listed on the DOAJ and PMC.
35 |
36 | * [**Cofactor Journal Selector**](http://cofactorscience.com/journal-selector): A searchable database of journals that helps you to find a venue that suits your publication requirements.
37 |
38 | * [**Open Access Directory (OAD)**](http://oad.simmons.edu/oadwiki/Main_Page): A compendium of simple factual lists about OA to science and scholarship, maintained by the OA community at large.
39 |
40 | * [**CORE**](https://core.ac.uk/): Simply put, the world's largest collection of open access research papers, with more than 135 million searchable papers from around the world.
41 |
42 | * [**Listing of Open Access Databases (LOADB)**](http://www.loadb.org/): A web-enabled, linked, classified and categorized collection of Open Access Databases which one can access from a single portal.
43 |
44 | * [**Open Access Policy Alignment Strategies for European Union Research (PASTEUR4OA)**](http://www.pasteur4oa.eu/): Supports the European Commission’s Recommendation to Member States that they develop and implement policies to ensure OA to all outputs from publicly-funded research.
45 |
46 | * [**JSTOR**](https://www.jstor.org/open/?cid=SOC_JSTOR): A repository of academic content.
47 |
48 | * [**Dimensions**](https://www.dimensions.ai/): A comprehensive database of research grants, publication, patents, datasets, citations, policy documents, clinical trials, and Altmetric scores.
49 |
50 | * [**Quality Open Access Market (QOAM)**](https://www.qoam.eu/): A marketplace for scientific and scholarly journals which publish articles in OA. Quality scoring of the journals in QOAM is based on academic crowd sourcing; price information includes institutional licensed pricing.
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/content_development/12_MAIN_Scholarly_collaboration_platforms.md:
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1 | ---
2 | output:
3 | pdf_document: default
4 | html_document: default
5 | ---
6 |
7 | ## Scholarly collaboration platforms
8 |
9 | [Insert videos from Stephanie and Brian here]
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/content_development/13_MAIN_Open_Access_monographs_and_books.md:
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1 | ---
2 | output:
3 | pdf_document: default
4 | html_document: default
5 | ---
6 |
7 | ## Open Access monographs and books
8 |
9 | While this form of Open Access publication might not be the obvious choice for STEM researchers, the Social Sciences and Humanities (SSH) heavily depend on monographs and edited collections. E.g. publication of a monograph still is a requirement for tenure and promotion in the SSH fields.
10 |
11 | But still, OA book publishing has long trailed behind the more vibrant field of OA journal publications, due to a variety of reasons including the slow uptake of e-book technology in the fields, as well as a somewhat different business model for books compared to what may be perceived as a more easily streamlineable output format of serialized journal content.
12 |
13 | This is not to say, though, that OA books and monographs do not exist; there have been plenty of exciting new developments in the realm of OA book publishing over the last few years.
14 |
15 | [tbc... ]
16 |
17 | See e.g.
18 |
19 |
20 |
21 |
22 |
23 | [Note include the video from the OLH here, and Erzsebet and co]
24 |
25 | ---
26 |
27 | [Sort through this list for further content]
28 | * https://er.educause.edu/articles/2019/5/open-access-monographs-new-tools-more-access
29 | * https://training.parthenos-project.eu/
30 | * https://genr.eu/wp/humanities-progressing-in-open-science/
31 | * https://dariahopen.hypotheses.org/
32 | * https://training.parthenos-project.eu/sample-page/citizen-science-in-the-digital-arts-and-humanities/
33 | * https://dariahopen.hypotheses.org/6
34 |
35 | ---
36 |
37 |
38 | ##### Further reading:
39 |
40 | Adama, J (2019) Towards a Roadmap for Open Access Monographs: A Knowledge Exchange Report. doi:[10.5281/zenodo.2644996](https://doi.org/10.5281/zenodo.2644996)
41 |
42 | Eve, M. (2014). Open Access and the Humanities: Contexts, Controversies and the Future. Cambridge: Cambridge University Press. doi:[10.1017/CBO9781316161012](https://doi.org/10.1017/CBO9781316161012)
43 |
44 | Grimme, S., Holland, C., Potter, P., Taylor, M., and Watkinson, C. (2019) The State of Open Monographs: An analysis of the Open Access monograph landscape and its integration into the digital scholarly network. figshare. doi:[10.6084/m9.figshare.8197625.v4](https://doi.org/10.6084/m9.figshare.8197625.v4)
45 |
46 | Tóth-Czifra, E. (2019). 6 innovations from the humanities that make Open Access publishing a reality to everyone. DARIAH-Open blog. https://dariahopen.hypotheses.org/529
47 |
48 | Knowledge Exchange (2017). A landscape study on open access and monographs: Policies, funding and publishing in eight European countries. doi:[10.5281/zenodo.815932](https://doi.org/10.5281/zenodo.815932)
49 |
50 | Knowledge Exchange (2018) DOI:[10.5281/zenodo.1475446](https://doi.org/10.5281/zenodo.1475446)
51 |
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/content_development/14_MAIN_Pre-registration.md:
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1 | ---
2 | output:
3 | pdf_document: default
4 | html_document: default
5 | ---
6 |
7 | ## Pre-registration
8 |
9 | [insert video from Lisa DeBruine here]
10 |
11 | >> not sure if this one?
12 |
13 |
14 |
15 | https://rss.onlinelibrary.wiley.com/doi/full/10.1111/j.1740-9713.2019.01299.x
16 |
17 | https://www.biorxiv.org/content/10.1101/673665v1
18 |
19 |
20 | https://psyarxiv.com/e9zs8
21 |
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/content_development/15_MAIN_Open_Access_and_discoverability.md:
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1 | ---
2 | output:
3 | pdf_document: default
4 | html_document: default
5 | ---
6 |
7 | ## Open Access and discoverability
8 |
9 | Google Scholar is probably pretty much every researcher's go-to choice for academic search engines. And while it does a pretty good job of letting you know if you have access to a PDF or not, what it often does not tell you is whether these articles are in violation of copyright or not.
10 |
11 | Open Access - true OA - articles do not violate copyright. And they can be more easily discovered and re-used as part of this.
12 |
13 | There are now a cool array of what we might call 'open discovery engines' that help you to discover OA content amidst the millions of articles out there.
14 |
15 | For example, [Open Knowledge Maps](https://openknowledgemaps.org/) provides a visual network-like interface integrated with [BASE](https://www.base-search.net/) (all disciplines) and [PubMed](https://www.ncbi.nlm.nih.gov/pubmed/) (life sciences).
16 |
17 |
18 |
19 | Other alternative discovery platforms include [ScienceOpen](https://www.scienceopen.com/), which we further discuss in the section on scholarly collaboration platforms.
20 |
21 | ...
22 |
23 | There are a couple of steps that you as an individual can take to ensure that your own OA publications are discoverable by the variety of existing search engines out there.
24 |
25 | In brief, these comprise the generation of standardized metadata that describe your work in a machine-readable way. Many of the existing repositories including [Humanities Commons](https://hcommons.org/), [Zenodo](https://zenodo.org/), and the Open Science Framework [osf.io](https://osf.io/) automatically do this for you, so we think it advisable to use these or other repositories (including those offered by your home institution) to make your work available online (see also Green OA).
26 |
27 | Now, while metadata help make your work discoverable, they also have the additional benefit of increasing the **accessibility of your publication**, because support tools such as screen readers make extensive use of available metadata. Further to that, **reproducibility** of your work is improved through metadata. (see e.g. Kemp et al. 2018)
28 |
29 | For more details on these, see e.g. the [JISC guidelines](https://www.jisc.ac.uk/guides/open-access-discovery-usage-and-impact).
30 |
31 | ### Further reading:
32 |
33 | Bull, J. and Schultz, T.A., 2018. Harvesting the Academic Landscape: Streamlining the Ingestion of Professional Scholarship Metadata into the Institutional Repository. Journal of Librarianship and Scholarly Communication, 6(1), p.eP2201. DOI: [10.7710/2162-3309.2201](https://doi.org/10.7710/2162-3309.2201)
34 |
35 | Kemp, J., Dean, C. & Chodacki, J. (2018) Can Richer Metadata Rescue Research?, The Serials Librarian, 74:1-4, 207-211, DOI: [10.1080/0361526X.2018.1428483](https://doi.org/10.1080/0361526X.2018.1428483)
36 |
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2 | title: "Overview"
3 | output:
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6 | ---
7 |
8 | [INSERT INTRODUCTION VIDEO HERE]
9 |
10 | Welcome to **Module 6** of the [**Open Science MOOC**](https://eliademy.com/opensciencemooc). This course is totally **SELF-PACED**, meaning it can be completed whenever you want and in your own time.
11 |
12 | **Rationale:** Making scholarly research articles openly available is easy, legal, and has demonstrable benefits to authors. This makes it a good beginning step for a researcher just beginning to explore the open world. There is a set of knowledge required to navigate the Open Access landscape, involving copyright, article status, repositories, and economics. This module will introduce key concepts and tools that can help a researcher make their work openly available and maximize the benefits to themselves and others.
13 |
14 | **Learning outcomes**
15 |
16 | * You will become familiar with the history of scholarly publishing, and development of the present Open Access landscape.
17 |
18 | * You will gain a multi-stakeholder insight into Open Access, and be able to convey a balanced overview of the perceived advantages and disadvantages associated with Open Access publishing.
19 |
20 | * You will be able to describe some of the complexities of the current the Open Access landscape, including allowances for self-archiving and embargoes, copyright transfer, and publishing contracts.
21 |
22 | * Based on community-specific practices, you will be able to use the different types of outlets (repositories) available for self-archiving, as well as the range of Open Access journal types available to you.
23 |
24 | * You will able to make all of your own research papers Open Access through a combination of journals and development of a personal self-archiving protocol.
25 |
26 | * You will be able to describe the current ebb and flow in the debates around preprints, and be able to locate and use relevant disciplinary preprint platforms.
27 |
28 | * You will be able to use services like ImpactStory to track the proportion of your research that is Open Access.
29 |
30 | Resources: [Open Access to Research Papers](https://opensciencemooc.eu/resources/#six)
31 |
32 | There are X tasks that are X as part of this module:
33 |
34 | 1. A literature search using Open Knowledge Maps
35 | 2.
36 |
37 | [Discuss obligations for quizzes and tasks]
38 |
39 | [Insert image of certificate]
40 |
41 | **Citation**: We strongly encourage maximal sharing, re-use, and remixing of all content available for this module. It is also openly-licensed (CC0 or CC-BY at source) and copyright free as such. To cite this work, please use:
42 |
43 | [INSERT CITATION FROM ZENODO]
44 |
45 | [INSERT MODULE LOGO]
46 |
47 | **Other live modules:**
48 |
49 | * [Module 1: Open Principles](https://eliademy.com/catalog/oer/module-1-open-principles.html)
50 | * [Module 5: Open Research Software and Open Source](https://eliademy.com/catalog/oer/module-5-open-research-software-and-open-source.html)
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7 | ## Introduction
8 |
9 | [INSERT universal-declaration-human-rights.jpg HERE]
10 |
11 | ### Article 27 of the [UN Declaration on Human Rights](https://www.un.org/en/universal-declaration-human-rights/)
12 |
13 | > 1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.
14 |
15 | > 2. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.
16 |
17 | Welcome to Module 6 of the Open Science MOOC and Open Access to Research Papers! Open Access (OA) describes the act of making research articles (aka 'papers') freely available online without cost or any other restrictions or barriers to its re-use. This is aligned with the UN Declaration on Human Rights above, and therefore could be considered to be a fundamental human right and a matter of social justice. OA also extends to other forms of research outputs too, including non-peer-reviewed work, books, book chapters, theses and monographs.
18 |
19 | [INSERT OAlogo.jpg HERE]
20 |
21 | However, in spite of this clear importance, most scholarly research that has ever been produced does not fulfil this basic criterion. In fact, the vast majority of scientific knowledge that we have all produced as a global society remains locked away behind expensive paywalls - something often called 'toll access' or 'closed access'. This is not right.
22 |
23 | *Side note:* If you're into movies, do make sure to check out *[Paywall: The Business of Scholarship](https://paywallthemovie.com/)*
24 |
25 | A [study in 2018 by Heather Piwowar and colleagues](https://peerj.com/articles/4375/) showed that while there is a growing trend towards more research being freely available, around 75% of all published scholarly research is **not** publicly available. Open Access was the counter-movement towards solving this global problem.
26 |
27 | [INSERT oa_growth.jpg HERE]
28 |
29 | ### Who is this module for?
30 |
31 | Designed primarily for students and researchers at the graduate and undergraduate level, this module also serves as training material for postdocs and more senior researchers. We want to help make openness universal and for all, not just a select few. This aims to be a cross-disciplinary module covering all research branches, including Engineering, Medicine, Biosciences, Mathematics, Social Sciences, Humanities, and the Arts. Basically, if you publish outputs from your research, this is for you.
32 |
33 | We have tried to set a highly inclusive standard, and right from the very beginning have had people from across the whole spectrum of scholarly research, and related disciplines like tech, publishing, and librarianship, involved in developing and scoping the project. We have also tried to include a broad geographic perspective, as we believe OA is a global issue.
34 |
35 | ### Specific learning objectives for this module
36 |
37 | 1. Understand the allowances for self-archiving in publishing contracts, including issues to do with copyright, licensing, article versions, availability, embargoes, and the types of outlets for self-archiving.
38 |
39 | 2. Gain an understanding of the history of scholarly publishing, and be able to articulate benefits of Open Access in terms of impact on society and our knowledge economy.
40 |
41 | 3. Develop a personal plan for self-archiving all of your research.
42 |
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6 |
7 | ## What is Open Access
8 |
9 | **Open Access**: Making peer reviewed scholarly manuscripts freely available via the Internet, permitting any user to read, download, copy, distribute, print, search, or link to the full text of these articles, crawl them for indexing, pass them as data to software, or use them for any lawful purpose, without financial, legal or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited. May also refer to theses, books, book chapters, monographs and other content. (Budapest Open Access Initiative, [source](http://www.righttoresearch.org/resources/OpenResearchGlossary/#core)).
10 |
11 | Or: Making scholarly research articles free to read and re-ue without restriction. If you want a definition that is slightly easier to remember.
12 |
13 | ### I learned about it in Open Access, a history
14 |
15 | As always, we like to start these modules off by giving a nice history lesson to help provide additional context to how we arrived at the present state.
16 |
17 | So, the history of Open Access (OA) actually goes back a long time before OA was even really a thing. OA is based around ideals and principles around sharing, and these existed long before the term "Open Access" was coined. For example, computer scientists and software developers have been freely archiving and sharing their code since the 1970s. Physicists have been sharing their articles and data since the early 1990s on a platform called "arXiv" (pronounced ar-chi-ve). These ideas are rooted in that of the "[Commons](https://en.wikipedia.org/wiki/Commons)" - that all resources should be made accessible to all members of society.
18 |
19 | The OA movement was/is primarily motivated by the social inequalities created by restricting access to scholarly research. This model tends to favor large and wealthy institutions with the financial means to purchase access to many research journals. However, it was also catalysed by the economic challenges and perceived unsustainability of the wider academic publishing industry. More on this later on!
20 |
21 | Public statements in support of some form of free or equal access to research go back as far as [1964](http://oad.simmons.edu/oadwiki/Declarations_in_support_of_OA). Here, the Declaration of Helsinki stated that participants in medical studies "are entitled to be informed about the outcome of the study and to share any benefits that result from it."
22 |
23 | Following this, it took almost 3 decades for the concept to gain any real traction. A study by [Laakso et al., 2011](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Laakso%20et%20al.%2C%202011.PDF) showed that there was a period of very rapid growth of OA publishing between 1993–2009. Since the year 2000, the average annual growth rate was 18% for the number of journals and 30% for the number of articles; much faster than the overall relative rates of growth in all scholarly journals.
24 |
25 | [INSERT LAAKSO RATE OF GroWTH IMAGE]
26 |
27 | The term "Open Access" itself was first formulated in three public statements made in the 2000s, now considered to be pivotal moments in the history of OA. These are the:
28 |
29 | * [Budapest Open Access Initiative](https://www.budapestopenaccessinitiative.org/) in February 2002, launched by the Open Society Institute.
30 |
31 | * [Bethesda Statement on Open Access Publishing](http://legacy.earlham.edu/~peters/fos/bethesda.htm) in June 2003
32 |
33 | * [Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities](https://openaccess.mpg.de/Berlin-Declaration) in October 2003
34 |
35 | These declarations solidified the idea that unrestricted access to scholarly research was generally a good thing. And this is what OA is: **The free and unrestricted access to scholarly research**.
36 |
37 | Open Access in its present recognisable form was catalysed by the invention of this thing you might have heard of called "the Internet". Not just for cat gifs and adverts, theoretically, the power of the internet enabled scientific research to be transferred or copied at low cost, instantaneously, and with a wide audience. Thus, there was a large scope for disrupting the print-based nature of the publishing industry. While there were clear costs associated with producing research articles, the cost of the online distribution of these was essentially minimal.
38 |
39 | As such, the world of pre-OA exploded in the 1990s. The fact was that it was eminently feasible now to publish scholarly research and make it instantly accessible almost anywhere in the world for free to readers. The first "free access" or "open access" journals began to emerge in the 1980s-90s, followed shortly after with the first OA books. In the first decade of the 2000s, it is estimated that the number of OA journals exploded again by around a 500% increase, with a 900% in increase in the number of OA articles.
40 |
41 | [INSERT XKCD INFOGRAPHIC TIMELINE]
42 |
43 | ### A new power is rising. Its victory is at hand.
44 |
45 | In 2000, [BioMed Central](https://www.biomedcentral.com/), a for-profit OA publisher with now dozens of OA journals, was launched. One year later, 34,000 researchers signed an [Open Letter to Scientific Publishers](https://www.webcitation.org/6AhOrks2R?url=http://www.plos.org/wp-content/uploads/2011/05/Signers-List-111610.pdf) calling for widespread OA to become the new norm as the counter-culture to subscriptions. This ultimately led to the founding of [PLOS](https://www.plos.org/) - the Public Library Of Science as an advocacy organisation, which later became a fully OA publisher in 2003.
46 |
47 | Outside of Europe and North America, [SciELO](https://scielo.org/en/) (Scientific Electronic Library Online) was launched in 1997. SciELO is not a publisher in itself, but is more a bibliographic database, digital library, and cooperative electronic publishing model of OA journals. SciELO was created to meet the scientific communication needs of developing countries and provides an efficient way to increase visibility and access to scientific literature, particularly in Latin America, the Iberian Peninsula, and South Africa. It was originally established in Brazil, and now today there are 16 countries in the SciELO network and its journal collections: Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, Mexico, Paraguay, Peru, Portugal, South Africa, Spain, Uruguay, and Venezuela. To do this day, it forms part of a highly successful open scholarly infrastructure across Latin America.
