1. Open Science Trainer Bootcamp April 2, 2019, Kaunas, Lithuania

2. Introductions

3. What we’ll be doing today

4. Identify their training needs Identify learning objectives
Setting the scene
Who is your audience?
Identify their training needs
Identify learning objectives
Explore different formats
Design and evaluate your own mini-training
Troubleshooting 4

5. What is your role as trainer?
Why do you want to give Open Science Training?
Who is your audience?
How can you reach them most effectively?

6. What IS Open Science? 6

7. This is not an Open Science Training!7

9. Training examples & practical guidance (Helene)
Practical Guidance: first point of reference can always be your library
10:50-11:45

10. Open Science Training Handbook - Open Science Basics
Open Access to Published Research Results
Open Concepts & Principles
Open Licensing & File Formats
Open Research Data & Materials
Open Science Policies
Reproducible Research & Data Analysis
Open Peer Review, Metrics & Evaluation
Collaborative Platforms
Citizen Science
Open Advocacy
Open Research Software & Open Source
Open Education Resources
book.fosteropenscience.eu 10

11. Open Science Training Handbook - Open Science Basics
What is it?
Further resources
Why is it important?
Questions, obstacles, & common misconceptions
Learning objectives and outcomes to achieve
Key components: Knowledge & skills
book.fosteropenscience.eu 11

12. Organisational Aspects
On Learning and Training
Organisational Aspects
How to
Prepare your workshop
Theoretical learning strategies
Different audiences
Strategies to develop motivation
Execute your workshop
How to design a course
How to choose content
How to start training
& reflect on your workshop
Aspects to evaluate
Venue
Timing & budget
Equipment & media
Marketing & advertising strategy
Registration
Evaluation
→ Check list
Methods & organisational aspects 12

13. Example training outlines
24 exercises:
Format, time needed, topic, learning objectives, description, materials needed, level of prior knowledge, how to adapt
Open Science Café
Enable low-threshold discussion and dialogue between different stakeholders
CC BY Martine Oudenhoven 13

14. https://zenodo.org/record/1341023#.XDyZPM1S8l0

15. Examples for hands-on & interactive Training
Teaching --> related to theoretical concepts
Training --> related to practical application of knowledge (i.e., development of skills).

16. Simplifying difficult concepts Sketching/graphic novel
@dasaptaerwin
Knowledge Exchange
Simplifying difficult concepts
Sketching/graphic novel
Mind maps
Stickers
Word clouds
Visualization
Visualisations make it easier to discuss difficult concepts, this makes it easier to discuss than plain text
Melanie Imming
Visualization

17. Gamification & engagement
McGuinn, Kate and Spikin, Mike (2017) The Game of Open Access.
Card/board games
Competitions
Polls
Playful elements
Puzzles
Quizzes
Gamification & engagement
Gamify your training: Add playful element(s);
Sundsbø, Katrine “Open Access Escape Room: The Key to OA Engagement?”. Insights 32 (1): 8.
OpenUP 17

18. Certificates
Badges
Networking opportunity
Prices
Coffee
Brown bag lunch
Rewards & incentives 18

19. Share your experiences!
What was the best training you attended?
What was the worst training you attended?
What did all of them have in common?
What parts of it were predictable?
pairs of two, collect keywords on post its (5 min), put them on the wall → we group them
Coffee break: 11:45-12

20. Open Elements in your training (Gwen)
Important element of why this works is that you can visualise difficult concepts; this makes it easier to discuss than plain text; example prof Cameron Neylon,
Visualisations make it easier to discuss abstract concepts, does not need to be expensive 20

21. How to improve the openness of your training
Being open is being inclusive
Think about how to get a diverse set of participants and speakers to your training;
Think about how to get the participants to really engage in your training; how you can make your participants feel comfortable;
Think about how to make exercises interactive and fun; how collaboration with other participants can help to learn too;
How to improve the openness of your training
Melanie Imming

22. How to improve the openness of your training
Feel free to reuse what is available
Lots of people in the OS community have shared their materials: please use whatever they have used and tested!
How to improve the openness of your training
Melanie Imming

23. Reusable Courses www.fosteropenscience.eu/toolkit
What is Open Science?
Best Practice in Open Research
Open Access Publishing
Open Peer Review
Sharing Preprints
Data Protection & Ethics
Open Source Software & Workflows
Managing & Sharing Research Data
Open Science & Innovation
Open Licensing

24. Open Science Courses Answering burning questions of researchers
Where relevant, discipline specific examples (CRG, GESIS, DARIAH-EU)
Interactive content (gamification, quizzes)
Reviewed by community

