This is a recording of a 45 minute introductory webinar on preprints. With our guest speaker Philip Cohen, we’ll cover what preprints/postprints are, the benefits of preprints, and address some common concerns researcher may have. We’ll show how to determine whether you can post preprints/postprints, and also demonstrate how to use OSF preprints (https://osf.io/preprints/) to share preprints. The OSF is the flagship product of the Center for Open Science, a non-profit technology start-up dedicated to improving the alignment between scientific values and scientific practices. Learn more at cos.io and osf.io, or email contact@cos.io.

In this webinar, Doctors David Mellor (Center for Open Science) and Stavroula Kousta (Nature Human Behavior) discuss the Registered Reports publishing workflow and the benefits it may bring to funders of research. Dr. Mellor details the workflow and what it is intended to do, and Dr. Kousta discusses the lessons learned at Nature Human Behavior from their efforts to implement Registered Reports as a journal.

Short Description:
This introduction to research methods aims to provide undergraduate health professions students with appropriate guidance, knowledge and skills that are essential for research. This eBook is packed full of practical tips and examples to equip students with the knowledge to engage with research, making it invaluable for students embarking on health research for the first time. The book covers the entire research process, starting with developing a research question, qualitative and quantitative research approaches, ethical considerations, data collection and analysis and the dissemination of the results of the study. Other contents covered in this eBook include conducting a literature review, designing a questionnaire, designing an interview guide and writing a research proposal. This eBook will simplify and breakdown complex research concepts for the students. The free availability of this eBook will make it a lifelong companion for students that can be referred to even after completing their degree. The eBook also has H5P activities such as interactive videos, presentations and quizzes that will enable students to connect theory with practice. Ultimately, this eBook will contribute to the development of tomorrow’s clinical researchers and future leaders in the advancement of health professions research.

Word Count: 42440

ISBN: 978-0-6455878-8-3

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Short Description:
This textbook provides a broad overview of research methods utilized in sociology. It will be of particular value for students who are new to research methods.

Long Description:
This textbook, written in an approachable style, provides a broad overview of research methods utilized in sociology. It will be of particular value for students who are new to research methods. The textbook is divided into 17 chapters, which lead the student from the most basic of concepts, such as “What is research?” through the various stages of planning for a research project, including why and how to write a literature review. Chapters are specifically designed to be compact, are enhanced with topic-specific examples, and conclude with a “Key Takeaways” section. These approaches help maintain the student’s focus and enhances comprehension of the various concepts, approaches, and methodological considerations required to undertake a research project.

Word Count: 72988

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This 2-credit course provides an introduction to research by learning to identify, find, evaluate, incorporate, and cite appropriate sources using a range of research tools. This course is designed for an online class environment and was taught as such in Spring 2020. The course materials have been collaboratively developed by Tacoma Community College librarians, and uses a combination of openly licensed, open access, and library resources.

This introductory course from the FOSTER Consortium (supported by the European Union's Seventh Framework Programme for research, technological development and demonstration and the European Union's Horizon 2020 programme) will help you to understand what Responsible Research & Innovation (RRI) means, where it has come from, and why it can introduce an important and beneficial shift in relations between research, innovation and citizens.

Upon completing the course you will:

Understand what RRI means
Understand the reasons why the term RRI and related practices have emerged
Know about opportunities RRI can provide & obstacles you may face
Know the basics of how to start practicing RRI as a researcher and as an institution/industry

The goal of this lesson is to provide an introduction to R for learners working with geospatial data. It is intended as a pre-requisite for the R for Raster and Vector Data lesson for learners who have no prior experience using R. This lesson can be taught in approximately 4 hours and covers the following topics: Working with R in the RStudio GUI Project management and file organization Importing data into R Introduction to R’s core data types and data structures Manipulation of data frames (tabular data) in R Introduction to visualization Writing data to a file The the R for Raster and Vector Data lesson provides a more in-depth introduction to visualization (focusing on geospatial data), and working with data structures unique to geospatial data.

Scratch is a visual programming language that is simple enough for beginners but is capable enough to keep even expert programmers entertained for hours. In this resource, I will provide a basic overview of the Scratch platform for anyone who wants to learn! 

Word Count: 15982

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This tutorial will teach you the basics of using a static site generator. We will be using Hugo to build our demonstration site. We’ll play the role of a scholarly communications librarian. We’ll be using a command line terminal to install software and run commands and a text editor to edit and save plain text files. This in-depth tutorial is estimated to take between three and four hours to complete.

While we will be using Hugo as our static site generator, this tutorial is not intended to be a cover the depth and breadth of Hugo. For that, I refer you to the Hugo documentation and community. Rather, this tutorial is about using static site generators in a library-publishing context.

The development of systems and network concepts for students can begin with this highly interactive inquiry into cell phone networks. Cell phones serve as a handy knowledge base on which to develop understanding. Each cell phone represents a node, and each phone’s address book represents an edge, or the calling relationships between cell phones. Students conceptualize the entire cell phone network by drawing a graphic that depicts each cell phone in the class as a circle (node) connected by directional lines (edges) to their classmate’s cell phones in their address book. Students are queried on the shortest pathway for calling and calling pathways when selected phones are knocked out using school and classroom scenarios.