48 |
49 | Shortly after this new wave of OA, the non-OA publishers began to get worried, seeing it as a legitimate threat to their subscription-based business models. Publishers such as Wiley, Elsevier, and the American Chemical Society began an [aggressive lobbying and marketing campaign](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1790741/), led by a man known as the "pit bull of Public Relations". This campaign included deliberately misleading statements to stifle the growth of OA, such as "public access equals government censorship". Therefore, it became clear in the mid-2000s that some publishers and learned societies clearly did not have public access to knowledge in their best interests, as they saw it as a threat to their finances or business models.
50 |
51 | [INSERT LAAKSO IMAGE HERE]
52 |
53 | Following these developments, OA started to become more and more popular, and eventually starting reaching public policy at a global level. The latest big development here is that of "[Plan S](https://www.scienceeurope.org/wp-content/uploads/2018/09/Plan_S.pdf)", announced in September 2018. Here, 11 European research funders, organised under cOAlition S, originally announced the plan, which requires all research outputs based on funding from these organisations to be published in full OA journals. In Latin America, [AmeliCA]() was launched as a sort of counterpart to Plan S.
54 |
55 | Things are not growing evenly, however. A recent study by [Severin et al., 2018](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Severin%20et%20al.%2C%202018.pdf) found that different research disciplines vary a lot in their attitudes towards, and uptake of, OA, depending on the tools available to them and the history of OA in their respective fields.
56 |
57 | Either way, there is much more work to be done! A recent analysis of the OA landscape by [Piwowar et al., 2018]() found that, while the rate of OA growth is accelerating, even now only around 28% of the global research literature is OA in some form.
58 |
59 | [insert gowth fig from Piwowar here]
60 |
61 | More related research from Piwowar recently estimated that some xx% of the global scholarly literture would be OA by 20XX.
62 |
63 | [insert new figures from biorXiv preprint here]
64 |
65 | ### Licensing - CC-BY
66 |
67 | As we also learn about in the [Open Source and Open Research Software module](https://eliademy.com/catalog/oer/module-5-open-research-software-and-open-source.html), licensing here is fundamental to OA. Licensing provides a legal framework that grants certain rights to creators and users. Critical to OA is the ideal of unrestricted re-use, meaning remixing, sharing, and well, anything really. Research clearly works better overall when people are free to do with it whatever they want. So while licensing and copyright are perhaps not the most thrilling topic to many of us, they form a core part of OA developments and impact both creators and users of content.
68 |
69 | Many equate this freedom to re-use directly with the Creative Commons CC-BY license, a license that fulfills virtually all of these criteria (i.e., is unrestricted), as long as the source work is appropriately credited or cited. It is one of the more liberal licenses, allowing users to do almost whatever they want with a creative work. Many of the early declarations, such as Berlin, Bethesda, and Budapest make it clear that re-use is equally as important as access, and therefore such explicit licensing is critical here, and CC-BY is usually adopted as the de facto license for OA.
70 |
71 | If you think about it, it is actually quite bizarre that this simple freedom is not something normal within our present system. Indeed, the vast majority of research we have ever published as a global society remains inaccessible and unusable - because of licensing and copyright restrictions that do not act in the best interests of users or creators. CC licenses emerged alongside OA as an effective legal tool to help remove such barriers to research.
72 |
73 | [Note include video from CC here]
74 |
75 | ### Licensing - other
76 |
77 | As [OASPA state](https://oaspa.org/why-cc-by/): "Other Creative Commons licenses allow for three possible restrictions to be imposed in addition to the requirement for attribution. In keeping with its tagline “some rights reserved”, these are: No Commercial use (NC), No Derivatives (ND) and Share-Alike (SA). Each type of restriction has its uses, for certain types of content and certain types of sharing. But the emerging consensus on the adoption of CC-BY reflects the fact that any of these restrictions **needlessly limits the possible reuse of published research**." (emphasis added by us)
78 |
79 | * *No Derivatives* (ND): Derived use is fundamental to the way in which scholarly research builds on what has gone before. If we are able to see further it is because we stand on the shoulders of giants, as a wise person once said. One of the many benefits of OA is that elements such as figures from a published research article can be reused, with attribution, as part of teaching material, or in other published works, without needing to request permission of the publisher and even pay for the use. Adding an ND clause to your license prohibits this form of re-use for your work.
80 |
81 | * *No Commercial* (ND): One main problem with this license is that the definition of 'commercial' is legally hazy, and can restrict all sorts of potential uses. The whole point of knowledge is to help generate new knowledge and further our society. Adding an NC clause to your license can greatly prohibit this.
82 |
83 | * *Share-Alike* (SA): Content distributed under an SA license can be used to create and distribute derivative works, but only if those works are shared under the same SA license.
84 |
85 | [INCLUDE Licenses used by gold and hybrid OA journals in DOAJ image here]
86 |
87 | > **Pro-tip**: Your article has been accepted for publication in a journal and, like your colleagues, you want it to have the widest possible distribution and impact in the scholarly community. However, in traditional publication agreements you are forced to transfer copyright of your work to the publisher, which prohibits you from being able to freely share it. The SPARC Author Addendum is a legal instrument that modifies the publisher's agreement and allows you to keep key rights to your articles. The [Author Addendum](https://sparcopen.org/our-work/author-rights/brochure-html/) is a free resource developed by SPARC in partnership with Creative Commons and Science Commons, established non-profit organizations that offer a range of copyright options for many different creative endeavors.
88 |
89 | [INCLUDING ASAPBIO licensing image here, source https://asapbio.org/licensing-faq/licensing-diagram-2018-10-04]
90 |
91 | As a last little bit here in license-land, we have to note the [UK Scholarly Communication License](https://ukscl.ac.uk/). The UK-SCL is an OA policy mechanism which ensures researchers can retain re-use rights in their own work, they retain copyright and they retain the freedom to publish in the journal of their choice (assigning copyright to the publisher if necessary). So sort of like publishing your cake and eating it too.
92 |
93 | ### Wait, so really then, what is Open Access?
94 |
95 | For this, Samuel Moore has provided quite a nice solution to make a bit of sense within all the chaos:
96 |
97 | > From analysing its historical underpinnings and subsequent development, I argue that OA is best conceived as a boundary object, a term coined by Star and Griesemer (1989) to describe concepts with a shared, flexible definition between communities of practice but a more community-specific definition within them. Boundary objects permit working relationships between communities while allowing local use and development of the concept. This means that OA is less suitable as a policy object, because boundary objects lose their use-value when ‘enclosed’ at a general level, but should instead be treated as a community-led, grassroots endeavour. ([Moore, 2017](https://journals.openedition.org/rfsic/3220))
98 |
99 | So, it got messy, but it is best to perhaps stick to the original, grassroots-led meaning - see the beginning of this section.
100 |
101 | ### Further reading
102 |
103 | For an interactive and more complete timeline of the Open Access movement, check out [this cool design by Tobias Steiner](https://blog.flavoursofopen.science/timeline/).
104 |
105 | For more information on the history of Open Access, this [Wikipedia article](https://en.wikipedia.org/wiki/History_of_open_access) has a lot more detail and further reading.
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7 | ## What are the different types of Open Access
8 |
9 | Different 'types' of Open Access are currently commonly described using a simple colour system. The most commonly recognised are "green" and "gold" OA, among a number of others terms that are also used for additional models, each with a specific [definition](http://www.righttoresearch.org/resources/OpenResearchGlossary/). Here, we provide the widely accepted definitions. Please note that there are some actors out there who provide deliberately misleading definitions of these terms. We will mention this below where needed.
10 |
11 | **Gold OA**
12 | The publisher makes all articles and related content available for free immediately on the journal's website. In such publications, articles are licensed for sharing and reuse via Creative Commons licenses or equivalents. The difference between *Gold* and *Diamond/Platinum* (see below) is that usually, Gold OA some times comes with author- or institution-facing per-article fees, the APCs (article processing charges). Note that Gold OA is *not* synonymous with an APC-model, which is an often used conflation by commercial publishers, for obvious reasons.
13 |
14 | **Green OA**
15 | Also commonly called "self-archiving". After peer review through a traditional journal, the author posts the accepted manuscript to a website, such as an institutional or subject-based repository. Some times a publisher imposes an embargo period on such self-archiving, despite their being little-no evidence to do so and this being in direct conflict with the needs of any other stakeholder group in this space. Note too that Green OA is *not* synonymous with embargo periods, again, as some commercial publishers will attempt to deceive you with.
16 |
17 | **Bronze OA**
18 | Delayed OA journals publish articles initially as subscription-only, then release them as OA after an embargo period (varying from months to years). Bronze OA articles can also have unclear licensing agreements that hamper their re-use.
19 |
20 | **Diamond/platinum OA**
21 | Journals which publish OA without charging authors article processing charges (APCs) are often known as platinum or diamond. Since they do not charge either readers or authors, such publishers often require funding from external sources such as academic institutions, learned societies, or government grants. Some consider this ti simply be another form of Gold OA.
22 |
23 | > Fun fact: 71% of the 11,001 journals listed in the Directory for Open Access Journals (DOAJ) do not charge APCs (via [Heather Morrison](https://sustainingknowledgecommons.org/2018/02/06/doaj-apc-information-as-of-jan-31-2018/)).
24 |
25 | **Black OA**
26 | The growth of what is sometimes referred to as "digital piracy" through large-scale copyright infringement has enabled free access to paywalled literature at a massive scale. One of the key players here is [Sci-Hub](http://www.sci-hub.tw/), a portal that currently hosts around 74 million research articles. There is an ongoing debate about the ethical versus legal implications of such websites. A recent study by [Till et al., 2019](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Till%20et%20al.%2C%202019.pdf) found that, as a result of global knowledge inequity (i.e., closed access), there was a strong relationship between country of origin and the rate of downloads of medical literature from Sci-Hub.
27 |
28 | [INSERT sci_hub_downloads from Till et al 2019]
29 |
30 | **Hybrid OA**
31 | Hybrid OA journals are those that contain a mixture of OA articles and subscription articles. The journal remains funded by subscriptions, with individual articles being made OA through a publication fee. Hybrid OA has been steadily growing since around 2007 ([(Laakso and Björk, 2016)](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Laakso%20and%20Bjork%2C%202016.pdf)), but due to its unsustainability is now becoming widely prohibited by research funders.
32 |
33 | As well as the colours, there are also two other generic types of OA that are based on licensing and copyright terms:
34 |
35 | * **Gratis OA** - The paper is available to read free-of-charge, though its reuse is still restricted, for example by 'All Rights Reserved' copyright.
36 |
37 | * **Libre OA** - The paper is made available under an open licence, allowing it to be shared and reused, depending on which licence is used.
38 |
39 | Or in other words, gratis refers to online access free of charge ("free as in beer"), and libre refers to online access free of charge plus some additional re-use rights ("free as in sppech"). This is similar to the distinction between [Free Software and Open Source](https://eliademy.com/catalog/oer/module-5-open-research-software-and-open-source.html).
40 |
41 | A useful tool here is [APCDOI](https://github.com/ryregier/APCDOI) built by Ryan Regier. Users enter a list of DOIs (Digital Object Identifiers) and this Python program will determine how many are Gold or Hybrid OA and how much was spent on the article processing charge (APC) for these Gold and Hybrid articles.
42 |
43 | Another useful service here is [Unpaywall](http://unpaywall.org/). This is an open database of more than 23 million free scholarly articles, and comes with a handy browser extension that helps you to find freely available versions of paywalled articles. All legally. Similarly to this is the [Open Access Button](https://openaccessbutton.org/) where users can directly request paywalled research articles directly from the authors.
44 |
45 | ### Further reading
46 |
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7 | ## Why is Open Access important
8 |
9 | OK, so now you're probably wondering why we just taught you about a fascinating colour scheme that people have made for research articles. Why should you care, or why is any of this important to you, or for anyone for that matter?
10 |
11 | Imagine someone in your family falls ill with a particular disease. You want to learn more about it, so you can understand it more. So, you turn to the scientific record. However, every research article which you want to read, which might offer you some comfort or understanding, is inaccessible. Time and time again, you encounter the paywall. Before even getting to look inside the article to see if it is useful, you are faced with a $35-40 price tag.
12 |
13 | Imagine if you are a policymaker or high level decision-maker, looking to learn more about the impacts of climate change. But every paper you want to read on how it might affect your constituents is paywalled.
14 |
15 | This is how the present scholarly publishing system works. Great for those who can afford it, terrible for those who cannot. Most people on this planet cannot afford it.
16 |
17 | If we believe that science can help us to save the major problems that we as a society face, including climate change, global health, and resource security, this status is unacceptable and affects us all.
18 |
19 | ### What is the ethical basis for Open Access?
20 |
21 | One of the core arguments for public access to the scholarly literature is that most of the research is paid for by taxpayers through government grants and basic public funding. That's right, if you pay taxes, a little bit of that each year goes towards paying researchers to do their job. Therefore, it seems just that the public should have a fundamental right to access the results of what they have funded.
22 |
23 | With OA, every single person in the world can read articles, providing they have an internet connection, and not just those whose library can afford to subscribe to journals. Faster and more widespread discoveries benefit everyone. High school and college students can gain the information literacy skills they need and are critical for the knowledge age. Patients clearly benefit when their doctor and other health care professionals have access to the latest research.
24 |
25 | [Insert that Gould quote here]
26 |
27 | Barriers that prevent access to scholarly literature and data is a global problem, and it particularly affects developing nations, as well as those in less well-funded research institutes. If costs of getting access to scholarly outputs are too high for researchers and the public in the developed world, just imagine how this affects those in Africa, South America, and parts of Asia.
28 |
29 | Many countries, institutions and individuals simply can not afford to subscribe to access the scholarly literature. In fact, no single one can afford it. And while the [HINARI](https://en.wikipedia.org/wiki/HINARI) program helps with access to some health research, such initiatives clearly acknowledge the unethical basis for the present system - knowledge discrimination based on financial or geographic privilege, which many of those in parts Europe, North America, and other more-developed nations might not even be aware of, because they indirectly profit from their wealthy institution's access to a given set of journals that they can use via their institutional affiliation.
30 |
31 | Some times, in order to recognise your privilege, you have to have it first taken away.
32 |
33 | ### The societal, economic, and academic impacts of OA
34 |
35 | Many years ago, in the pre-MOOC era of 2016, several of the now Steering Committee members wrote long, long, [research paper about the positive impacts of OA](https://f1000research.com/articles/5-632/v3). We found the case to be quite overwhelming, in particular the social case for OA is strong for advancing citizen engagement, and leveling the playing field for researchers in developing countries.
36 |
37 | Recently, [Fell, 2019](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Fell%2C%202019.pdf) looked at the economic impacts of open science, finding:
38 |
39 | > There is indicative evidence that OA to findings/data can lead to savings in access costs, labour costs and transaction costs. There are examples of open science enabling new products, services, companies, research and collaborations. Modelling studies suggest higher returns to Research and Devlopment if OA permits greater accessibility and efficiency of use of findings.
40 |
41 | In 2017, the World Bank released a [blog post](http://blogs.worldbank.org/voices/open-order-end-extreme-poverty-0) about the importance of OA for development. This post actually provides a really cool overview of some of the critical evidence supporting the importance of OA:
42 |
43 | * Because OA articles are more visible, they receive anywhere from 25%-250% more citations compared to Non-OA (NOA) articles in the same journal and year ([Houghton and Sheehan, 2009](http://vuir.vu.edu.au/15221/1/v39_i1_10_-houghton.pdf)).
44 |
45 | * Open Access enhances and accelerates the research cycle - where work is published, read, cited and then built upon by other researchers ([Kuri, 2014](http://www.ajms.co.in/sites/ajms2015/index.php/ajms/article/view/329)).
46 |
47 | * By facilitating additional use, OA leads to substantial, measurable, positive returns on investment - in one instance amounting to between £58 million and £230 million over 30 years (net present value) ([Beagrie & Houghton, 2014](http://repository.jisc.ac.uk/5568/1/iDF308_-_Digital_Infrastructure_Directions_Report,_Jan14_v1-04.pdf)).
48 |
49 | * OA enables small- and medium-sized enterprises (SMEs) to accelerate commercialization, innovation and discovery, also helping to overcome their limitations in paying for journal subscriptions and otherwise-restrictive licensing, which usually makes it harder to facilitate re-use ([Mazzucato, 2011](http://oro.open.ac.uk/30159/1/Entrepreneurial_State_-_web.pdf)).
50 |
51 | * OA maximizes prosperity effects. In the Netherlands, a 60% price reduction in public-sector spatial data spending has been estimated to lead to a 40% annual growth in turnover, as well as an increase in employment of + ~800 jobs. ([Pluijmers, 2002](https://www.fig.net/resources/proceedings/fig_proceedings/fig_2002/Ts3-6/TS3_6_pluijmers.pdf)).
52 |
53 | * A report by the Computer and Communications Industry Association identifies a value of $4.7 trillion, and $2.2 trillion in value added to US economy from fair use exceptions to copyright law. It employed more than 17 million people and supported a payroll of $1.2 trillion in 2007. Fair use companies generated $281 billion in exports the same year ([Rogers, Szamosszegi, Capital Trade, 2010](https://www.wired.com/images_blogs/threatlevel/2010/04/fairuseeconomy.pdf)).
54 |
55 | * Economic modelling shows that nations could benefit from substantial savings that would result from a switch to Open Access at both national and institutional levels: £400 million a year for the UK, and £500,000 to £600,000 per annum for a typical UK university ([Houghton, Rasmussen and Sheehan et al, 2009](http://www.jisc.ac.uk/publications/documents/economicpublishingmodelsfinalreport.aspx); [Swan, 2010](https://eprints.soton.ac.uk/268584/)).
56 |
57 | * An increase of 1% to 10% in OA would translate into a recurring annual gain on the rate of return on R&D of 25% to 75% for all OECD countries ([Houghton and Sheehan, 2006](https://www.vu.edu.au/sites/default/files/wp23_2006_cses.pdf)).
58 |
59 | * The Human Genome Project, which is based on the Bermuda OA Principles, has led to advancements in the development of personalized medicine, and generated $141 in economic activity for every $1 invested by the US government in the project. The total related economic activity amounted to $796 billion between 1988 and 2010 ([Wilson and Nicholls, 2015](https://doi.org/10.2147/RMHP.S58728); [Tripp and Grueber, 2011](https://www.genome.gov/27544383/calculating-the-economic-impact-of-the-human-genome-project/)).
60 |
61 | ### Further reading
62 |
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6 |
7 | ## How does Open Access impact you
8 |
9 | In the previous section, we tried to describe some of the 'bigger picture' bases for OA. Almost everyone agrees that it is good in principle - for the society, the economy, and for global scholarly knowledge production. But their are also some more pragmatic and intrinsic reasons for individuals and communities for why they should care about OA.
10 |
11 | There is a direct link between Open Access and you through the additional research impact it generates. Conceptually, it is hopefully not difficult to see that if more people can access and use something, that makes it more impactful.
12 |
13 | While there is a clear ethical and moral case for OA, communicating the personal impact it can have on individuals helps to leverage intrinsic motivations for researchers. As in, there has to be something in it for them. We recognise that virtually no researcher can behave purely selflessly for notions of a greater 'common good', and there is almost always a trade-off with a number of intrinsic or extrinsic constraints that affect publication behaviour.
