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

Abstract

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 of open educational resources is useful for educators who wish to embed open scholarship and reproducibility into their teaching and learning. In this article, we describe and openly share a bank of teaching resources and lesson plans on the broad topics of open scholarship, open science, replication, and reproducibility that can be integrated into taught courses, to support educators and instructors. These resources were created as part of the Society for the Improvement of Psychological Science (SIPS) hackathon at the 2021 Annual Conference, and we detail this collaborative process in the article. By sharing these open pedagogical resources, we aim to reduce the labour required to develop and implement open scholarship content to further the open scholarship and open educational materials movement.

Open developmental science: An overview and annotated reading list

“…Lundwall expresses hope that some may follow their lead and begin their process of finding balance between novelty and replication in their work. (Pownall, Azevedo, et al, 2021;. Working collaboratively has many benefits including fostering a healthy working environment (Macoun & Miller, 2014;.…”

Open Developmental Science: An Overview and Annotated Reading List

“…Lack of information about open science practices has been identified as one of the primary reasons that researchers in psychology are not using the best scientific approaches (Crüwell et al, 2019;Washburn et al, 2018). Sometimes, researchers do find relevant resources but feel overwhelmed by the number of resources and the difficulty to digest their content because some of these resources might be too technical to understand (Crüwell et al, 2019;Parsons et al, 2021). This might result in not knowing "how to start" and lead to a sense of paralysis (Kathawalla et al, 2020) or even thinking that learning about open science practices is time-consuming and not feasible.…”

Fachgruppe Biologische Psychologie und Neuropsychologie. Mehr als nur fragwürdig: Reproduzierbarkeit und Open Science in der Lehre aus Sicht der Biologischen Psychologie und Neuropsychologie

“…Hilfreiche Beispiele finden sich in der Auflistung der Inhalte verschiedener Kurse auf dem OSF (https://osf.io/ vkhbt/) oder auf den Seiten des ‚Framework for Open and Reproducible Research Trainingʻ (https://forrt.org/). Zu verweisen sei auch auf bereits publizierte Glossarien zu relevanten Begriffen (https://forrt.org/glossary/) sowie auf Vorschläge, wie die Themen der offenen und reproduzierbaren Wissenschaft konkret und interaktiv in die psychologische Lehre eingebunden werden könnten (Button, 2018;Hanna, Pither, & Vis-Dunbar, 2020;Jekel et al, 2020;Pownall et al, 2021;Strand & Brown, 2019;Wagge et al, 2019). Ebenso gibt es eine Vielfalt von interaktiven Apps (z.B.…”