Students then use a simulation followed by Cytoscape, visually graphing software, to model and interrogate the structure and properties of the class’s cell phone network. They investigate more advanced calling relationships and perturb the network (knock out cell towers) to reexamine the adjusted network’s properties. Advanced questions about roaming, cell towers and email focus on a deeper understanding of network behavior. Both the paper and software network exercises highlight numerous properties of networks and the activities of scientists with biological networks.

Target Audience:
This is an introductory module that we recommend teaching before each of our other modules to give students a background in systems. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. The lessons work best when in-person with students. If you are looking for an Introduction to Systems for remote learning, please use our Systems are Everywhere module.

Essential Accessibility for Everyone

Short Description:
With raised awareness and accessibility laws emerging around the world, understanding what inclusive access to the Web means is becoming necessary knowledge for anyone who produces digital content. Much of the current information on Web accessibility requires some technical understanding, and may be difficult to consume for the average person. The instruction here will “interpret” the W3C Web Content Accessibility Guidelines (WCAG 2.1), to make it easier to understand for a general audience. You will have an opportunity to experience barriers firsthand, then experience that content with the barriers removed, developing a practical understanding of web accessibility.

Long Description:
With raised awareness and accessibility laws emerging around the world, understanding what inclusive access to the Web means is becoming necessary knowledge for anyone who produces digital content. Much of the current information on Web accessibility requires some technical understanding, and may be difficult to consume for the average person. The instruction here will “interpret” the W3C Web Content Accessibility Guidelines (WCAG 2.1), to make it easier to understand for a general audience. You will have an opportunity to experience barriers firsthand, then experience that content with the barriers removed, developing a practical understanding of web accessibility.

Word Count: 49103

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OBJECTIVES:To know what is a computerTo be familiar with the history of computers.To identify the different types of computers.To identify the hardware components of a computer. 

This video is an introduction to power analyses to improve the reproducibility of your research.

Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.

Data Carpentry lesson to learn to navigate your file system, create, copy, move, and remove files and directories, and automate repetitive tasks using scripts and wildcards with genomics data. Command line interface (OS shell) and graphic user interface (GUI) are different ways of interacting with a computer’s operating system. The shell is a program that presents a command line interface which allows you to control your computer using commands entered with a keyboard instead of controlling graphical user interfaces (GUIs) with a mouse/keyboard combination. There are quite a few reasons to start learning about the shell: For most bioinformatics tools, you have to use the shell. There is no graphical interface. If you want to work in metagenomics or genomics you’re going to need to use the shell. The shell gives you power. The command line gives you the power to do your work more efficiently and more quickly. When you need to do things tens to hundreds of times, knowing how to use the shell is transformative. To use remote computers or cloud computing, you need to use the shell.

This video will introduce how to calculate confidence intervals around effect sizes using the MBESS package in R. All materials shown in the video, as well as content from our other videos, can be found here: https://osf.io/7gqsi/

In this writing assingment, students research and analyze the Dust Bowl. Students analyze data, analyze and integrate different sources of information, and present a well developed written argument.

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Welcome to R! Working with a programming language (especially if it’s your first time) often feels intimidating, but the rewards outweigh any frustrations. An important secret of coding is that even experienced programmers find it difficult and frustrating at times – so if even the best feel that way, why let intimidation stop you? Given time and practice* you will soon find it easier and easier to accomplish what you want. Why learn to code? Bioinformatics – like biology – is messy. Different organisms, different systems, different conditions, all behave differently. Experiments at the bench require a variety of approaches – from tested protocols to trial-and-error. Bioinformatics is also an experimental science, otherwise we could use the same software and same parameters for every genome assembly. Learning to code opens up the full possibilities of computing, especially given that most bioinformatics tools exist only at the command line. Think of it this way: if you could only do molecular biology using a kit, you could probably accomplish a fair amount. However, if you don’t understand the biochemistry of the kit, how would you troubleshoot? How would you do experiments for which there are no kits? R is one of the most widely-used and powerful programming languages in bioinformatics. R especially shines where a variety of statistical tools are required (e.g. RNA-Seq, population genomics, etc.) and in the generation of publication-quality graphs and figures. Rather than get into an R vs. Python debate (both are useful), keep in mind that many of the concepts you will learn apply to Python and other programming languages. Finally, we won’t lie; R is not the easiest-to-learn programming language ever created. So, don’t get discouraged! The truth is that even with the modest amount of R we will cover today, you can start using some sophisticated R software packages, and have a general sense of how to interpret an R script. Get through these lessons, and you are on your way to being an accomplished R user! * We very intentionally used the word practice. One of the other “secrets” of programming is that you can only learn so much by reading about it. Do the exercises in class, re-do them on your own, and then work on your own problems.