14 |
15 | Thankfully though, there is a strong - almost universal - case for an increased impact advantage for researchers who choose to publish OA.
16 |
17 | For example, a traditional measure of research impact is the number of citations and article receives. [Most studies](https://www.scienceopen.com/collection/996823e0-8104-4490-b26a-f2f733f810fb?0) that have analysed the "Open Access citation advantage" have found that OA articles tend to receive more citations. Again, this is conceptually common sense. If more people can access and read your work, more people can cite your work. As citations still function as a sort of 'academic capital' in research communities, getting more citations is generally a good thing. You don't have to agree on the use of citations in this way to see that the phenomenon still exists.
18 |
19 | [ADD OA CITATION IMPACT FIGURES HERE - ERIN'S]
20 |
21 | But it isn't just citations which OA influences. There are a number of other ways in which OA helps to amplify the reach and re-use of your work.
22 |
23 | For example, a [2016 study](https://onlinelibrary.wiley.com/doi/full/10.1002/asi.23687) found that the odds of an OA journal being referenced on the English Wikipedia are 47% higher compared to paywalled journals. Therefore, it seems that OA has a significant "amplifier" effect for the diffusion of scientific research communicated via other such platforms.
24 |
25 | A study by [Erin McKiernan and colleagues](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/McKiernan%20et%20al.%2C%202016.pdf) has perhaps said it best:
26 |
27 | > Open access, open data, open source and other open scholarship practices are growing in popularity and necessity. However, widespread adoption of these practices has not yet been achieved. One reason is that researchers are uncertain about how sharing their work will affect their careers. We review literature demonstrating that open research is associated with increases in citations, media attention, potential collaborators, job opportunities and funding opportunities. These findings are evidence that open research practices bring significant benefits to researchers relative to more traditional closed practices.
28 |
29 | So, problem solved, right? Open Access is good for you, your career, and for, well, everyone!
30 |
31 | ### Are there any potential downsides to Open Access?
32 |
33 | Almost no one disagrees with OA in principle. However, as with many things there is a divergence between the ideology behind, and the actual practices of, OA.
34 |
35 | As with each module, we do not want to pretend like openness is this magical cure to all the problems in academia. We would rather encourage participants to be critically reflective of behaviours and practices, rather than blindingly following whatever information we are sednding your way. And this forces us to be honest with you about potential problems with OA, rather than recklessly hailing it as some sort of magic bullet solution.
36 |
37 | There are constant and vigorous debates about all aspects of scholarly, and Open Access is no exception. It is our duty to communicate some of the potential barriers and limitations to OA here.
38 |
39 | Nicely, some good work has been done on this already. In [2018, Gareth Johnson](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Johnson%2C%202018.pdf) looked at the barriers to OA in the national context of the UK:
40 |
41 | > Notably, while participants represented an array of potential mechanistic, policy or legal blocks, it was the academic community’s knowledge of and attitudes towards OA that were shown to present the greatest obstacles. Despite the endeavours of OA practitioners who were devoted to advocacy, the majority of scholars’ understanding or embrace of openness within research dissemination practice was found to be ‘patchy’, ‘ill-informed’ or ‘confused’.
42 |
43 | Hm. Well, if only there was some sort of peer-to-peer learning community to help overcome that. Like this MOOC! You are part of the process to help close the knowledge/attitudes and behaviour gap in the world of Open Access.
44 |
45 | There is also the fact that often, publishing OA does cost money. We discuss this in detail a lot in SECTION XXXX, and describe a lot of free alternative routes. However, the reality is often that if you want to publish OA in a specific journal, there will be charges associated with that. It is not secret that a lot of the 'top journals' in some disciplines charge a lot of money for OA publication. Therefore, it is up to you and your co-authors to be aware of potential funding sources that might be available to you. As well as the options for parallel 'green OA' or self-archiving that the journals permit.
46 |
47 | ### Further reading
48 |
49 | If you want to find out more about this, there is actually a fun side to Open Access! Check out the [Publishing Trap](https://copyrightliteracy.org/resources/the-publishing-trap/) board game from the UK Copyright Literacy team.
50 |
51 | ### Further reading
52 |
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6 |
7 | ## Painting a global picture of Open Access
8 |
9 | Open Access is everywhere, in virtually every country around the world. Pretty much anywhere there is a system of education and research, really. Even [UNESCO](http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ERI/pdf/oa_policy_rev2.pdf) have an Open Access policy, quoting:
10 |
11 | > Equal access to science is not only a social and ethical requirement for human development, but also essential for realizing the full potential of scientific communities worldwide and for orienting scientific progress towards meeting the needs of humankind.” (The World Conference on Science, 1999, held under the auspices of UNESCO and ICSU).
12 |
13 | It is worth pausing here and considering what this means in the context of the present system. Subscriptions and APCs create an unequal playing field, which, by UNESCO standards, is unethical, and compromises human and social development. This is why embedding principles of equity and inclusion with any sense of 'open', be it access, data, or science, is so critical.
14 |
15 | The global OA landscape is incredibly complex and heterogeneous. Different social standards, industrial histories, and even the influence of wars and periods of colonisation have all impacted upon the scholarly knowledge production system in one way or another. Here, we will show some examples to help illustrate the current state around the world.
16 |
17 | [insert continental_OA figure from Chilwa and Sife]
18 |
19 | ### Africa
20 |
21 | In Africa, more than 1 million OA articles are currently available in repositories from the top 22 countries ([Chilwa and Sife, 2017](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Chilwa%20and%20Sife%2C%202017.pdf)). Despite its large size, the African continent had only 4.52% of the OA repositories and 0.14% of documents in the OpenDOAR.
22 |
23 | African Journals OnLine (AJOL) is the world's largest and preeminent collection of peer-reviewed, African-published scholarly journals. 215 journals out of 521 hosted at AJOL are open access with 75,938 full text articles for download ([Kuchma, 2018](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Kuchma%2C%202018.pdf)).
24 |
25 | National initiatives include the [Algerian Scientific Journal Platform](https://www.asjp.cerist.dz/) (ASJP), an electronic publishing platform for Algerian scientific journals developed and managed by the [Research Centre on Scientific and Technical Information](http://cerist.dz/index.php/en/) (CERIST).
26 |
27 | NOTE: Ask Jo to do more here
28 |
29 | ### Asia
30 |
31 | Regional initiatives include [Nepal Journals Online](https://www.nepjol.info/) (NepJOL) is a service to provide access to Nepalese published research, and increase worldwide knowledge of indigenous scholarship. It covers the full range of academic disciplines and provides full text access to more than 17,000 journal articles.
32 |
33 | In the Middle East, [Lujano and Khalifa, 2018](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Lujano%20and%20Khalifa%2C%202018.pdf) found that "APCs and submission charges is growing trend in low economic countries, for example: Egypt, Sudan, North Africa States, however in high economic countries
34 | like Gulf States the authors get paid when publish a paper in a journal."
35 |
36 |
37 | ### Australia and Pacfic
38 |
39 | https://jpma.org.pk/article-details/9322?article_id=9322
40 |
41 | Note: Ask Coops?
42 |
43 | ### Europe
44 |
45 |
46 | ### South America
47 |
48 | The last 20 years have seen a number of successful initiatives launched in Latin America. This includes the [Latin American Council of Social Sciences](https://www.clacso.org/) (CLASCO), which publishes 'diamond OA' journals, supports repositories, and helps develop OA policies at the institutional and national levels. CLASCO collaborates with the [Scientific Electronic Library Online](https://scielo.org/en) (SciELO), a successful cooperative decentralized platform for electronic publishing of OA scholarly journals.
49 |
50 | A recent study by [Lujano and Khalifa, 2018](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Lujano%20and%20Khalifa%2C%202018.pdf) found that only 5% of journals in Latin America charge either APCs or submission charges. The vast majority of OA publications are publicly funded, thanks to initiatives like those above. Latin American journals in DOAJ represent 19% of total amount of journals indexed by June 2018.
51 |
52 | NOTE: Ask Josmel to add more here
53 |
54 |
55 | ### North America
56 |
57 |
58 |
59 | While the overall state of the scholarly publishing industry is dominated by major western publishing houses, there are a number of high-level international collaborations that challenge this [oligopolistic landscape](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0127502).
60 |
61 | For example:
62 |
63 | * [**SciELO (Scientific Electronic Library Online)**](https://scielo.org/en): A comprehensive approach to full OA journal publishing, involving a number of Latin American countries.
64 |
65 | * [**Bioline International**](http://www.bioline.org.br/): A non-profit organization dedicated to helping publishers in developing countries; a collaboration of people in the UK, Canada, and Brazil.
66 |
67 | * [**RePEC (Research Papers in Economics)**](http://repec.org/): A collaborative effort of hundreds of volunteers in 101 countries to enhance the dissemination of research in Economics and related sciences.
68 |
69 | * [**Public Knowledge Project**](https://pkp.sfu.ca/): Developed the open-source publishing software Open Journal Systems (OJS), which is now in use around the world.
70 |
71 | * [**African Journals Online (AJOL)**](https://www.ajol.info/): AJOL partners with hundreds of journals from all over the African continent, so that African-origin research output is available to Africans and to the rest of the world.
72 |
73 | * [**REDALYC**](http://www.redalyc.org/home.oa): A bibliographic database and a digital library of OA journals, supported by the Universidad Aut?noma del Estado de M?xico with the help of numerous other higher education institutions and information systems.
74 |
75 | * [**LA Referencia**](http://www.lareferencia.info/en/): A platform that gives visibility to the scientific production of higher education and research institutions in Latin America, promotes open and free access to the full text, with special emphasis on publicly financed results.
76 |
77 | ### Other valuable resources
78 |
79 | * SPARC have a [database](http://researchsharing.sparcopen.org/) that documents U.S. federal funder requirements for sharing of research articles and data.
80 |
81 | * The [ROARMAP](https://roarmap.eprints.org/) database charting the international growth of OA policies and mandates.
82 |
83 |
84 | - https://www.universityworldnews.com/post.php?story=20191001143012482 add this in
85 |
86 | ### Further reading
87 |
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7 | ## Preprints, postprints, and VORs
8 |
9 | So, you've met the OA colour scheme by now, and hopefully that was simple enough. Now, we're going to add another dimension to this based on the *types* of articles represented.
10 |
11 | Some useful [definitions](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Tennant%20et%20al.%2C%202018.pdf) to start things off here include:
12 |
13 | * **Preprint** - Version of a research paper, typically prior to peer review and publication in a journal.
14 |
15 | * **Postprint** - Version of a research paper subsequent to peer review (and acceptance), but before any type-setting or copy-editing by the publisher. Also sometimes called a ‘peer reviewed accepted manuscript’.
16 |
17 | * **Version of record (VOR)** - The final published version of a scholarly research paper, after undergoing formatting (and any other additions) by the publisher.
18 |
19 | * **e-Print** - Version of a research paper posted on a public server, independently of its status regarding peer-review, publication in print, etc. Preprints, postprints and VORs are forms of e-Prints.
20 |
21 | [INSERT 04_open_access_archives.png here; credit: Patrick Hochstenbach, CC BY]
22 |
23 | * **Accepted author manuscript (AAM)** - The version of a manuscript that has been accepted by a publisher for publication. Can often be a postprint.
24 |
25 | It really helps to think of these as parts in a publication pipeline. Preprints are pre-peer review; postprints/AAMs are post-peer review; VORs are post-production.
26 |
27 | ### The case for preprints
28 |
29 | Now, none of these concepts are particularly new. The first experiments with preprints go all the way back to the 1960s ([Till, 2001](https://arxiv.org/abs/physics/0102004)). Starting with the biomedical sciences, this was before the internet so part of a paper-based preprint culture. The first free scientific online archive was [arXiv](https://arxiv.org/), started in 1991, initially a preprint service for physicists, initiated by Paul Ginsparg. Since its origins, self-archiving has now become the norm in many sub-fields of physics, especially high-energy physics. Now, arXiv includes papers from related disciplines including computer science, mathematics, nonlinear sciences, quantitative biology, quantitative finance, and statistics. arXiv now also includes postprints as well as preprints. Some would argue that one of the reasons the World Wide Web even exists is for preprints. Now, virtually all research disciplines have their own dedicated preprint servers, with more being established on a frequent basis.
30 |
31 | At the present though, the perception of preprints is highly contingent on the history of their use in disciplines. For example, there are big differences between physics and the life sciences community, as illustrated by [Neylon et al.., 2017](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Neylon%20et%20al.%2C%202017.pdf) below. This makes perfect sense - science is simply conducted differently between disciplines, and peer review is often held in a different regard too.
32 |
33 | [INSERT NEYLON_preprints here]
34 |
35 | The main power of preprints is that they enable authors to make their manuscripts freely and publicly available in parallel to, or before, submitting them to journals for formal peer review. As such, they help to communicate research results much faster than traditional methods - see [Desjardins-Proulx et al., 2013](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Desjardins-Proulx%20et%20al.%2C%202013.PDF) and [Sarabipour et al., 2019](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Sarabipour%20et%20al.%2C%202019.pdf).
36 |
37 | Other advantages include:
38 |
39 | * Rapid dissemination to a wider audience;
40 |
41 | * Immediate visibility of research and facilitate networking;
42 |
43 | * Demonstration of research progress, particularly for early-career researchers;
44 |
45 | * Availability for wider feedback/review from the research community;
46 |
47 | * Establishment of precedence or intellectual priority for research discoveries;
48 |
49 | * Potential citation advantage due to earlier and wider availability of research;
50 |
51 | * Accelerating training time and optimising research design and quality;
52 |
53 | * Publishing Open Access even with limited or no funds;
54 |
55 | * Commenting on preprints for developing peer review skills;
56 |
57 | * Performing corrections via revised versions;
58 |
59 | * Publishing of all research findings and conditions.
60 |
61 | ### Concerns with preprints
62 |
63 | [Sarabipour et al., 2019](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Sarabipour%20et%20al.%2C%202019.pdf) highlight three major concerns that researchers often raise against preprints. However, evidence supporting these concerns is often virtually non-existent, or based on a mis-understanding of how preprints actually function.
64 |
65 | 1. *Preprints can lead to my research being scooped*. A common misconception. Preprints provide an authoritative timestamp of a discovery, in public, and usually with a DOI, or digital object identifier. Such is far more secure than, for example, presenting new results at a conference. Any 'scooping' will be akin to plagiarism and scientific misconduct, and can be dealt with as such.
66 |
67 | 2. *Preprinting prevents publication*. Another misconception. Virtually all major publishers/journals, including Elsevier, PLOS, Springer Nature, PNAS, and Wiley are friendly towards preprints. They allow them to be posted without compromising the publishability of authors' work in their journals. Therefore preprints are an excellent way to give researchers an advantage by increasing their publication record and citations.
68 |
69 | 3. *Preprints have low visibility*. How is publishing more work openly and faster decreasing the visibility of your work? Preprints, and discussions around them, are currently in an exponential growth phase ([Tennant et al., 2018](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Tennant%20et%20al.%2C%202018.pdf)), and this is not likely to stop any time soon. All the [evidence](https://jamanetwork.com/journals/jama/fullarticle/2670247) for now indicates that preprints are good for you, while increasing your online attention and citations.
70 |
71 | Many publishers also allow preprints to be updated with the peer reviewed or accepted manuscripts too (postprints, remember them?), often even at the time of acceptance. Check journal policies either on their websites or [SHERPA/RoMEO](http://sherpa.ac.uk/romeo/index.php) to see what you are permitted to share. A 2013 study by [Björk et al](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Bjork%20et%20al.%2C%202013.pdf) found that the 'Green OA' coverage based on the sharing of these accepted manuscripts (postprints) was only around 12%, although with a lot of disciplinary variation. These were often shared in institutional repositories, but also on personal webpages of authors.
72 |
73 | [INSERT INFOGRAPHIC FROM HERE https://figshare.com/collections/How_to_make_your_work_100_Open_Access_for_free_and_legally_multi-lingual_/3943972]
74 |
75 | A recent analysis of preprints from bioRxiv by [Abdill and Blekhman](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Abdill%20and%20Blekhman%2C%202019.pdf) demonstrated that, as of 2017, around two-thirds of preprints shared there ultimately end up in peer reviewed journals. Furthermore, articles shared as preprints tended to end up in 'higher impact' journals and receive more downloads.
76 |
77 | ### Examples of preprint servers/platforms
78 |
79 | Here, platforms that end with "rXiv" of some sort are pronounced "archive" - the X in the name is actually the Greek letter chi in these cases. Possibly the most important thing you will learn in this whole module...
80 |
81 | * [**Cogprints**](http://www.cogprints.org/) - An electronic archive for self-archive papers in any area of Psychology, Neuroscience, and Linguistics, and many areas of Computer Science, Philosophy, and Biology.
82 |
83 | * [**ESSOAr**](https://www.essoar.org/) - An Earth and Species Science open archive.
84 |
85 | * [**ChemRxiv**](https://chemrxiv.org/) - A preprint server for Chemistry.
86 |
87 | * [**SSRN**](https://www.ssrn.com/index.cfm/en/) - The Social Sciences Research Network. Note that SSRN is now owned by Elsevier.
88 |
89 | * [**Open Science Framework Preprints**](https://osf.io/preprints/) - A collection of preprint service providers that use the OSF Open Source infrastructure to support their communities. This also aggregates preprints from other platforms into one search engine.
90 |
91 | * [**PrePubMed**](http://www.prepubmed.org/) - A platform that indexes preprints from arXiv q-bio, PeerJ Preprints, bioRxiv, F1000Research, preprints.org, The Winnower, Nature Precedings, and Wellcome Open Research.
92 |
93 | * [**preLights**](https://prelights.biologists.com/) - A service from the biological community that highlights specific preprints.
94 |
95 | A really useful initiative in this space too is [ASAPbio](https://asapbio.org/). This is a researcher-driven non-profit promoting transparency and innovation in life science communication.
96 |
97 | Several language- or region-specific preprint servers have also recently emerged. These include [Arabixiv](https://arabixiv.org/) (Arabic), [Frenxiv](https://frenxiv.org/) (French), and [INA-Rxiv](https://osf.io/preprints/inarxiv/) (Indonesian), all hosted by the Open Science Framework. Add AfricArxiv here too.
98 |
99 | Furthermore, a number of 'overlay' services now exist on top of preprints, including journals and other commenting/discussion platforms such as the [Open Journal of Astrophysics](https://astro.theoj.org/) which is an arXiv overlay journal. Similar to the popular StackOverflow, services such as [MathOverflow](https://mathoverflow.net/) and [PhysicsOverflow](https://physicsoverflow.org/) provide discussion spaces where people can ask questions about preprints shared originally on the arXiv. Both include a community peer review system and postgraduate-level discussion forum. In the natural sciences, there is [biOverlay](https://www.bioverlay.org/post/welcome/). And in mathematics, [Discrete Analysis](https://discreteanalysisjournal.com/). The movement for preprints has also begun now in [Chemistry](https://pubs.acs.org/doi/10.1021/acsomega.7b01190)!