25. Badges 5 learning paths Effort 2-4 hours
Complete a set of courses & get a badge 25

26. Learning paths The Reproducible Research Practitioner The Open
Peer Reviewer
The Open
Access Author

27. 27

28. 28

29. 29

30. https://tess.elixir-europe.org/materials

32. How to improve the openness of your training
Some examples:
How to improve the openness of your training
VSNU NL

33. How to improve the openness of your training
Some examples:
How to improve the openness of your training
OpenAire

34. Homo Ludens: Man is playful Gamify your training
LIBER Europe

35. Homo Ludens: Man is playful It does not have to be difficult or expensive!
Melanie Imming

36. Which elements do you want to share and where?
Content of the training
Slides
Mentimeter results
Exercises
Videos
Raw outputs
Info about the training
Blog
Tweets etc: e.g. via moments
Structure, concept; e.g. as a FOSTER resource
Which elements do you want to share and where?
Melanie Imming

37. What is important if you want to share elements of your training?
Ask for permission in advance
You have to ask people for their consent if you want to share materials like photos or videos that they are included in. If you do so in advance, you never have to worry about that later;
Use proper licenses
If you make sure to use the proper licenses while preparing your slides, exercises and videos etc, you don’t ever have to worry about that later;
What is important if you want to share elements of your training?
Melanie Imming

38. What is important if you want to share elements of your training?
Some examples:
What is important if you want to share elements of your training?
FutureTDM

39. Did you ever have a really good exercise to get to know each other?
Warm-up exercises!
Did you ever have a really good exercise to get to know each other?

40. Finding open materials and understanding what you can and cannot do with them
(Gwen)

42. Part of How To Attribute Creative Commons Photos by Foter, licensed CC BY SA 3.0

47. 50 shades of OPEN

48. https://s3-eu-west-1. amazonaws. com/gwenfranck/slotsCC/slotCC. html

49. How to give training (Helene)

50. Didactic Concepts - Basic Rules
Cognitive load
We only learn 3-4 new things at a time simplify, reduce, prioritize
Spaced learning
We need to hear things several times to remember it properly
repeat
Formative assessments
Answering questions can be a great way of learning (no pressure & immediate feedback) think about good questions that truly engage trainees & enable immediate feedback
Adapted from Jan Jensen: Key didactic concepts

51. Didactic Concepts - Examples
Active Learning
Active engagement in learning process, rather than "passively" absorbing
Reading, writing, discussion, and engagement in solving problems, analysis, synthesis, and evaluation
Learning by doing (e.g. flipped classroom)
Cooperative learning (e.g. peer instruction)

52. Didactic Concepts - Examples
Twenty-Minute-Rule
Don‘t speak longer than 20 minutes
Practical exercise or change of topic
ECLASS Reference
E = Explain Overview, rationale, goals
C = Clarify From general overview to specific details
A = Act Hands on assignments
L = Look Review examples (illustrations, animations, videos etc.)
S = Share Student interaction, exchange
S = Self Evaluate/Submit Self evaluate & complete course
Klaus W. Döring: Handbuch Lehren und Trainieren in der Weiterbildung. Beltz Verlag (Weinheim, Basel) 2008.
Adapted from René Schneider & Eliane Blumer:

53. Teaching Adults Understand how adults learn to be effective
Theory of Andragogy (adult learning):
Emphasis on process of learning
Use problem-based and collaborative learning approaches rather than didactic
Emphasis on equality between teacher & learner

54. Teaching Adults

55. Teaching Adults

56. Cognitive levels of a learning process
1956 Benjamin Bloom created taxonomy
→ useful tool to build learning outcomes for your training
→ Make sure that level of learning delivery & learning assessment are the same
Transitions between non-contiguous levels are not acceptable --> can lead to failure & difficult situations

57. Plan based on outcomes rather than objectives (Helene)
may overlap, but are not genuinely the same
--> Objectives: aims or goals
→ Outcomes: tangible results

58. Learning Objectives
Describe the intentions of the instructor by stating the purpose & goals of the course.
Focus on the content & skills important within the programme.
May describe what the instructors will do.
Should be specific & detailed.

59. Learning Outcomes
Describe/list measurable & essential mastered content-knowledge.
Reflect skills, competencies, and knowledge that trainees have achieved and can demonstrate upon successfully completing a course.

60. Learning Outcomes (2)
Express higher-level thinking skills that integrate course content and activities.
Can be observed as a behavior, skill, or discrete usable knowledge upon completing the course.

