Embedding open and reproducible science into teaching: A bank of lesson plans and resources

  title={Embedding open and reproducible science into teaching: A bank of lesson plans and resources},
  author={Madeleine Pownall and Fl{\'a}vio S. Azevedo and Alaa Aldoh and Mahmoud Medhat Elsherif and Martin R. Vasilev and Charlotte R. Pennington and Olly Robertson and Myrthe Vel Tromp and Meng Liu and Matthew C. Makel and Natasha April Tonge and David Moreau and Ruth Horry and John J Shaw and Loukia Tzavella and Ronan McGarrigle and Catherine V. Talbot and Sam Parsons},
Recently, there has been a growing emphasis on embedding open and reproducible approaches into research. One essential step in accomplishing this larger goal is to embed such practices into undergraduate and postgraduate research training. However, this often requires substantial time and resources to implement. Also, while many pedagogical resources are regularly developed for this purpose, they are not often openly and actively shared with the wider community. The creation and public sharing… 

Tables from this paper

Towards a culture of open scholarship: the role of pedagogical communities

The UK House of Commons Science and Technology Committee has called for evidence on the roles that different stakeholders play in reproducibility and research integrity. Of central priority are

Best Practices for Addressing Missing Data through Multiple Imputation

A common challenge in developmental research is the amount of incomplete and missing data that occurs from respondents failing to complete tasks or questionnaires, as well as from disengaging from



Introducing a Framework for Open and Reproducible Research Training (FORRT)

Current norms for the teaching and mentoring of higher education are rooted in obsolete practices of bygone eras. Improving the transparency and rigor of science is the responsibility of all who

Teaching Good Research Practices: Protocol of a Research Master Course

The current crisis of confidence in psychological science has spurred on field-wide reforms to enhance transparency, reproducibility, and replicability. To solidify these reforms within the

How to Teach Open Science Principles in the Undergraduate Curriculum—The Hagen Cumulative Science Project

The Hagen Cumulative Science Project is a large-scale replication project based on students’ thesis work. In the project, we aim to (a) teach students to conduct the entire research process for

Implementation of an Open Science Instruction Program for Undergraduates

The scientific, social, and economic advantages that accrue from Open Science (OS) practices—ways of doing research that emphasize reproducibility, transparency, and accessibility at all stages of

Developing an open educational resource for open research: Protocol for the PaPOR TRAIL project

The PaPOR TRaIL project will develop an evidence-based OER that provides a foundation in all aspects of open research theory & practice that will promote better teaching and research outcomes that will benefit individuals, universities, and science more broadly.

Fostering social inclusion through open educational resources (OER)

This special issue explores open educational resources (OER) and the ways in which they can be used to support social inclusion, one of the key challenges that need to be addressed in today’s

Opening Education

The history of and promises and challenges for OER are explored, which have helped to level the distribution of knowledge across the world.

Easing Into Open Science: A Guide for Graduate Students and Their Advisors

This article provides a roadmap to assist graduate students and their advisors to engage in open science practices. We suggest eight open science practices that novice graduate students could begin

Increasing Participation in Psychological Science by Using Course-Based Research Projects: Testing Theory, Using Open-Science Practices, and Professionally Presenting Research

Undergraduate research experiences prepare students for graduate training or employment. At many teaching-intensive universities, there is a greater demand for research experiences than there are

Open educational resources: removing barriers from within

This commentary calls for a wider discussion to remove barriers to mainstreaming OER in teaching and learning and argues for a rethinking of the idea of ‘open’ to make it more inclusive by redefining the concept.