100 |
101 | An exciting recent initiative in this space is [Peer Community In](https://peercommunityin.org/). The “Peer Community in” (PCI) is a non-profit scientific organisation that aims to create specific communities of researchers reviewing and recommending, for free, unpublished preprints in their field (i.e. unpublished articles deposited on open online archives like arXiv.org and bioRxiv.org). So far, there are five specific communities that operate here:
102 |
103 | * [Peer Community in Evolutionary Biology](https://evolbiol.peercommunityin.org/)
104 |
105 | * [Peer Community in Ecology](https://ecology.peercommunityin.org/)
106 |
107 | * [Peer Community in Paleontology](https://paleo.peercommunityin.org/)
108 |
109 | * [Peer Community in Animal Science](https://animsci.peercommunityin.org/)
110 |
111 | * [Peer Community in Entomology](https://entomol.peercommunityin.org/)
112 |
113 |
114 | ## But how do I know which copy I can self-archive?
115 | Thankfully, there is a service out there to make your life a little easier, called [SHERPA/RoMEO](http://sherpa.ac.uk/romeo/index.php). This is a database of journal self-archiving policies, and is based on a colour code:
116 |
117 | * Green: Journals allow authors to share pre- and postprints
118 | * Blue: Journals allow authors to share postprints
119 | * Yellow: Journals allow authors to share preprints
120 | * White: Journals to not formally allow authors to share their work
121 |
122 | [ASAPbio also has a handy little educational resource](https://asapbio.org/new-licensing-resources) for open licensing for preprints.
123 |
124 | ### Further reading
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1 | ---
2 | output:
3 | pdf_document: default
4 | html_document: default
5 | ---
6 | ## The cost and economics of Open Access
7 |
8 | [INSERT VIDEO FROM MIKAEL HERE]
9 |
10 | Open Access represents a whole different funding game for scholarly journals. While they have typically been supported by subscriptions (and often submission fees), meaning only selected people had access, the advent of OA meant that this primary revenue stream was lost. This means new ones had to be found. What this meant is that OA in some forms has become a business model, based around compensating publishers for lost subscription revenue, than for any actual value of service.
11 |
12 | With the advent of OA though, a number of new business models have emerged in order to cover the costs of production. The most commonly known method here is that of APCs, or "article-processing charges", but there are also a number of models that can be used to cover journal costs.
13 |
14 | There are many publishers that started up as OA-only publishers (or "born OA" publishers), such as [PLOS](http://plos.org/), [Hindawi](http://hindawi.com/), [Frontiers](http://frontiersin.org/), [MDPI](http://mdpi.com/), [PeerJ](http://.peerj.com) and [BioMed Central](https://www.biomedcentral.com/). These big commercial publishers are almost exclusively funded through these APCs, or at least author-facing charges of some sort. Note, the A in APC *does not* again stand for "author", but "article". While often the charges to cover the costs of publishing are via an author, or "author-facing", they rarely come from the actual authors themselves.
15 |
16 | But what exactly is an APC? [Peter Suber](https://openaccesseks.mitpress.mit.edu/) defined an APC as “A fee charged by some OA journals when accepting an article for publication, in order to cover the costs of production. It’s one way to cover production costs without charging readers and erecting access barriers. While the bill goes to the author, the fee is usually paid by the author’s funder or employer, not by the author out of pocket.”
17 |
18 | For learned society journals, [a 2007 study](http://legacy.earlham.edu/~peters/fos/newsletter/11-02-07.htm#list) showed that 83% of OA journals do not charge these publication fees. As of June 2018, only 26% of journals in the [Directory of Open Access Journals](https://doaj.org/) (DOAJ) required payment of APCs. Another [analysis by Heather Morrison](https://sustainingknowledgecommons.org/2018/02/06/doaj-apc-information-as-of-jan-31-2018/) found similar results:
19 |
20 | > As of January 31, 2018, 71% of the 11,001 journals listed in DOAJ do not charge APCs. 28% do charge APCs, and the remainder have no information on APCs.
21 |
22 | Therefore, **OPEN ACCESS IS NOT ALL ABOUT APCS**. Just to make that absolutely clear.
23 |
24 | ### Free as in freedom, not as in beer
25 |
26 | Often, in spite of this, you will hear the rather tedious rhetoric that "Open Access costs money" or "someone has to pay". This is a usually a corporate tagline from a publisher who has had their business model completely threatened by the Web and wants to do everything they can to protect their revenue. We know it costs money. We know it is not free.
27 |
28 | However, this statement is little more than a diversion. The true question with more substance, which is more difficult to answer, is "How much should it cost?"
29 |
30 | The reason why it is so difficult to answer is that for the most part, the actual costs of OA publishing remain unknown. Some publishers will charge $3-5,000 for a single article, but we have no idea where the costs for this come from. It seems to be a sum of the actual costs of publishing, the indirect costs of maintaining a business, a large chunk to maintain profit margins, scaled against the perceived 'prestige' of a journal, what difference disciplines can afford, and simply how much a publisher can get away with charging.
31 |
32 | This is because the present scholarly publishing market does not actually function as a market. There is no price sensitivity, there is no substitutability between 'products', and there seems to be little desire to challenge [these problems](https://zenodo.org/record/2565052#.XT8RVnuxWoU) in any real way. There are quite a number of examples that help to illustrate this present state.
33 |
34 | A [recent study](https://peerj.com/preprints/27809/) showed that the actual costs associated with publishing can be as low as around a few dollars to a few hundred dollars per article at scale. The Journal of Open Source Software (JOSS) costs about [$2.71 per article](http://blog.joss.theoj.org/2019/06/cost-models-for-running-an-online-open-journal). Critical services like arXiv costed $925,000 to run in 2017, publishing [123,523 articles](https://arxiv.org/help/stats/2017_by_area/index) during that time - around $7.48 per article, without any peer-reviewing/editing/publishing work. By comparison, Springer Nature estimates that it costs between [€10-30,000 euros per article](https://www.nature.com/articles/d41586-019-00596-x) for publishing in one of their Nature-branded journals. In fields such as [Palaeontology](https://palaeo-electronica.org/content/2019/2548-open-access-in-palaeontology), most OA journals do not charge APCs and are subsidised by other means or have much more efficient running costs; whereas those from the big publishing houses typically cost between $2,500-3,500 per article.
35 |
36 | Let that all sink in. The prices vary on 3 orders of magnitude between services, and yet most of the money goes to the most expensive options, rather than the most cost-efficient. And we are talking about significant amounts of public money here too - on the order of billions of euros each year.
37 |
38 | Now, even with Plan S, things are not getting better. Recently, Germany [gave €26 million to Wiley](https://www.sciencemag.org/news/2019/02/deal-reveals-what-scientists-germany-are-paying-open-access), for publishing 9.500 articles per year over 3 years; around €2,750 per article using a back of the envelope calculation. Wiley has an [operating net profit margin of around 29.5%](https://twitter.com/rt_thibault/status/1033777449551638528?s=20), which means that of this contract, around €7.7 million goes straight into Wiley’s shareholder pockets. A similar deal between Wiley and Dutch universities seems to be costing more than [€4,000 per article](https://twitter.com/Richvn/status/1098921776820744192) at the present. Remember, existing services demonstrate that this can be done at scale at a tiny fraction of that cost.
39 |
40 | A [recent study](https://www.liberquarterly.eu/articles/10.18352/lq.10280/) has even shown that the current status of OA, and its increasing favour on commercially-driven companies with high APCs, is creating a second crisis due to hyperinflation and the lack of market control. Oops.
41 |
42 | ### What is the future?
43 |
44 | There currently is a growing debate regarding the linked ideology and ethics between OA and APCs. Often, these charges are being created and managed by commercial publishing conglomerates together with some national and international academic institutions and government bodies. What APCs do, sadly, is create another financial barrier to participate in the communication of knowledge. This discrimination is why many journals offer fee-waiver policies to authors with demonstrable need.
45 |
46 | For example, [Ellers et al., 2017](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Ellers%20et%20al.%2C%202017.pdf) demonstrated that APC-driven 'gold OA' is substantially biased towards Western industrialised countries. They concluded "We need to develop stringent and fair criteria that address the global financial implications of OA publishing, as publication fees should reflect the real cost of publishing and be transparent for authors."
47 |
48 | > Some no-fee OA journals have direct or indirect subsidies from institutions like universities, laboratories, research centers, libraries, hospitals, museums, learned societies, foundations, or government agencies. Some have revenue from a separate line of non-OA publications. Some have revenue from advertising, auxiliary services, membership dues, endowments, reprints, or a print or premium edition. Some rely, more than other journals, on volunteerism. Some undoubtedly use a combination of these means. But we don't know how many other sources of revenue might be missing from this short list. We don't know how many no-fee journals use which method, and we don't know how the methods compare with one another for financial sustainability. [Peter Suber, 2006](http://legacy.earlham.edu/~peters/fos/newsletter/11-02-06.htm#nofee)
49 |
50 | Other innovative ways of covering costs can be seen in [PeerJ](https://peerj.com/) and the [Open Library of Humanities](https://www.openlibhums.org/). PeerJ operates under a membership model, with different tiers allowing for one ($399), two ($449), or five ($499) peer-reviewed publications per 12-month period. This represents a significant departure from the APC model. The Open Library of Humanities is funded by an [international library consortium model](https://www.openlibhums.org/site/about/), which enables them to publish journals with no author-facing APCs.
51 |
52 | Other low-cost platforms including [PubPub](https://www.pubpub.org/). This system enables anyone to set up their own journal, including all hosting and publishing workflow services including peer review management. It is Open Source, exclusively OA, non-profit, researcher-friendly, and a member of MIT'S [Knowledge Futures Group](https://mitpress.mit.edu/kfg).
53 |
54 | The [Free Journal Network](https://freejournals.org/) exists to promote scholarly journals that are run according to the [Fair Open Access Principles](http://fairopenaccess.org/); primarily, journals that are controlled by the scholarly community, and have no financial barriers to readers and authors.
55 |
56 | The [SCOAP3](https://scoap3.org/) initiative (Sponsoring Consortium for Open Access Publishing in Particle Physics) launched in 2014, and is possibly one of the world's largest Open Access initiatives! According to [Kohls and Mele (2018)](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/Reading%20Material_Open%20Access%20to%20Research%20Papers/Kohls%20and%20Mele%2C%202018.pdf), it has currently helped to publish more than 19,000 OA articles in particle physics, and covering around 90% of the journal-based literature in the field. This is thanks to a 3,000-institute strong consortium that collectively fund articles to 'flip' to OA.
57 |
58 | So, we have a complex present economic landscape. It is tied to both the research evaluation system, which is often driven by scholarly journals, the commercial interests of a powerful, private industry, and globally very heterogeneous. The future of it all is quite uncertain at the present.
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/content_development/Meeting_minutes.md:
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1 | # Meeting minutes
2 |
3 | ## First team meeting, 01/07/2019
4 |
5 | In attendance:
6 |
7 | Charlotte Weber - Team Lead - Absent
8 | Jon Tennant - Dinosaur whisperer - Present
9 | Tobias Steiner - Open Ed Quizzard - Present
10 | Encarni Martínez - Wonderful Brains - Absent
11 | Ritwik Agarwal - Open Science Activist - Absent
12 | Erzsébet Tóth-Czifra - Digital Human - Present
13 | Paola Masuzzo - Batman of Open Science - Absent
14 | Britta Nölte - Aktivseniorin - Present
15 | Andy Nobes - Socratic Goldfish - Absent
16 | Josmel Pacheco-Mendoza - Regulus - Present
17 |
18 | ## Agenda:
19 |
20 | ### Progress of the MOOC so far
21 |
22 | * Structure and [plan](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/content_development/01-plan.md) is online
23 |
24 | * [Video status](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/content_development/videos_status.csv) for requested interviewees
25 |
26 | * [Quiz](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/content_development/04-quizzes.md) has already been designed by Tobias
27 |
28 |
29 | ### Next steps moving forward
30 |
31 | * Everyone to confirm structure in the plan document (ALL)
32 | * Including suggestions for recording video snippets
33 |
34 | * Everyone to become familiar with the GitHub workflow (ALL).
35 | * This includes markdown, doing pull requests/commits, using the [issue tracker](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/issues) and project board, and linking that with the Slack group
36 |
37 | * Make sure everyone is signed up as an Instructor for Module 6 on Eliademy (currently set to private)
38 |
39 | * Think about which tasks might be most appropriate (see Plan)
40 |
41 | * Make sure [reading list](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/key_elements.md) is up to date and contains all key articles (all OA)
42 |
43 |
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/content_development/README.md:
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1 | # Module 6 content development
2 |
3 | These are the main content development files for this MOOC module.
4 |
5 | Please refer to the [contributing guidelines](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/CONTRIBUTING.md) before making changes here.
6 |
7 | Anyone can join our [open Slack channel](https://osmooc.herokuapp.com/) and [team on GitHub](https://open-science-mooc-invite.herokuapp.com/) for the whole MOOC project.
8 |
9 | ## Core content
10 |
11 | These are the draft content files. The content is fully accessible, and can be used for learning purposes, either individually or as a group, and can be shared and re-used as you wish. However, they have not been integrated into a formal MOOC platform yet. At the moment, they are being written in markdown format, and then using the [notedown](https://github.com/aaren/notedown) tool to convert into iPython notebook format. PDF and HTML versions are created using [pandoc](https://pandoc.org/demos.html) and the [markdown to PDF](https://atom.io/packages/markdown-pdf) package for [Atom](https://atom.io/).
12 |
13 | For notedown:
14 | 1. Make sure you're working in Linux or Debian
15 | 2. Change working directory: eg `cd /mnt/c/users/pc/desktop/`
16 | 3. Install notedown: `pip install notedown`
17 | 4. Convert files: `notedown input.md > output.ipynb`
18 |
19 | **IMPORTANT** Please edit the **markdown** files, not the iPython/HTML files. These will be periodically converted and synchronised as needed.
20 |
21 | ### In markdown format
22 |
23 | - [Main](MAIN.md) - The main content for this Module.
24 |
25 | ### In iPython notebook format
26 |
27 | - TBC
28 |
29 | ### In PDF format
30 |
31 | - TBC
32 |
33 | ### In HTML format
34 |
35 | - TBC
36 |
37 | ## Production files
38 |
39 | 1. [Plan](01-plan.md)
40 | 1. [Design](02-design.md)
41 | 1. [Recording and editing](03-recording.md)
42 | 1. [Internal reviewing](04-quizzes.md)
43 |
44 | ## Key resources from [production toolkit](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/tree/master/production_toolkit)
45 |
46 | - [Module design protocol](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/MODULE_DESIGN_PROTOCOL.md)
47 | - [MOOC planning template](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/MOOC_planning_template.md)
48 | - [Script template](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/Script_template.md)
49 | - [Video management protocol](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/Video_management_protocol.md)
50 | - [Writing a script](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/Writing_a_script.md)
51 |
52 | MOOC content license: [](https://creativecommons.org/publicdomain/zero/1.0/)
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/content_development/content_development.Rproj:
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1 | Version: 1.0
2 |
3 | RestoreWorkspace: Default
4 | SaveWorkspace: Default
5 | AlwaysSaveHistory: Default
6 |
7 | EnableCodeIndexing: Yes
8 | UseSpacesForTab: Yes
9 | NumSpacesForTab: 2
10 | Encoding: UTF-8
11 |
12 | RnwWeave: Sweave
13 | LaTeX: pdfLaTeX
14 |
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/content_development/design.md:
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1 | ## Module 5: Design
2 |
3 | 1. Identify key resources (including those already gathered)
4 |
5 | **Tools**
6 |
7 | * [Think, Check, Submit](http://thinkchecksubmit.org/) and [Cofactor journal selector tool](http://cofactorscience.com/journal-selector).
8 |
9 | * [SPARC Author Addendum](https://sparcopen.org/our-work/author-rights/brochure-html/) and the [Termination of Transfer tool](https://rightsback.org/), by Authors Alliance and Creative Commons.
10 |
11 | * [Open Access Journal Whitelist](http://s-quest.bihealth.org:3838/OAWhitelist/), QUEST Center. Contains biomedical open access journals that are listed on the Directory of Open Access Journals (DOAJ) and Pubmed Central.
12 |
13 | * [Unpaywall](https://oadoi.org/), [Open Access Button](https://openaccessbutton.org/).
14 |
15 | * [APCDOI](https://github.com/ryregier/APCDOI), a program for determining how many DOIs are gold or hybrid Open Access and how much was spent on the article processing charge (APC) for these (Ryan Regier).
16 |
17 | * [Open Science Framework](https://osf.io/preprints/) preprints and [PrePubMed](http://www.prepubmed.org/). Other repositories including:
18 |
19 | * [SSRN](https://ssrn.com/en/index.cfm?) (Social Sciences Research Network).
20 |
21 | * [ChemRxiv](https://chemrxiv.org/) (Chemistry).
22 |
23 | * [ESSOAr](https://www.essoar.org/) (Earth Sciences).
24 |
25 | * [Cogprints](http://www.cogprints.org/) (Psychology, Neuroscience and Linguistics).
26 |
27 | * [SocArXiv](https://socopen.org/welcome/) (meta archive for the social sciences)
28 |
29 | * [MediArXiv](https://mediarxiv.com/) (archive for media, film, & communication studies)
30 |
31 | * [BodoArXiv](https://bodoarxiv.org/) (archive for medieval studies)
32 |
33 | * [ZeroDivZero](https://zerodivzero.com) Open conference paper platform for math, science, and engineering conferences.
34 |
35 | * [CORE](https://core.ac.uk/), an aggregator of 125 million Open Access articles.
36 |
37 | * [Social Science Open Access Repository](https://www.gesis.org/ssoar/home/) (SSOAR).
38 |
39 | * [LOADB](http://www.loadb.org/), Listing of Open Access Databases.
40 |
41 | * [REDALYC](http://www.redalyc.org/home.oa), network of scientific journals of Latin America and the Caribbean, Spain and Portugal.
42 |
43 | * [LA Referencia](http://www.lareferencia.info/joomla/en/).
44 |
45 | * Language-specific servers:
46 |
47 | * [Aribixiv](https://arabixiv.org/).
48 |
49 | * [Frenxiv](https://frenxiv.org/).
50 |
51 | * [INA-Rxiv](https://osf.io/preprints/inarxiv/).
52 |
53 | * See also the [Global Scholarly Publishing sources list](https://docs.google.com/document/d/1ilW5ggwq4G5po_uCMFaBt3exFnrI5oDvf-5UGuHhXGg/edit#heading=h.4is6uhw52jgp).
54 |
55 | * [SHERPA/RoMEO](http://www.sherpa.ac.uk/romeo/index.php) - Publisher Copyright Policies and Self-Archiving.
56 |
57 | * [DULCINEA](http://www.accesoabierto.net/dulcinea/) (for Spanish journals).
58 |
59 | * [Héloïse](https://heloise.ccsd.cnrs.fr/) (for French journals).
60 |
61 | * [SHERPA Juliet](http://v2.sherpa.ac.uk/juliet/) - Research Funders’ Open Access policies.
62 |
63 | * [Wellcome Open Research](https://wellcomeopenresearch.org/) and [Gates Open Research](https://gatesopenresearch.org/).
64 |
65 | * Open Access publishers:
66 |
67 | * [MDPI](http://www.mdpi.com/), [F1000](https://f1000research.com/), [Hindawi](https://www.hindawi.com/), [Cogent OA](https://www.cogentoa.com/), [Open Library of Humanities](https://olh.openlibhums.org/), [BioMed Central](https://www.biomedcentral.com/journals), [eLIFE](https://elifesciences.org/), [Frontiers](https://www.frontiersin.org/), [PLOS](https://www.plos.org/).
68 |
69 | * [Open Knowledge Maps](https://openknowledgemaps.org/).
70 |
71 | * [PASTEUR4OA](http://www.pasteur4oa.eu/), Open Access Policy Alignment Strategies for European Union Research.
72 |
73 | * [The Publishing Trap](https://copyrightliteracy.org/resources/the-publishing-trap/) board game, to help researchers understand how money, intellectual property rights, and both open and closed publishing models affect the dissemination and impact of their work (UK Copyright Literacy).
74 |
75 | * [Mathoverflow](https://mathoverflow.net/) and [PhysicsOverflow](https://physicsoverflow.org/).
76 |
77 | * [PubPub](https://www.pubpub.org/), collaborative community publishing.
78 |
79 | * [JSTOR](http://www.jstor.org/open/?cid=SOC_JSTOR), a portal for open content.
80 |
81 | * [Dimensions](https://www.dimensions.ai/), for information on grants, publications, citations, clinical trials and patents.
82 |
83 | * Preprint recommendation services:
84 |
85 | * [preLights](https://prelights.biologists.com/).
86 |
87 | * [Peer Community in](https://peercommunityin.org/).
88 |
89 | * Overlay journals:
90 |
91 | * [Open Journals](http://www.theoj.org/).
92 |
93 | * [Discrete Analysis](http://discreteanalysisjournal.com/).
94 |
95 | * [biOverlay](https://www.bioverlay.org/post/welcome/).
96 |
97 | * The [Open Science Knowledge Base](https://how-to-open.science/).
98 |
99 | * [Open Access: Background and Tools for Early Career Researchers in Social Sciences](https://github.com/jolyphil/oa-workshop).
100 |
101 | * [Module 3: Publishing Open Access](https://ocw.tudelft.nl/courses/open-science-sharing-research-world/subjects/module-3-publishing-open-access/), TU Delft.
102 |
103 | **Research Articles and Reports**
104 |
105 | * [The Nine Flavours of Open Access Scholarly Publishing](http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.198.1731&rep=rep1&type=pdf#page=5) (Willinsky, 2003).
106 |
107 | * [The Development of Open Access Journal Publishing from 1993 to 2009](http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0020961) (Laakso et al., 2011).
108 |
109 | * [A Study of Open Access Journals Using Article Processing Charges](http://www.openaccesspublishing.org/apc2/preprint.pdf) (Solomon and Bjork, 2012).
110 |
111 | * [Open Access (the book)](https://cyber.harvard.edu/hoap/Open_Access_(the_book)) (Suber, 2012).
112 |
113 | * [Anatomy of Green Open Access](http://www.openaccesspublishing.org/apc8/Personal%20VersionGreenOa.pdf) (Bjork et al., 2013).
114 |
115 | * [The case for open preprints in biology](http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1001563) (Desjardins-Proulx et al., 2013).
116 |
117 | * [arXiv e-prints and the journal of record: An analysis of roles and relationships](https://arxiv.org/abs/1306.3261) (Larivière et al., 2013)
118 |
119 | * [Proportion of Open Access Papers Published in Peer-Reviewed Journals at the European and World Levels 1996-2013](http://science-metrix.com/sites/default/files/science-metrix/publications/d_1.8_sm_ec_dg-rtd_proportion_oa_1996-2013_v11p.pdf) (European Commission, 2014).
120 |
121 | * [Disrupting the subscription journals’ business model for the necessary large-scale transformation to open access](http://pubman.mpdl.mpg.de/pubman/faces/viewItemOverviewPage.jsp?itemId=escidoc:2148961) (Schimmer et al., 2015).
122 |
123 | * [Hybrid open access—A longitudinal study](https://www.sciencedirect.com/science/article/pii/S1751157716301523?via%3Dihub) (Laakso and Bjork, 2016).
124 |
125 | * [Point of View: How open science helps researchers succeed](https://elifesciences.org/articles/16800) (McKiernan et al., 2016).
126 |
127 | * [Converting scholarly journals to Open Access: A review of approaches and experiences](https://dash.harvard.edu/handle/1/27803834) (Solomon et al., 2016).
128 |
129 | * [The academic, economic and societal impacts of Open Access: an evidence-based review](https://f1000research.com/articles/5-632/v3) (Tennant et al., 2016).
130 |
131 | * [Open Access policies and Science Europe: State of play](https://content.iospress.com/articles/information-services-and-use/isu839) (Crowfoot, 2017).
132 |
133 | * [Gold Open Access Publishing in Mega-Journals: Developing Countries Pay the Price of Western Premium Academic Output](https://research.vu.nl/ws/files/41184625/2017ellerscrowther_harvey_Gold_Open_Access_Publishing_in_Mega_Journals.pdf) (Ellers et al., 2017).
134 |
135 | * [Looking into Pandora's Box: The Content of Sci-Hub and its Usage](https://f1000research.com/articles/6-541/v1) (Greshake, 2017).
136 |
137 | * [On the origin of nonequivalent states: How we can talk about preprints](https://f1000research.com/articles/6-608/v1) (Neylon et al., 2017).
138 |
139 | * [Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay](https://zenodo.org/record/1094840#.WoAX4SXwaM9) (Toledo, 2017).
140 |
141 | * [Africa's contribution to the global open access literature](http://www.suaire.sua.ac.tz:8080/xmlui/handle/123456789/2656) (Chirwa and Sife, 2018).
142 |
143 | * [Research: Sci-Hub provides access to nearly all scholarly literature](https://elifesciences.org/articles/32822) (Himmelstein et al., 2018).
144 |
145 | * [Cultural, ideological and practical barriers to open access adoption within the UK Academy: an ethnographically framed examination](https://insights.uksg.org/articles/10.1629/uksg.400/) (Johnson, 2018).
146 |
147 | * [Converting the Literature of a Scientific Field to Open Access Through Global Collaboration: the Experience of SCOAP3 in Particle Physics](https://www.preprints.org/manuscript/201802.0149/v1) (Kohls and Mele, 2018).
148 |
149 | * [Open Access Initiatives and Networking in the Global South](https://zenodo.org/record/1176573#.Wpf28WrwaM_) (Kuchma, 2018).
150 |
151 | * [Open access monitoring and business model in Latin America and Middle East: a comparative study based on DOAJ data and criteria](http://library.ifla.org/2126/) (Lujano and Khalifa, 2018).
152 |
153 | * [The State of OA: A large-scale analysis of the prevalence and impact of Open Access articles](https://peerj.com/articles/4375/) (Piwowar et al., 2018).
154 |
155 | * [On the value of preprints: an early career researcher perspective](https://peerj.com/preprints/27400/) [Sarabipour et al., 2018].
156 |
157 | * [Discipline-specific open access publishing practices and barriers to change: an evidence-based review](https://f1000research.com/articles/7-1925/v1) (Severin et al., 2018).
158 |
159 | * [Authorial and institutional stratification in open access publishing: the case of global health research](https://peerj.com/articles/4269/) (Siler et al., 2018).
160 |
161 | * [The evolving preprint landscape: Introductory report for the Knowledge Exchange working group on preprints](https://osf.io/preprints/bitss/796tu/) (Tennant et al., 2018).
162 |
163 | * [Who is pirating medical literature? A bibliometric review of 28 million Sci-Hub downloads](https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30388-7/fulltext) (Till et al., 2018).
164 |
165 | * [Meta-Research: Tracking the popularity and outcomes of all bioRxiv preprints](https://elifesciences.org/articles/45133) (Abdill and Blekhman, 2019).
166 |
167 | * [The economic impacts of Open Science: A rapid evidence assessment](https://www.preprints.org/manuscript/201905.0302/v1) (Fell, 2019).
168 |
169 |
170 | **Key posts**
171 |
172 | * [Good practices for university open-access policies](https://cyber.harvard.edu/hoap/Good_practices_for_university_open-access_policies), Harvard University, 2017.
173 |
174 | * [Why CC-BY?](https://oaspa.org/why-cc-by/), OASPA.
175 |
176 | * [Open Access Policy concerning UNESCO publications](http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ERI/pdf/oa_policy_rev2.pdf), UNESCO.
177 |
178 | * [A genealogy of open access: negotiations between openness and access to research](http://journals.openedition.org/rfsic/3220), Samuel Moore.
179 |
180 | * [Annoucing Direct2AAM: Helping authors find author accepted manuscripts](https://blog.openaccessbutton.org/announcing-direct2aam-helping-authors-find-author-accepted-manuscripts-f71462a68d1a), Open Access Button.
181 |
182 | * [Open access and development: Research findings](http://blogs.worldbank.org/voices/open-order-end-extreme-poverty-open-access-and-development-research-findings), Elisa Liberatori Prati.
183 |
184 | * [DOAJ APC information as of Jan 31, 2018](https://sustainingknowledgecommons.org/2018/02/06/doaj-apc-information-as-of-jan-31-2018/), Heather Morrison.
185 |
186 | * [Open access policies and mandates around the globe](https://www.editage.com/insights/open-access-policies-and-mandates-around-the-globe?utm_source=twitter&utm_medium=referral&utm_campaign=OpenAccessWeek), Jayashree Rajagopalan.
187 |
188 | * [Getting Scientists Ready for Open Access: The Approaches of Forschungszentrum Julich](http://www.mdpi.com/2304-6775/6/2/24/htm), Thomas Arndt and Claudia Frick.
189 |
190 | * [Plan S and cOALition S](https://www.scienceeurope.org/coalition-s/).
191 |
192 | * [Sharing new educational resources on open licensing for preprints](http://asapbio.org/new-licensing-resources), Jessic Polka, Donna Okubo, Tim Vollmer.
193 |
194 | * [Cost models for running on online open journal](http://blog.joss.theoj.org/2019/06/cost-models-for-running-an-online-open-journal), JOSS.
195 |
196 | **Other**
197 |
198 | * [OpenDOAR](http://www.opendoar.org/) (Directory of Open Access Repositories) and the [Registry of Open Access Repository Mandates and Policies](http://roarmap.eprints.org/) (ROARMAP).
199 |
200 | * [UK Scholarly Communications Licence and model policy](http://ukscl.ac.uk/) (UKSCL).
201 |
202 | * [Directory of Open Access Books](http://www.doab.org/) (DOAB).
203 |
204 | * [Knowledge Unlatched](http://www.knowledgeunlatched.org/).
205 |
206 | * [Compact on Open-Access Publishing Equity](http://www.oacompact.org/).
207 |
208 | * [Quality Open Access Market](https://www.qoam.eu/).
209 |
210 | * [Scientific Electronic Library Online](http://www.scielo.org/php/index.php?lang=en), SciELO.
211 |
212 | * [SCOAP3](https://scoap3.org/) - Sponsoring Consortium for Open Access Publishing in Particle Physics.
213 |
214 | * [SPARC article and data sharing requirements by federal agency](http://researchsharing.sparcopen.org/).
215 |
216 | * [Open APC initiative](https://treemaps.intact-project.org/), information on fees paid for OA journal articles by universities and research institutions under an Open Database License.
217 |
218 | * [Free Journal Network](http://freejournals.org/).
219 |
220 | * [Information Note: Towards a Horizon 2020 platform for Open Access](https://ec.europa.eu/research/openscience/pdf/information_note_platform_public.pdf), European Commission.
221 |
222 | * [Declarations in Support of Open Access](http://oad.simmons.edu/oadwiki/Declarations_in_support_of_OA) - the Open Access Directory.
223 |
224 | * The [Budapest Open Access Initiative](http://www.budapestopenaccessinitiative.org/).
225 |
226 | * [HRCAK](https://hrcak.srce.hr/?lang=en) Repository of the Croatian OA journals.
227 |
228 | * [COPE preprints discussion document](https://publicationethics.org/files/COPE_DD_A4_Preprints_Mar18_AW.pdf).
229 |
230 | 2. Design learner activities with clear instructions
231 | - Task 1: Find a way to make all of your research papers legally freely available
232 | - Task 2:
233 | - Quiz:
234 |
235 | 3. Find resources (video, illustrations, screencasts, podcasts, assignments, quizzes, presentations)
236 | -
237 |
238 | 4. Write concise, engaging video (and audio) scripts
239 | -
240 |
241 | 5. Review all learning resources, adjusting as needed
242 | -
243 |
244 | 6. Finalise all scripts
245 | -
246 |
247 | 7. Copyright strategy
248 | -
249 |
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/content_development/images/image-metadata.md:
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1 | ## Metadata collection for images
2 |
3 |
4 | file | title | alt text | caption
5 | --- | --- | --- | --- |
6 | 04_open_access_archives.png | Modes of OA self-archiving in repositories | modes of OA self-archiving in repositories | Schematic visualization of different modes to self-archive documents open access
7 | ASAPbio_licensing_preprints.png | How open is your preprint? | How open is your preprint? Overview of licenses and their impact on open sharing | How open is your preprint? Overview of licenses and their impact on open sharing
8 | continental_OA.jpg | Distribution of OA by region/continent | Distribution table of open access repositories and documents held | Distribution table of open access repositories and documents held, sorted by geographic region / continent (Europe, North America, Australasia, Asia, South America, Africa, Caribbean, Central America, Unknown)
9 | Creative_commons_license_spectrum.svg | Creative Commons license spectrum | Creative commons license spectrum between public domain (top) and all rights reserved (bottom) | Creative commons license spectrum between public domain (top) and all rights reserved (bottom). Left side indicates the use-cases allowed, right side the license components. The dark green area indicates Free Cultural Works compatible licenses, the two green areas compatibility with the Remix culture. The bright green area alone can be seen as similar to the "fair use" concept, and the yellow area to the "freeware" concept.
10 | DOAJ_licenses.png | DOAJ: Overview of CC licenses used by journals in database | Overview of CC licenses used by journals in the Directory of Open Access Journals (DOAJ) | Directory of Open Access Journals (DOAJ): Overview of Creative Commons licenses used by journals, in thousands per license | Directory of Open Access Journals (DOAJ): Overview of Creative Commons licenses used by journals, in thousands per license
11 | growth_oa_Laakso.png | Open Access Journals and articles: growth over time, from 1993-2009 | Open Access Journals and articles: growth over time, from 1993-2009 | Open Access Journals and articles: growth over time, between 1993-2009
12 | growth_oa_Laakso.jpg | Open Access Journals and articles: growth over time, from 1993-2009 | Open Access Journals and articles: growth over time, from 1993-2009 | Open Access Journals and articles: growth over time, between 1993-2009
13 | Neylon_preprints.png | Preprint process: Physics vs. the Life Sciences | Preprint process: comparison of different steps in Physics and the Life Sciences, from original research contribution to published paper and beyond | Preprint process: comparison of different steps in Physics and the Life Sciences from original research contribution to published paper and beyond
14 | OA_by_subject.png | OA variation: Distribution of Green, Gold, Bronze, and Hybrid OA, next to closed-source publications, by academic subject | Distribution of Green, Gold, Bronze, and Hybrid OA, next to closed-source publications, by academic subject | Distribution of Green, Gold, Bronze, and Hybrid OA, next to closed-source publications, by academic subject
15 | OA_citation_advantage.jpg | Relative Citation Rate (OA : non-OA), by discipline | Relative Citation Rate (OA : non-OA), by discipline | Relative Citation Rate (OA : non-OA), by discipline
16 | OA_growth.jpg | Growth of OA, between 1950 and 2015 | Growth of OA, between 1950 and 2015. Comparison between percentage and total no. of articles | Growth of OA, between 1950 and 2015. Comparison between percentage and total no. of articles
17 | OAlogo.jpg | Open Access Logo | Official Open Access Logo: open lock in orange on white background | Official Open Access Logo
18 | sci_hub_downloads.jpg | Geographic distribution of downloads via Sci-Hub, per publication and country | Geographic distribution of downloads via Sci-Hub, per publication and country | Geographic distribution of downloads via Sci-Hub, per publication and country
19 | timeline_xkcd.jpg | xkcd.com comic: How much knowledge is there? | xkcd.com comic: How much knowledge is there? Growth of knowledge over time | xkcd.com comic: How much knowledge is there? Growth of knowledge over time
20 | universal-declaration-human-rights.jpg | Universal Declaration of Human Rights (first page) | Universal Declaration of Human Rights (first page) | Universal Declaration of Human Rights (first page)
21 |
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/content_development/plan.md:
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1 | ## Module 6: Initiate and plan
2 |
3 | ### Define the target groups
4 |
5 | - Virtually all researchers
6 | - Graduate and undergraduate students
7 | - Librarians, trainers, advocates
8 |
9 | ### Refine the learning objectives and outcomes
10 |
11 | 1. The researcher will become familiar with the history of scholarly publishing, and development of the present Open Access landscape.
12 | 1. The researcher will gain a multi-stakeholder insight into Open Access, and be able to convey a balanced overview of the perceived advantages and disadvantages associated with Open Access publishing.
13 | 1. The researcher will be able to describe some of the complexities of the current the Open Access landscape, including allowances for self-archiving and embargoes, copyright transfer, and publishing contracts.
14 | 1. Based on community-specific practices, the researcher will be able to use the different types of outlets (repositories) available for self-archiving, as well as the range of Open Access journal types available to them.
15 | 1. Each researcher will able to make all of their own research papers Open Access through a combination of journals and development of a personal self-archiving protocol.
16 | 1. Researchers will be able to describe the current ebb and flow in the debates around preprints, and be able to locate and use relevant disciplinary preprint platforms.
17 | 1. Researchers will be able to use services like ImpactStory to track the proportion of their research that is Open Access.
18 |
19 |
20 | ### Design the course outline (including who to ask to get video snippets from)
21 |
22 | * What is Open Access
23 | - Ahmed Ogunlaja, Barbara Rivera, Gareth O'Neill
24 |
25 | * What are the different types of Open Access (colours)
26 | - Juan Pablo Alperin, Heather Piwowar
27 |
28 | * Why is OA important (i.e., sharing research findings with international academic and non-academic communities without paywall and other usage restrictions)
29 | - Ivonne Lujano, Anson Mackay
30 |
31 | * Personal academic impact and advantages of Open Access (e.g., increased citation counts, visibility, readership)
32 | - Chris Jackson, Jason Priem
33 |
34 | * Painting a global picture: national, funder, and institutional policies and mandates
35 | - Abel Packer, Arianna Becerril, Andy Nobes
36 |
37 | * Differences between pre-prints, post-prints, and versions of record (VOR)
38 | - Jessica Polka, Naomi Penfold, Richard Sever, Martyn Rittman
39 |
40 | * The cost and economics of Open Access
41 | - Glenn Hampson, Mikael Laakso
42 |
43 | * Open Access platforms
44 | - Bianca Kramer, Tony Ross-Hellauer, Jean-Claude Burgelman
45 |
46 | * Institutional and subject repositories
47 | - Rachael Ainsworth, Lizzie Gadd
48 |
49 | * Scholarly Collaboration Networks (e.g., ResearchGate, Academia.edu, OSF)
50 | - Brian Nosek, Stephanie Dawson
51 |
52 | * Open Access monographs and books
53 | - Caroline Edwards, Erzsebet Toth-Czifra
54 |
55 | * Pre-registration
56 | - Lisa DeBruine
57 |
58 | * Open Access and discoverability
59 | - Peter Kraker
60 |
61 | ### Design the project plan and timeline
62 |
63 | - Start: April 2019
64 | - Team finalisation: June 2019
65 | - Production start: June 2019
66 | - Draft of first scripts: June 2019
67 | - Draft of first textual content: June 2019
68 | - Recording and editing:
69 | - Designing practical exercises:
70 | - Finalisation of content:
71 | - Check with Steering Committee:
72 | - Release for beta testing:
73 |
74 |
75 | ### Identify promotion channels
76 |
77 | - Relevant Twitter handles:
78 |
79 | * [LIBER](https://twitter.com/LIBEReurope)
80 | * [EIFL](https://twitter.com/EIFLnet)
81 | * [SPARC EU](https://twitter.com/sparc_eu)
82 | * [R2RC](https://twitter.com/R2RC)
83 | * [FORCE11](https://twitter.com/force11rescomm)
84 | * [OpenAIRE](https://twitter.com/OpenAIRE_eu)
85 | * [OpenUP](https://twitter.com/projectopenup)
86 | * [The Carpentries](https://twitter.com/thecarpentries)
87 | * [Creative Commons](https://twitter.com/creativecommons)
88 | * [FOSTER](https://twitter.com/fosterscience)
89 | * [Mozilla Open Leaders](https://twitter.com/mozopenleaders)
90 | * [OKFN](https://twitter.com/OKFN)
91 | * [EOSC Portal](https://twitter.com/eoscportal)
92 | * [EOSC Secretariat](https://twitter.com/eoscsecretariat)
93 | * [EOSC-Hub](https://twitter.com/eosc_eu)
94 |
95 | - Mailing lists (note that some of these require subscription to post to):
96 |
97 | * [Schol Comm](mailto:scholcomm@lists.ala.org)
98 | * [Open Science](mailto:open-science@lists.okfn.org)
99 | * [GOAL](mailto:goal@eprints.org)
100 | * [FORCE11](mailto:f11discussion@force11.org)
101 | * [RadicalOA](mailto:RADICALOPENACCESS@JISCMAIL.AC.UK)
102 | * [LIS bibliometrics](mailto:LIS-BIBLIOMETRICS@JISCMAIL.AC.UK)
103 | * [Accès ouvert](mailto:accesouvert@groupes.renater.fr) (note: from Serge Bauin)
104 | * [EU Open Data](mailto:euopendata@lists.okfn.org)
105 | * [Fossil Bank](mailto:fossil-bank@lists.okfn.org)
106 | * [Open Development](mailto:open-development@lists.okfn.org)
107 | * [Open Education](mailto:open-education@lists.okfn.org)
108 | * [Open Humanities](mailto:open-humanities@lists.okfn.org)
109 | * [EURODOC open science](mailto:open-science@eurodoc.net)
110 |
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/content_development/quizzes.md:
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1 | # Module 6: Quizzes and assignments
2 |
3 | 1. First draft for feedback to instructional design
4 | 2. Follow up feedback
5 | 3. Define regularity of quizzes (or whether they will be run continuously)
6 | 4. Final examination
7 | 5. Review assignments
8 | 6. Other assignments (e.g., discussion prompts)
9 |
10 | ## Questions
11 |
12 | ### 1. Open Science is primarily occupied with liberating the (Natural) Sciences (e.g. Mathematics, Physics, Biology, etc.), true or false?
13 |
14 | - [ ] True
15 | - [X] False
16 |
17 | **Answer:** No, Open Science tries to encompass all scientific activity. For a broader outline of what we at OpenScienceMOOC think Open Science should be, see our first Module on Open Principles.
18 | In case you want to dig a bit deeper, we recommend a peek at the Foundations of Open Scholarship Strategy Development document, which is available e.g. on MetaArXiv ( https://doi.org/10.31222/osf.io/b4v8p ).
19 |
20 | ### 2. Open Access articles are not peer reviewed, true or false?
21 |
22 | - [ ] True
23 | - [X] False
24 |
25 | **Answer:** Yup, that's a common misconception. Open Access articles undergo the same rigorous peer review as articles published via the traditional subscription-based publishing model.
26 |
27 | ### 3. Unrestricted use, distribution and reproduction of Open Access articles licensed under CC-BY is permitted only when you:
28 |
29 | - [ ] ... have asked the author(s)
30 | - [X] ... have attributed the author(s)
31 | - [ ] ... are also publishing Open Access
32 | - [ ] ... you do not need to do anything
33 |
34 | **Answer:** The "BY" in CC BY points to obligatory attribution when re-use is happening, so the author(s) should be properly attributed if you wish to use, distribute or reproduce their article. By the way, this is nothing out of the ordinary, but simply reflects the scholarly practice of citation within academia ;)
35 |
36 | ### 4. Open Access and open peer review are the same thing, true or false?
37 |
38 | - [ ] True
39 | - [X] False
40 |
41 | **Answer:** Open Access journals, just like non-OA journals, may use any of the different peer review models, including single-blind, double-blind, open or post-publication peer review. We will learn more about this in the module on Open Evaluation!
42 |
43 | For more on the topic of peer review, see e.g.
44 |
45 | Tennant et al. (2017) A multi-disciplinary perspective on emergent and future innovations in peer review; https://doi.org./10.12688/f1000research.12037.1
46 |
47 | or
48 |
49 | Ross-Hellauer and Görögh (2019) Guidelines for open peer review implementation. https://doi.org/10.1186/s41073-019-0063-9
50 |
51 | ### 5. You can download an Open Access article and make copies to distribute to your friends, true or false?
52 |
53 | - [X] True
54 | - [ ] False
55 |
56 | **Answer:** Yes, that’s right! Open Access articles can be downloaded, printed and distributed to all your friends and colleagues, without any restrictions to access such as paywalls. Such practices are typically prohibited under subscription articles, and you can be legally challenged for doing such things under breach of copyright law.
57 |
58 | ### 6. Publishing in Open Access journals makes it easier to disseminate your research via social media, true or false?
59 |
60 | - [X] True
61 | - [ ] False
62 |
63 | **Answer:** When you share Open Access articles on social media, everyone is able to see your work making your research more visible to your community. You can read more on the evidence for this here:
64 |
65 | McKiernan et. al. (2016) Point of View: How open science helps researchers succeed. https://doi.org/10.7554/eLife.16800.001
66 |
67 | ### 7. Journals can have both Open Access and subscription only content, true or false?
68 |
69 | - [X] True
70 | - [ ] False
71 |
72 | **Answer:** True! Subscription journals which offer authors an Open Access option for their individual articles are known as ‘hybrid’ journals. Unfortunately, these journals are typically worse in many ways than their fully-OA cousins:
73 | https://www.openaire.eu/blogs/the-worst-of-both-worlds-hybrid-open-access
74 |
75 |
76 | ### 8. Funding organizations don’t approve of Open Access journals, true or false?
77 |
78 | - [ ] True
79 | - [X] False
80 |
81 | **Answer:** Wrong! Many funding organizations now mandate that the work they fund is published under the Open Access model so that the research is available to a wide audience and cover the costs of publishing in their grants. Hundreds of research funders, institutes, and other organisations now have policies and funds for OA: http://whyopenresearch.org/funding
82 |
83 | More recently, Plan S has ignited a new international wave of funder-driven moves towards a system of OA: https://www.coalition-s.org/
84 |
85 | ### 9. You can find out about the open access policies of funders at which website?
86 |
87 | - [ ] SHERPA/ROMEO
88 | - [ ] SHERPA/FACT
89 | - [X] SHERPA/JULIET
90 |
91 | **Answer:** It's SHERPA/JULIET - funded by Jisc and RLUK, this database provides information on research funders’ open access policies. It is available to view at their website at https://v2.sherpa.ac.uk/
92 |
93 |
94 | ### 10. Nobody reads Open Access articles!
95 |
96 | - [ ] True
97 | - [X] False
98 |
99 | **Answer:** In fact, a huge number of research has shown that there is a readership, sharing, and citation advantage if you publish your work Open Access! See here for a list of studies analysing this:
100 | Tennant et al. (2016) The academic, economic and societal impacts of Open Access: an evidence-based review. https://doi.org/10.12688/f1000research.8460.3
101 |
102 | ### 11. I have to pay a lot of money to make my own work Open Access
103 |
104 | - [ ] True
105 | - [X] False
106 |
107 | **Answer:** While many journals do charge high prices to publish Open Access, they almost always allow some sort of free self-archiving of the accepted, peer reviewed manuscripts - often called "postprints". This is generally termed 'green Open Access', and varies depending on publisher or journal. According to the Directory of Open Access Journals - https://doaj.org/ - there is also a huge variety of journals that are Open Access and do not charge authors to publish: around 12,000 journals, or more than 70% of all OA journals listed there!
108 | So, all in all, there is almost always a free or low cost option for authors that does not compromise your choice of venue to publish in. They key point is that there is not a single business model for Open Access.
109 | You can investigate the self-archiving policies for more than 2,500 publishers here: http://sherpa.mimas.ac.uk/romeo/statistics.php
110 |
111 | Also, make sure to have a peek at how to make an informed decision with this little infographic on "How to make your research open access? For free and legally." https://doi.org/10.6084/m9.figshare.5285512.v3
112 |
113 | ### 12. Identify which of these helps you to maximise audience reach and impact?
114 |
115 | - [ ] Paywalls
116 | - [x] Open Access
117 | - [x] Speaking at conferences
118 | - [ ] Keeping all of your research on your harddrive
119 | - [x] Using social media
120 | - [x] Using services such as GrowKudos or ScienceOpen
121 | - [x] Blogging about your research or helping to draft a press release
122 | - [ ] Signing away your copyright to a private commercial publisher
123 |
124 | ### 13. Q: Which of the following is a true statement about Open Access?
125 |
126 | - [ ] Open Access enables a global library of knowledge
127 | - [ ] Publishing as Open Access makes you part of a global community.
128 | - [ ] Open Access can include publishing manuscripts as well as other digital objects (dataset, code, etc.)
129 | - [ ] Open Access helps others with limited access to subscriptions
130 | - [ ] Open Access can change scholarship and education in ways we may not even realize yet
131 | - [X] All of the above
132 | - [ ] None of the above
133 |
134 | ---------------------
135 |
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/content_development/recording.md:
--------------------------------------------------------------------------------
1 | # Module 5: Recording and editin
2 |
3 | 1. Record either on location, online, or within studio
4 | 2. Preference to non-'floating head' styles
5 | 3. Edit all audio/visual material
6 |
7 | Note that the idea for this module is to have one larger introductory video in the introduction, as with the other modules, but then also shorter snippets for each module subsection.
8 |
9 | ## Confirmed participants:
10 |
11 | * Abel Packer, SciELO
12 | * TBC (see [plan](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/content_development/01-plan.md))
13 |
14 | ## Script
15 |
16 | See [Script](script_intro.md) for details.
17 |
18 | For further information, please see the [video management protocol](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/Video_management_protocol.md) and the information on how to [write a script](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Research-Papers/blob/master/production_toolkit/Writing_a_script.md).
19 |
20 |
--------------------------------------------------------------------------------
/content_development/script_intro.md:
--------------------------------------------------------------------------------
1 | Script
2 | ===============
3 |
4 | Course title: **Open Science MOOC**
5 |
6 | Module title: **Open Access to Research Papers**
7 |
8 | Video title: ****
9 |
10 | Location: Dependent on presenter
11 |
12 | Recording device: Depending on what is available, either webcam, mobile phone, or camera. If Jon can get to you on location, then we can use professional equipment.
13 |
14 | Proposed style: Monologue
15 |
16 | Content visualisations: None (optional)
17 |
18 | Format: Informal, casual, outside of classroom/lab
19 |
20 | Opening: MOOC main logo, MOOC module logo, title of this video.
21 |
22 | Presenters/participants:
23 |
24 | * [Jon Tennant](https://twitter.com/protohedgehog) - HOST (maybe Charlotte?)
25 |
26 |
27 |
28 | ## Background
29 | The intention of this video is to explain to learners why they should be doing this module. What the advantage of learning this material is, in terms of how it will affect their daily research practices. For this, it has to be personal stories: How Open Science has impacted you, why it is important to you, and a real world experience of it. The importance here is to emphasise the principles behind openness, so why you choose to engage with open science.
30 |
31 | This video will come in at the Introduction just before the learning outcomes, and really nail why people should be taking this module by prociding a real human component and narrative.
32 |
33 | Now, importantly, I want this video to be completely distinct from something like a formal university lecture, where the learning is plain and uni-directional from teacher to learner. I want it to be personal, natural, and engaging - you are all members of the community, and I see this as more peer-to-peer. So less floating heads and instructional, and more casual. What I want produce ultimately is something inspirational that gets people to go 'OK, this sounds useful to me and I should take and complete this module'.
34 |
35 | ## Brief layout
36 |
37 | 1. Introductory section (Jon)
38 | 2. Middle section, comprising 6 short 30-120 second statements from each presenter (all)
39 | 3. Conclusions (Jon)
40 |
41 |
42 | Introduction - Jon
43 | ------------
44 | ""
45 |
46 |
47 | Middle (body) - All
48 | -------------
49 |
50 | [Per presenter]
51 |
52 | * Intro - name, discipline, affiliation.
53 |
54 |
55 | Conclusions - Jon
56 | -----------
57 |
58 | ""
59 |
60 |
61 | ## Post-recording tasks
62 |
63 | * Add start and end slides
64 | * Add screen information for each presenter on to each video segment
65 | * Edit videos together for continuity
66 | * Create a transcript and subtitle file (for translations) (needs to be done last, due to timing purpose)
67 |
68 | ## Licensing statement
69 |
70 | I/we grant the Open Science MOOC the right to re-use the content that
71 | I/we provide for the project. Specifically, I/we give permission to:
72 |
73 | - Use the material for educational purposes for the project
74 |
75 | - Publish the educational videos to the MOOC platform(s), and share any
76 | relevant ones on social media
77 |
78 | - Release the content under a Creative Commons CC BY 4.0
79 | International license
80 |
81 | Signed:
82 |
83 | Jon Tennant
84 | [please add names here]
85 |
86 |
--------------------------------------------------------------------------------
/content_development/videos_status.csv:
--------------------------------------------------------------------------------
1 | Name,Status,,,Link
2 | Ahmed Ogunlaja,Accepted,,,
3 | Barbara Rivera-Lopez,Accepted,,,
4 | Gareth O'Neill,Accepted,,,
5 | Juan Pablo Alperin,Accepted,,,
6 | Heather Piwowar,Accepted,,,
7 | Ivonne Lujano,Published,,,https://www.youtube.com/watch?v=Du6k6mZb7V0
8 | Anson Mackay,Published,,,https://www.youtube.com/watch?v=cVjnc5Cl7W4&feature=youtu.be
9 | Erin McKiernan,Declined,Alternatives: Eunice Mercado,Contacted,
10 | Chris Jackson,Accepted,,,
11 | Jason Priem,Contacted 2,,,
12 | Abel Packer,Accepted,,,
13 | Arianna Becerril,Published,,,https://www.youtube.com/watch?v=yQDFHBJX7xI&feature=youtu.be
14 | Andy Nobes,Accepted,,,
15 | Jessica Polka,Contacted,"Note, Naomi handling",,
16 | Naomi Penfold,Accepted,,,
17 | Richard Sever,Accepted,,,
18 | Martynn Rittman,Published,,,https://www.youtube.com/watch?v=9ZU0wRiFP-Y
19 | Glenn Hampson,Published,,,https://www.youtube.com/watch?v=uaTeAF-cD-g
20 | Mikael Laakso,Published,,,https://www.youtube.com/watch?v=3rmbeWGgrWE&feature=youtu.be
21 | Bianca Kramer,Contacted,,,
22 | Tony Ross-Hellauer,Accepted,,,
23 | Jean-Claude Burgelman,Published,,,https://www.youtube.com/watch?v=8N06jYFgoQQ
24 | Rachael Ainsworth,Published,,,https://www.youtube.com/watch?v=geydm_0jDzM&feature=youtu.be
25 | Lizzie Gadd,Accepted,,,
26 | Brian Nosek,Published,,,https://www.youtube.com/watch?v=N04I-ipKjUI&=&feature=youtu.be
27 | Stephanie Dawson,Accepted,,,
28 | Caroline Edwards,Contacted,,,
29 | Martin Eve,Declined,,,
30 | Erzsebet Toth-Czifra,Accepted,,,
31 | Chris Chambers,Declined,Alternatives: Lisa DeBruine,Accepted,
32 | Peter Kraker,Published,,,https://www.youtube.com/watch?v=J8QMa8K1daU
33 | Alessia and Pierre,Contacted,,,
34 | Danny Kingsley,Accepted,,,
35 | Kathlee and Eloy,One published,,,https://www.youtube.com/watch?v=QleYAELAiKY&feature=youtu.be
36 |
--------------------------------------------------------------------------------
/key_elements.md:
--------------------------------------------------------------------------------
1 | **Learning Objectives**:
2 |
3 | *LO6a: Understand the allowances for self-archiving in publishing contracts, including issues to do with copyright, licensing, article versions, availability, embargoes, and the types of outlets for self-archiving (knowledge).*
4 |
5 | *LO6b: Gain an understanding of the history of scholarly publishing, and be able to articulate benefits of Open Access in terms of impact on society and our knowledge economy (knowledge).*
6 |
7 | *LO6c: Develop a personal infrastructure for self-archiving (task).*
8 |
9 | ### Key components:
10 |
11 | * Sharing research findings with international academic and non-academic communities without paywall and other usage restrictions.
12 |
13 | * Personal academic impact and advantages of Open Access (e.g., increased citation counts, visibility, readership).
14 |
15 | * Global, national, funder, and institutional policies and mandates.
16 |
17 | * Pre-prints, post-prints, and versions of record (VOR).
18 |
19 | * Different types of Open Access: gold, green, [diamond/platinum](https://openscience.uni-bielefeld.de/1013/what-is-platinum-open-access), black.
20 |
21 | * The cost and economics of Open Access.
22 |
23 | * Open Access platforms.
24 |
25 | * Institutional and subject repositories .
26 |
27 | * Scholarly Collaboration Networks (e.g., ResearchGate, Academia.edu).
28 |
29 | * Open Access monographs and books.
30 |
31 | * Pre-registration.
32 |
33 | ### Who to involve:
34 |
35 | * Individuals: Lauren Collister, Martin Paul Eve, Chris Chambers, Jessica Polka, Mark Patterson, Pablo Dorta-González, Ahmed Ogunlaja, Ricardo Hartley, Dasapta Erwin Irawan, Bjoern Brembs, Erin McKiernan, Anna Sharman, Naomi Penfold, Juan Pablo Alperin, Barbara Rivera, Roshan Karn.
36 |
37 | * Organisations: [DOAJ,](https://doaj.org/), [Open Library of Humanities](https://www.openlibhums.org/), [ASAPbio](http://asapbio.org/), Open Access advocacy groups, including local initiatives on the country and institute level.
38 |
39 | * Other: SHERPA/RoMEO, [Open Access Directory](http://oad.simmons.edu/oadwiki/Main_Page).
40 |
41 | ### Key resources:
42 |
43 | **Tools**
44 |
45 | * [Think, Check, Submit](http://thinkchecksubmit.org/) and [Cofactor journal selector tool](http://cofactorscience.com/journal-selector).
46 |
47 | * [SPARC Author Addendum](https://sparcopen.org/our-work/author-rights/brochure-html/) and the [Termination of Transfer tool](https://rightsback.org/), by Authors Alliance and Creative Commons.
48 |
49 | * [Open Access Journal Whitelist](http://s-quest.bihealth.org:3838/OAWhitelist/), QUEST Center. Contains biomedical open access journals that are listed on the Directory of Open Access Journals (DOAJ) and Pubmed Central.
50 |
51 | * [Unpaywall](https://oadoi.org/), [Open Access Button](https://openaccessbutton.org/).
52 |
53 | * [APCDOI](https://github.com/ryregier/APCDOI), a program for determining how many DOIs are gold or hybrid Open Access and how much was spent on the article processing charge (APC) for these (Ryan Regier).
54 |
55 | * [Open Science Framework](https://osf.io/preprints/) preprints and [PrePubMed](http://www.prepubmed.org/). Other repositories including:
56 |
57 | * [SSRN](https://ssrn.com/en/index.cfm?) (Social Sciences Research Network).
58 |
59 | * [ChemRxiv](https://chemrxiv.org/) (Chemistry).
60 |
61 | * [ESSOAr](https://www.essoar.org/) (Earth Sciences).
62 |
63 | * [Cogprints](http://www.cogprints.org/) (Psychology, Neuroscience and Linguistics).
64 |
65 | * [SocArXiv](https://socopen.org/welcome/) (meta archive for the social sciences)
66 |
67 | * [MediArXiv](https://mediarxiv.com/) (archive for media, film, & communication studies)
68 |
69 | * [BodoArXiv](https://bodoarxiv.org/) (archive for medieval studies)
70 |
71 | * [ZeroDivZero](https://zerodivzero.com) Open conference paper platform for math, science, and engineering conferences.
72 |
73 | * [CORE](https://core.ac.uk/), an aggregator of 125 million Open Access articles.
74 |
75 | * [Social Science Open Access Repository](https://www.gesis.org/ssoar/home/) (SSOAR).
76 |
77 | * [LOADB](http://www.loadb.org/), Listing of Open Access Databases.
78 |
79 | * [REDALYC](http://www.redalyc.org/home.oa), network of scientific journals of Latin America and the Caribbean, Spain and Portugal.
80 |
81 | * [LA Referencia](http://www.lareferencia.info/joomla/en/).
82 |
83 | * Language-specific servers:
84 |
85 | * [Aribixiv](https://arabixiv.org/).
86 |
87 | * [Frenxiv](https://frenxiv.org/).
88 |
89 | * [INA-Rxiv](https://osf.io/preprints/inarxiv/).
90 |
91 | * See also the [Global Scholarly Publishing sources list](https://docs.google.com/document/d/1ilW5ggwq4G5po_uCMFaBt3exFnrI5oDvf-5UGuHhXGg/edit#heading=h.4is6uhw52jgp).
92 |
93 | * [SHERPA/RoMEO](http://www.sherpa.ac.uk/romeo/index.php) - Publisher Copyright Policies and Self-Archiving.
94 |
95 | * [DULCINEA](http://www.accesoabierto.net/dulcinea/) (for Spanish journals).
96 |
97 | * [Héloïse](https://heloise.ccsd.cnrs.fr/) (for French journals).
98 |
99 | * [SHERPA Juliet](http://v2.sherpa.ac.uk/juliet/) - Research Funders' Open Access policies.
100 |
101 | * [Wellcome Open Research](https://wellcomeopenresearch.org/) and [Gates Open Research](https://gatesopenresearch.org/).
102 |
103 | * Open Access publishers:
104 |
105 | * [MDPI](http://www.mdpi.com/), [F1000](https://f1000research.com/), [Hindawi](https://www.hindawi.com/), [Cogent OA](https://www.cogentoa.com/), [Open Library of Humanities](https://olh.openlibhums.org/), [BioMed Central](https://www.biomedcentral.com/journals), [eLIFE](https://elifesciences.org/), [Frontiers](https://www.frontiersin.org/), [PLOS](https://www.plos.org/).
106 |
107 | * [Open Knowledge Maps](https://openknowledgemaps.org/).
108 |
109 | * [PASTEUR4OA](http://www.pasteur4oa.eu/), Open Access Policy Alignment Strategies for European Union Research.
110 |
111 | * [The Publishing Trap](https://copyrightliteracy.org/resources/the-publishing-trap/) board game, to help researchers understand how money, intellectual property rights, and both open and closed publishing models affect the dissemination and impact of their work (UK Copyright Literacy).
112 |
113 | * [Mathoverflow](https://mathoverflow.net/) and [PhysicsOverflow](https://physicsoverflow.org/).
114 |
115 | * [PubPub](https://www.pubpub.org/), collaborative community publishing.
116 |
117 | * [JSTOR](http://www.jstor.org/open/?cid=SOC_JSTOR), a portal for open content.
118 |
119 | * [Dimensions](https://www.dimensions.ai/), for information on grants, publications, citations, clinical trials and patents.
120 |
121 | * Preprint recommendation services:
122 |
123 | * [preLights](https://prelights.biologists.com/).
124 |
125 | * [Peer Community in](https://peercommunityin.org/).
126 |
127 | * Overlay journals:
128 |
129 | * [Open Journals](http://www.theoj.org/).
130 |
131 | * [Discrete Analysis](http://discreteanalysisjournal.com/).
132 |
133 | * [biOverlay](https://www.bioverlay.org/post/welcome/).
134 |
135 | **Research Articles and Reports**
136 |
137 | * [The Nine Flavours of Open Access Scholarly Publishing](http://www.jpgmonline.com/article.asp?issn=0022-3859;year=2003;volume=49;issue=3;spage=263;epage=267;aulast=Willinsky) (Willinsky, 2003).
138 |
139 | * [The Development of Open Access Journal Publishing from 1993 to 2009](http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0020961) (Laakso et al., 2011).
140 |
141 | * [A Study of Open Access Journals Using Article Processing Charges](http://www.openaccesspublishing.org/apc2/preprint.pdf) (Solomon and Bjork, 2012).
142 |
143 | * [Open Access (the book)](https://cyber.harvard.edu/hoap/Open_Access_(the_book)) (Suber, 2012).
144 |
145 | * [Anatomy of Green Open Access](http://www.openaccesspublishing.org/apc8/Personal%20VersionGreenOa.pdf) (Bjork et al., 2013).
146 |
147 | * [The case for open preprints in biology](http://journals.plos.org/plosbiology/article?id=10.1371/journal.pbio.1001563) (Desjardins-Proulx et al., 2013).
148 |
149 | * [arXiv e-prints and the journal of record: An analysis of roles and relationships](https://arxiv.org/abs/1306.3261) (Larivière et al., 2013)
150 |
151 | * [Proportion of Open Access Papers Published in Peer-Reviewed Journals at the European and World Levels 1996-2013](http://science-metrix.com/sites/default/files/science-metrix/publications/d_1.8_sm_ec_dg-rtd_proportion_oa_1996-2013_v11p.pdf) (European Commission, 2014).
152 |
153 | * [Disrupting the subscription journals' business model for the necessary large-scale transformation to open access](http://pubman.mpdl.mpg.de/pubman/faces/viewItemOverviewPage.jsp?itemId=escidoc:2148961) (Schimmer et al., 2015).
154 |
155 | * [Hybrid open access - A longitudinal study](https://www.sciencedirect.com/science/article/pii/S1751157716301523?via%3Dihub) (Laakso and Bjork, 2016).
156 |
157 | * [Point of View: How open science helps researchers succeed](https://elifesciences.org/articles/16800) (McKiernan et al., 2016).
158 |
159 | * [Converting scholarly journals to Open Access: A review of approaches and experiences](https://dash.harvard.edu/handle/1/27803834) (Solomon et al., 2016).
160 |
161 | * [The academic, economic and societal impacts of Open Access: an evidence-based review](https://f1000research.com/articles/5-632/v3) (Tennant et al., 2016).
162 |
163 | * [Open Access policies and Science Europe: State of play](https://content.iospress.com/articles/information-services-and-use/isu839) (Crowfoot, 2017).
164 |
165 | * [Gold Open Access Publishing in Mega-Journals: Developing Countries Pay the Price of Western Premium Academic Output](https://research.vu.nl/ws/files/41184625/2017ellerscrowther_harvey_Gold_Open_Access_Publishing_in_Mega_Journals.pdf) (Ellers et al., 2017).
166 |
167 | * [Looking into Pandora's Box: The Content of Sci-Hub and its Usage](https://f1000research.com/articles/6-541/v1) (Greshake, 2017).
168 |
169 | * [On the origin of nonequivalent states: How we can talk about preprints](https://f1000research.com/articles/6-608/v1) (Neylon et al., 2017).
170 |
171 | * [Open Access and OER in Latin America: A survey of the policy landscape in Chile, Colombia and Uruguay](https://zenodo.org/record/1094840#.WoAX4SXwaM9) (Toledo, 2017).
172 |
173 | * [Africa's contribution to the global open access literature](http://www.suaire.sua.ac.tz:8080/xmlui/handle/123456789/2656) (Chirwa and Sife, 2018).
174 |
175 | * [Research: Sci-Hub provides access to nearly all scholarly literature](https://elifesciences.org/articles/32822) (Himmelstein et al., 2018).
176 |
177 | * [Cultural, ideological and practical barriers to open access adoption within the UK Academy: an ethnographically framed examination](https://insights.uksg.org/articles/10.1629/uksg.400/) (Johnson, 2018).
178 |
179 | * [Converting the Literature of a Scientific Field to Open Access Through Global Collaboration: the Experience of SCOAP3 in Particle Physics](https://www.preprints.org/manuscript/201802.0149/v1) (Kohls and Mele, 2018).
180 |
181 | * [Open Access Initiatives and Networking in the Global South](https://zenodo.org/record/1176573#.Wpf28WrwaM_) (Kuchma, 2018).
182 |
183 | * [Open access monitoring and business model in Latin America and Middle East: a comparative study based on DOAJ data and criteria](http://library.ifla.org/2126/) (Lujano and Khalifa, 2018).
184 |
185 | * [The State of OA: A large-scale analysis of the prevalence and impact of Open Access articles](https://peerj.com/articles/4375/) (Piwowar et al., 2018).
186 |
187 | * [On the value of preprints: an early career researcher perspective](https://peerj.com/preprints/27400/) [Sarabipour et al., 2018].
188 |
189 | * [Discipline-specific open access publishing practices and barriers to change: an evidence-based review](https://f1000research.com/articles/7-1925/v1) (Severin et al., 2018).
190 |
191 | * [Authorial and institutional stratification in open access publishing: the case of global health research](https://peerj.com/articles/4269/) (Siler et al., 2018).
192 |
193 | * [The evolving preprint landscape: Introductory report for the Knowledge Exchange working group on preprints](https://osf.io/preprints/bitss/796tu/) (Tennant et al., 2018).
194 |
195 | * [Who is pirating medical literature? A bibliometric review of 28 million Sci-Hub downloads](https://www.thelancet.com/journals/langlo/article/PIIS2214-109X(18)30388-7/fulltext) (Till et al., 2018).
196 |
197 | * [Quantifying the Growth of Preprint Services Hosted by the Center for Open Science](https://www.mdpi.com/2304-6775/7/2/44/htm) (Narock and Goldstein, 2019).
198 |
199 |
200 | **Key posts**
201 |
202 | * [Good practices for university open-access policies](https://cyber.harvard.edu/hoap/Good_practices_for_university_open-access_policies), Harvard University, 2017.
203 |
204 | * [Why CC-BY?](https://oaspa.org/why-cc-by/), OASPA.
205 |
206 | * [Open Access Policy concerning UNESCO publications](http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ERI/pdf/oa_policy_rev2.pdf), UNESCO.
207 |
208 | * [A genealogy of open access: negotiations between openness and access to research](http://journals.openedition.org/rfsic/3220), Samuel Moore.
209 |
210 | * [Annoucing Direct2AAM: Helping authors find author accepted manuscripts](https://blog.openaccessbutton.org/announcing-direct2aam-helping-authors-find-author-accepted-manuscripts-f71462a68d1a), Open Access Button.
211 |
212 | * [Open access and development: Research findings](http://blogs.worldbank.org/voices/open-order-end-extreme-poverty-open-access-and-development-research-findings), Elisa Liberatori Prati.
213 |
214 | * [DOAJ APC information as of Jan 31, 2018](https://sustainingknowledgecommons.org/2018/02/06/doaj-apc-information-as-of-jan-31-2018/), Heather Morrison.
215 |
216 | * [Open access policies and mandates around the globe](https://www.editage.com/insights/open-access-policies-and-mandates-around-the-globe?utm_source=twitter&utm_medium=referral&utm_campaign=OpenAccessWeek), Jayashree Rajagopalan.
217 |
218 | * [Getting Scientists Ready for Open Access: The Approaches of Forschungszentrum Julich](http://www.mdpi.com/2304-6775/6/2/24/htm), Thomas Arndt and Claudia Frick.
219 |
220 | * [Plan S and cOALition S](https://www.scienceeurope.org/coalition-s/).
221 |
222 | * [Sharing new educational resources on open licensing for preprints](http://asapbio.org/new-licensing-resources), Jessic Polka, Donna Okubo, Tim Vollmer.
223 |
224 | **Other**
225 |
226 | * [OpenDOAR](http://www.opendoar.org/) (Directory of Open Access Repositories) and the [Registry of Open Access Repository Mandates and Policies](http://roarmap.eprints.org/) (ROARMAP).
227 |
228 | * [UK Scholarly Communications Licence and model policy](http://ukscl.ac.uk/) (UKSCL).
229 |
230 | * [Directory of Open Access Books](http://www.doab.org/) (DOAB).
231 |
232 | * [Knowledge Unlatched](http://www.knowledgeunlatched.org/).
233 |
234 | * [Compact on Open-Access Publishing Equity](http://www.oacompact.org/).
235 |
236 | * [Quality Open Access Market](https://www.qoam.eu/).
237 |
238 | * [Scientific Electronic Library Online](http://www.scielo.org/php/index.php?lang=en), SciELO.
239 |
240 | * [SCOAP3](https://scoap3.org/) - Sponsoring Consortium for Open Access Publishing in Particle Physics.
241 |
242 | * [SPARC article and data sharing requirements by federal agency](http://researchsharing.sparcopen.org/).
243 |
244 | * [Open APC initiative](https://treemaps.intact-project.org/), information on fees paid for OA journal articles by universities and research institutions under an Open Database License.
245 |
246 | * [Free Journal Network](http://freejournals.org/).
247 |
248 | * [Information Note: Towards a Horizon 2020 platform for Open Access](https://ec.europa.eu/research/openscience/pdf/information_note_platform_public.pdf), European Commission.
249 |
250 | * [Declarations in Support of Open Access](http://oad.simmons.edu/oadwiki/Declarations_in_support_of_OA) - the Open Access Directory.
251 |
252 | * The [Budapest Open Access Initiative](http://www.budapestopenaccessinitiative.org/).
253 |
254 | * [HRCAK](https://hrcak.srce.hr/?lang=en) Repository of the Croatian OA journals.
255 |
256 | * [COPE preprints discussion document](https://publicationethics.org/files/COPE_DD_A4_Preprints_Mar18_AW.pdf).
257 |
258 | ### Tasks:
259 |
260 | * Get an overview of the relevant journals and publishing outlets in your research discipline.
261 |
262 | * Which ones have Open Access options.
263 |
264 | * How much do they each charge for Open Access.
265 |
266 | * What funds are available to you to cover these (where relevant).
267 |
268 | * Preferably, find out which diamond/platinum OA journals (i.e., those which do not charge APCs) with high-quality editorial policies exist in your field.
269 |
270 | * Check the description of the peer review process.
271 |
272 | * Check which other additional services are offered by the journal (e.g., XML conversion, publication of updated versions, text and data mining allowances).
273 |
274 | * Check journal whitelists (e.g., [The Norwegian Register for Scientific Journals, Series and Publishers](https://dbh.nsd.uib.no/publiseringskanaler/Forside.action?request_locale=en)).
275 |
276 | * Draft a summary statement/report outlining the pros and cons of these outlets (e.g., editorial quality, OA policies).
277 |
278 | * What do your colleagues think about the credibility, advantages, and disadvantages of these outlets?
279 |
280 | * How does this compare to your views?
281 |
282 | * Simple exercises on average "cost of a paper"; for example the average institute budget/publication output, or your last research grant/papers out compared to the average gold Open Access cost in that discipline.
283 |
284 | * Find out if you are eligible for funds to pay for article-processing charges APCs.
285 |
286 | * Is the policy from your funder or institute?
287 |
288 | * What are the conditions?
289 |
290 | * Find a way to make all of your research papers legally freely available.
291 |
292 | * Use SHERPA/RoMEO to detangle the legalese in publishing contracts.
293 |
294 | * Check with [Dissem.in](https://dissem.in/) which of your papers can be made Open Access via self-archiving.
295 |
296 | * Self-archive one paper (can be previously published) or share a pre-print to an archive.
297 |
298 | * Make sure to identify and include all relevant metadata (e.g. publisher requires citation with a URL to the final published version).
299 |
300 | * Check ImpactStory to see the impact of your research outputs.
301 |
302 | * What can be improved?
303 |
304 | * What happens to your Open Access score when you self-archive your papers?
305 |
306 | * Request an article using the OA Button.
307 |
308 | * Perhaps consider a Green OA advocacy volunteer effort for your discipline or a favorite journal in the spirit of the [Library Pipeline Green OA Working Group](https://www.librarypipeline.org/lis-publications/green-open-access/ ).
309 |
310 | * Look for a local OA journal at your university or in your region.
311 |
312 | * Is there a preprint server for your research discipline?
313 |
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/production_toolkit/.Rhistory:
--------------------------------------------------------------------------------
1 | install.packages("readxl")
2 | install.packages("tidyverse")
3 | install.packages("rmarkdown")
4 |
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/production_toolkit/MODULE_DESIGN_PROTOCOL.md:
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1 | # MOOC module design protocol
2 |
3 | This protocol will guide you through the the activities for developing modules for the Open Science MOOC.
4 |
5 | This is a collaborative, team-based effort. Each module has its own repo on GitHub:
6 |
7 | 1. [Open Principles](https://github.com/OpenScienceMOOC/Module-1-Open-Principles)
8 | 2. [Open Collaboration](https://github.com/OpenScienceMOOC/Module-2-Collaborative-Platforms)
9 | 3. [Reproducible Research and Data Analysis](https://github.com/OpenScienceMOOC/Module-3-Reproducible-Research-and-Data-Analysis)
10 | 4. [Open Research Data](https://github.com/OpenScienceMOOC/Module-4-Open-Research-Data)
11 | 5. [Open Research Software and Open Source](https://github.com/OpenScienceMOOC/Module-5-Open-Research-Software-and-Ope)
12 | 6. [Open Access to Research Papers](https://github.com/OpenScienceMOOC/Module-6-Open-Access-to-Resea)
13 | 7. [Open Evaluation](https://github.com/OpenScienceMOOC/Module-7-Open-Evaluation)
14 | 8. [Public Engagement with Science](https://github.com/OpenScienceMOOC/Module-8-Public-Engagement-with-Science)
15 | 9. [Open Educational Resources](https://github.com/OpenScienceMOOC/Module-9-Open-Educational-Resources)
16 | 10. [Open Advocacy](https://github.com/OpenScienceMOOC/Module-10-Open-Advocacy)
17 |
18 |
19 | ## Forming a team for collaborative design
20 |
21 | 1. Hopefully, you've identified which module program to work on. It is probably best that you are already familiar with this topic. Building your core team is the next step. You will need a combination of:
22 | 1. Experts. These will be your bread and butter. This can comprise people from any background, including academics, librarians, journalists, policymakers, librarians and information specialists, advocates, and students.
23 | 2. It might also be useful to supplement this with learning designers, including those familiar with learning technologies.
24 | 3. Being a trainer, educator, or educational expert is not a prerequisite. However, it would not hurt to have someone familiar with this on your team.
25 | 2. Having an initial briefing meeting will be the second step. This will be in conjunction with either a member of the MOOC Steering Committee, or if you're really unlucky, Jon. In this meeting, the following will be covered:
26 | 1. An introduction to the MOOC, the managerial team, the core team, and an understanding of the requirements of each.
27 | 2. Expectations of what each will contribute and receive from taking part.
28 | 3. An explanation of time scales and commitments.
29 | 4. An exploration of the MOOC module, the design and development protocol, the knowledge that will be included, and what the challenges to be addressed are.
30 | 5. The core learning outcomes and mission objectives for the module. These are all defined in the [Proposed Modules](https://opensciencemooc.eu/proposed-modules/) section of the companion website for the MOOC.
31 | 3. Setting a timeline and action plan for development.
32 | 4. Acquiring team information. Each team member will be required to provide:
33 | 1. A profile picture.
34 | 2. A short bio.
35 | 3. Twitter handle (where appropriate).
36 | 4. Personal website (where appropriate).
37 | 5. Publicising the team to the MOOC companion website, [here](https://opensciencemooc.eu/about-us/production-team/).
38 |
39 | ## The development process
40 |
41 | For a checkbox version of this, see the [MOOC planning template](MOOC_planning_template.md). This is design to keep track of the development in a structured manner.
42 |
43 | 1. Initiate and plan
44 | 1. Define the target group
45 | 2. Refine the learning objectives and outcomes
46 | 3. Design the course outline
47 | 1. Combination of lectures, reading, and activities
48 | 4. Design the project plan and timeline
49 | 5. Identify promotion channels
50 | 2. Designing and scripting
51 | 1. Identify key resources (including those already gathered)
52 | 2. Design learner activities with clear instructions
53 | 3. Find resources (video, illustrations, screencasts, podcasts, assignments, quizzes, presentations)
54 | 4. Write concise, engaging video (and audio) scripts
55 | 5. Review all learning resources, adjusting as needed
56 | 6. Finalise all scripts
57 | 7. Copyright strategy
58 | 3. Recording and editing
59 | 1. Record either on location, online, or within studio
60 | 2. Preference to non-'floating head' styles
61 | 3. Edit all audio/visual material
62 | 4. Quizzes and assignments
63 | 1. First draft for feedback to instructional design
64 | 2. Follow up feedback
65 | 3. Define regularity of quizzes
66 | 4. Final examination
67 | 5. Review assignments
68 | 6. Other assignments (e.g., discussion prompts)
69 | 5. Internal reviewing
70 | 1. All members of team cross-review content
71 | 2. Checks from Steering Committee
72 | 6. External testing and review
73 | 1. All content via GitHub
74 | 2. Use existing channels from communication strategy
75 | 7. Internal reviewing and finalisation
76 | 1. All members of team cross-review content
77 | 2. Checks from Steering Committee
78 | 8. Implementation
79 | 1. Agreement on platform
80 | 2. Module logo (either designed or copyright free)
81 | 3. Module description and introduction
82 | 4. Instructor and guest lecturer agreement
83 | 5. Instructor and team member profiles
84 | 6. Course readings all acquired (copyright free)
85 | 7. Port all content to selected platform
86 | 8. Make sure all content is also deposited in the Open Science Framework
87 | 1. For future indexing via Zenodo
88 | 9. Promotion
89 | 1. Content and communication calendar/strategy/timeline
90 | 2. Identify relevant channels, including:
91 | 1. Mailing lists
92 | 2. Social media (including relevant hashtags)
93 | 3. Organisations
94 | 4. Individuals
95 | 5. Websites
96 | 6. Conferences
97 | 3. Images for use in social media
98 | 4. Course title marketing check
99 | 10. Launch
100 | 1. Publicity start
101 | 2. Open and free for all; continuous, self-paced learning; 100% online
102 | 3. Soft launch date
103 | 4. Course launch date
104 | 5. Monitor learner experiences and reactions
105 | 6. Prepare to provide additional information if required
106 | 11. Reviewing and optimisation
107 | 1. Collate and review learner feedback at regular intervals
108 | 2. Track any potential new information during course duration
109 | 3. Prepare evaluation report
110 | 4. Evaluation meeting
111 | 5. Optimise content where relevant
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/production_toolkit/MOOC_planning_template.md:
--------------------------------------------------------------------------------
1 | ---
2 | title: "Mooc planning template"
3 | author: "Jon Tennant"
4 | date: "11 May 2018"
5 | output: html_document
6 | ---
7 |
8 | # MOOC planning template
9 |
10 | ## How to use this template
11 |
12 | This is to provide a structured check list to track content development.
13 |
14 | - For the 'Delivered' column, a simple Yes/No Scheme should be used.
15 | - For the 'Status' column, please use one of the three symbols below.
16 | - For the 'Deadline' column, please use a traditional dating scheme: 2018/05/10.
17 | - For the 'Comments' column, insert any text as neccessary.
18 |
19 |
20 | Status traffic light scheme:
21 |
22 | Green: All looks good
23 |
24 | 
25 |
26 |
27 | Orange: Issues that can impact launch date
28 |
29 | 
30 |
31 |
32 | Red: Launch date in danger
33 |
34 | 
35 |
36 |
37 |
38 | | Design Phase | Delivered | Status badge | Deadline | Comments |
39 | | ------------------ | ------------ | ----------------- | ------------ | ------------- |
40 | | **Initiate and plan** | | | | |
41 | | Kick off | Yep |  | 2018/05/10 | Sprint success! |
42 | | Define target group | Yes |  | 2019/05/31 | Completed 1st week of CRI |
43 | | Refine learning objectives/outcomes | Yes |  | 2019/05/31 | Completed 1st week of CRI |
44 | | Design course outline | Yes |  | 2019/05/31 | Completed 1st week of CRI |
45 | | Design project plan and timeline | Yes |  | 2019/05/31 | Completed 1st week of CRI |
46 | | Identify promotion channels | Yes |  | 2019/05/31 | Completed 1st week of CRI |
47 | | **Design and scripting** | | | | |
48 | | Identify key resources | Yes |  | 2019/06/05 | |
49 | | Design learner activities | Pending |  | | |
50 | | Find existing key resources | Yes |  | 2019/06/05 | |
51 | | Write audio/video scripts | Pending |  | | |
52 | | Review all learning resources | Pending |  | | |
53 | | Finalise all scripts | Pending | | | |
54 | | Copyright strategy | Pending | | | |
55 | | **Recording and editing** | | | | |
56 | | Record on location/in studio | In progress | | | |
57 | | Edit all audio/visual material | In progress | | | |
58 | | **Internal reviewing** | | | | |
59 | | Cross-check and review content | | | | |
60 | | Checks from Steering Committee | | | | |
61 | | **External testing and review** | | | | |
62 | | All reviewing conducted via GitHub | In progress | | | |
63 | | Existing channels from communications strategy | | | | |
64 | | **Internal reviewing and finalisation** | | | | |
65 | | Cross-review and check content | | | | |
66 | | Final checks from Steering Committee | | | | |
67 | | **Implementation** | | | | |
68 | | Agreement on platform | Yes |  | 2019/06/05 | |
69 | | Module logo designed | Yes |  | 2019/06/05 | |
70 | | Module description and introduction | Pending | | | |
71 | | Team member and guest lecturer agreements | Pending | | | |
72 | | Team member and guest lecturer profiles | | | | |
73 | | Course readings acquired | Yes |  | 2019/06/05 | |
74 | | Port content to selected platform | In progress | | | |
75 | | All content deposited in the Open Science Framework/Zenodo | In progress | | | |
76 | | **Promotion** | | | | |
77 | | Content and communication calendar/strategy/timeline | | | | |
78 | | Identify relevant channels (mailing lists, social media and hashtags, organisations, individuals, websites, conferences) | Pending | | | |
79 | | Images for use in social media | | | | |
80 | | Course title marketing check | | | | |
81 | | **Launch** | | | | |
82 | | Publicity start | | | | |
83 | | Open and free for all, continuous, self-paced learning, 100% online | | | | |
84 | | Soft launch | | | | |
85 | | Course launch | | | | |
86 | | Monitoring of learner experiences and reactions | | | | |
87 | | Prepare to provide additional information if required | | | | |
88 | | **Reviewing and optimisation** | | | | |
89 | | Collate and review learner feedback at regular intervals | | | | |
90 | | Track any new information during course duration | | | | |
91 | | Prepare evaluation report | | | | |
92 | | Evaluation meeting | | | | |
93 | | Optimise content where relevant | | | | |
94 |
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/production_toolkit/README.md:
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1 | # Production files
2 |
3 | This repo is aimed to provide the production files for content development and management for each MOOC module. Each MOOC repo has its own copy of these files, which can be customised for each module as needed.
4 |
5 | ## Table of contents
6 | - [MOOC planning template](MOOC_planning_template.md)
7 | - [Module design protocol](MODULE_DESIGN_PROTOCOL.md)
8 | - [Writing a script](Writing_a_script.md)
9 | - [Script template](Script_template.md)
10 | - [Video management protocol](Video_management_protocol.md)
11 |
12 | ## Licenses
13 |
14 | ### Content
15 | MOOC content license: [](https://creativecommons.org/publicdomain/zero/1.0/)
16 |
17 | ### Code and software
18 | Software associated with the MOOCs, or any code snippets contained in the MOOCs, carry the following default license: [](https://opensource.org/licenses/MIT). If needed a different [OSI approved software license](https://opensource.org/licenses) may be chosen.
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/production_toolkit/Script_template.md:
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1 | Script template
2 | ===============
3 |
4 | Course title:
5 |
6 | Module title:
7 |
8 | Video title:
9 |
10 | Introduction
11 | ------------
12 |
13 | - What has been learned in the module so far (where relevant)
14 |
15 | - What did we learn in the previous video (where relevant)
16 |
17 | - What is the purpose of this video
18 |
19 | - Why is this relevant
20 |
21 | - What is the key question to be addressed
22 |
23 | Middle (body)
24 | -------------
25 |
26 | - What are the key points and concepts
27 |
28 | - Make sure each part is interconnected
29 |
30 | - Link each part to the purpose of the video
31 |
32 | Conclusions
33 | -----------
34 |
35 | - Summarise key points
36 |
37 | - Relate conclusion to initial question
38 |
39 | - What will be learned in the next video (where relevant)
40 |
41 | - Mention any relevant quizzes or activities
42 |
43 | - End with key points in wider context of the module
44 |
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/production_toolkit/Video_management_protocol.md:
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1 | Video management protocol
2 | =========================
3 |
4 | Videos can be powerful tools for communication in education. They can
5 | range from lecture formats, to more informal chats and live
6 | demonstrations. Videos are designed to be engaging and deliver content
7 | in a more digestible way to help your learners achieve their objectives.
8 | They can also be used to help convey complex topics in a more insightful
9 | manner.
10 |
11 | Preparation
12 | -----------
13 |
14 | - Define learning goals for the video
15 |
16 | - Define the design of the video
17 |
18 | Design plan
19 | -----------
20 |
21 | 1. Find the right location
22 |
23 | a. Studio
24 |
25 | b. Office
26 |
27 | c. Lecture room
28 |
29 | d. Other (e.g., outdoors)
30 |
31 | 2. Presentation style
32 |
33 | e. Direct lecture to the camera
34 |
35 | f. Group discussion
36 |
37 | g. Interview
38 |
39 | h. Informal chat
40 |
41 | i. Monologue (selfie style)
42 |
43 | 3. Content visualisations
44 |
45 | j. Animations
46 |
47 | k. Whiteboard drawings
48 |
49 | l. Screen capture
50 |
51 | m. 3D models
52 |
53 | n. Live demonstration
54 |
55 | o. Laboratory/field visits
56 |
57 | 4. Format
58 |
59 | p. Presenter with empty screen
60 |
61 | q. Presenter with visuals on screen
62 |
63 | r. Informal setting empty screen
64 |
65 | s. Formal setting with slides/presentation
66 |
67 | t. Other (e.g., onsite location, natural environment)
68 |
69 | Sources for image and video
70 | ---------------------------
71 |
72 | You are allowed to design and use your own content, but please be aware
73 | that even then there might be some restrictions that apply:
74 |
75 | - If you are using some images or content that are someone else's
76 | property or copyright
77 |
78 | - Taking a picture or video of an image or media that is not your own
79 | work. This does not count as original work, unless you add a
80 | statement that states otherwise (or a relevant citation)
81 |
82 | - Your employer in some cases might own the rights to any content that
83 | you generate.
84 |
85 | If you would like to use your own content, please add a simple statement
86 | in the readme file (or a separate file) for each project repo stating:
87 |
88 | *I/we grant the Open Science MOOC the right to re-use the content that
89 | I/we provide for the project. Specifically, I/we give permission to:*
90 |
91 | - *Use the material for educational purposes for the project*
92 |
93 | - *Publish the educational videos to the MOOC platform, and share any
94 | relevant ones on social media*
95 |
96 | - *Release the content under a Creative Commons CC BY 4.0
97 | International license*
98 |
99 | Tips for presenters
100 | -------------------
101 |
102 | - Act naturally
103 |
104 | - Don't smile all the time
105 |
106 | - Don't freeze all the time
107 |
108 | - Avoid saying 'um' too much (and like, ah, uh, well etc.)
109 |
110 | - Act casual, and confident. You know your work, otherwise you
111 | wouldn't be the one in front of the camera
112 |
113 | - Use small gestures, some times
114 |
115 | - Speak at your natural pace
116 |
117 | - Speak clearly, but not monotonously
118 |
119 | - Project energy, but don't go wild
120 |
121 | - Try not to fidget
122 |
123 | - Are you passionate? Great, project it!
124 |
125 | - Try not to shift in your place too much
126 |
127 | - Enthusiasm is contagious
128 |
129 | - Strategic pausing
130 |
131 | - Especially after important points to provide focus
132 |
133 | - Useful after questions to help your audience pay attention
134 |
135 | - Downward inflexions
136 |
137 | - Makes sentences not sound like questions
138 |
139 | - Use upward inflexions only after questions
140 |
141 | - Memorise the script
142 |
143 | - But don't sound like a zombie or robot
144 |
145 | - Clothing
146 |
147 | - Try to wear plain clothes for contrast
148 |
149 | - Smart casual is best
150 |
151 | - Nothing that might be offensive
152 |
153 | - Avoid green, and anything too bright
154 |
155 | - Avoid anything distracting or too flashy (like huge jewellery)
156 |
157 | - Practice makes perfect!
158 |
159 | - It doesn't always happen on the first take
160 |
161 | - People make mistakes, and that's totally okay
162 |
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/production_toolkit/Writing_a_script.md:
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1 | Writing a script (audio or video)
2 | =================================
3 |
4 | The purpose of creating a script is to create a narrative or storyline for your media. It should have a clear flow, with a distinct beginning, middle, and ending for viewers. A strong main question or theme helps to provide focus and engage viewers.
5 |
6 | A standard script should have three parts:
7 |
8 | 1. A beginning or introduction
9 |
10 | a. What is the purpose of this video, and why is it relevant
11 |
12 | b. Can start with a misconception or key question
13 |
14 | c. Can even start with an answer to highlight what the video is for
15 |
16 | 2. A middle, the main part
17 |
18 | d. What are the key points and concepts
19 |
20 | e. Make sure each part is interconnected
21 |
22 | f. Link each part to the purpose of the video
23 |
24 | 3. An end, the conclusion
25 |
26 | g. Summarise the key points made
27 |
28 | h. Relate the conclusion to the initial question, the purpose of
29 | the video, and the wider context of the module
30 |
31 | Tips for script writing
32 | -----------------------
33 |
34 | - Keep it simple
35 |
36 | - No jargon
37 |
38 | - Concentrate on simpler concepts that are easier to grasp
39 |
40 | - If it needs to be complicated, be careful with language
41 |
42 | - Make sure words are easy to pronounce
43 |
44 | - Remember things sound differently in writing than orally
45 |
46 | - Use active language
47 |
48 | - In the present tense and familiar terminologies (where possible)
49 |
50 | - Keep sentences short to help flow
51 |
52 | - Address the audience
53 |
54 | - Use terms like 'we' or 'us' or 'together'
55 |
56 | - Ask questions directly to the audience
57 |
58 | - Length
59 |
60 | - Shorter videos are more engaging
61 |
62 | - Keep it short -- 5/6 minutes is a good target
63 |
64 | - At about 130 words/min, this means a script should comprise about 700-800 words
65 |
66 | - Segments
67 |
68 | - Break down stories into chunks to help guide the thinking process
69 |
70 | - Preparation
71 |
72 | - Let your speakers know enough information to understand the video beforehand
73 |
74 | - For example, by sharing details about the MOOC, your module, and this document
75 |
76 | - Get someone unfamiliar with the topic to review your script
77 |
78 |
79 | Visual aids
80 | -----------------------
81 |
82 | Think about any relevant visuals that can be used to support your text. For example, a powerpoint (or open source version) can be created with key images, bullets, and other content can be displayed alongside the audio presentation.
83 |
84 | Make sure that either you own the copyright to all visual material, including photos, animations, drawings, or other videos. Otherwise, only use copyright free material, or what which you have permission to use, for you presentations.
85 |
86 |
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