61. Learning Outcomes (3)
Are what assessments are intended to show – specifically what the trainees will be able to do upon completion.
Are assessable and can be displayed or observed and evaluated against criteria.
Are clear and measurable criteria for guiding the course’s teaching/learning/assessment process.

62. Learning Objectives & Outcomes – Example
<<This introductory course will help you to understand what open science is and why it is something you should care about.
You'll get to grips with the expectations of research funders and will learn how practising aspects of open science can benefit your career progression.>>
Describes the intention / purpose / goal

63. Learning Objectives & Outcomes – Example
<<Upon completing this course, you will:
Understand what Open Science means and why you should care about it
Be aware of some of the different ways to go about making your own research more open over the research lifecycle
Understand why funding bodies are in support of Open Science and what their basic requirements are 
Be aware of the potential benefits of practicing open science>>

64. It’s up to you … - Exercise
In groups of 2 …
Each pick an aspect of open science that interests you.
Write it down.
Think of learning outcomes for training on your chosen aspect.
Compare & discuss the results in your group.
When designing training think first of objectives
then list what outcomes you want your audience to reach for
Design all your practical exercises around specific outcomes.

65. Learning Outcomes Review Checklist
Is it measurable?
Does it target a discrete aspect of expected performance?
Is it student-centered?
Does it utilize an effective, action verb that targets the desired level of performance?
Does it measure a range of educational outcomes?
Does it match instructional activities and assessments?
Does it specify appropriate conditions for performance?
Is it written in terms of observable, behavioral outcomes?

66. What works and what doesn’t? - Exercise
What methods do you, and could you, use to
drive attention to your training activities?
drive up attendance at your training activities - how can you turn REGISTRATION (i.e. interest) into ATTENDANCE (i.e. action)?
to measure and evaluate your impact?
Flip Chart exercise: 3 groups, 5 minutes for each question (rotate in the room), use stickers or pens to mark if you would like to emphasize something, final round in plenary summarizing
13:00 LUNCH

67. Time for Lunch 13-14:00

68. Designing your own mini-training (Gwen)
14-16:00

69. Design your own training
Create a PERSONA
TOPIC(s): choose per group
Pick a Card:
TRAINING TYPE
AUDIENCE SIZE
AUDIENCE TYPE
KNOWLEDGE LEVEL
Create a training (1,5 hour)
Structure
Materials
Exercise
...
Groups of 3, each group presenting 5 min + 5 min evaluation/feedback

70. Design your own training
Present your plans to the other groups (5 mins):
(note: you don’t have to give the training, just describe what you will do!)
EVALUATION
Is the proposed training appropriate for audience size, type and level of knowledge?
Are the training materials adequate, understandable and accessible?
Troubleshooting:
AUDIENCE MOOD
DISTURBING FACTORS

72. Training Type

73. Audience SIZE What does this mean?
Attention:
Advertising/Marketing (finding a title, using images)
Make sure to clearly communicate the pre-defined objectives (skills and knowledge). Ask relevant organisations to help with advertising. Connect with relevant media, create a press release. Use existing communication channels, e.g. at the university library you might ask subject librarians to promote the event to their academic communities.
Technique
What does this mean?
Loaded Words: Words with strong associations (eg University Rankings!)
Transference: Associates positive words, images and ideas with a product and its users
Testimonial: Endorsement by a celebrity or expert
Bandwagon: Feel like everyone else has the product and if you don't, you will be left out.
Snob Appeal: The opposite of bandwagon ->  using the product means the consumer is better, smarter, richer and so on...than anyone else.
Repetition: Repeats catchphrase, name or logo over and over so that it "sticks"
Flattery: Consumer's vanity: implying smart, rich, popular people buy the product.
Plain Folks: "people just like you" use the product.
Emotional Appeals: Appeals to the consumer's fears, joys, sense of nostalgia.
Facts and Figures: Uses statistics, research or other data
Special Offer: Offers a discount, coupon, free gift or other enticement
Urgency: Makes you feel like you need the product right away
Ethos: Establishes credibility or character of the company
Pathos: Evokes an emotional response in the consumer
Logos: Appeals to logic or reason - often have evidence and statistics
What are the common values that you can appeal to? For example, will you run an "Open Access workshop", or a workshop on “How to get published”? How are you going to get people in the room? Remember, training is not unidirectional, and can be incentivized by framing it as a networking opportunity. For example, find some partners in Graduate Schools, Master Schools, Support Staff trainings, Valorisation Center etc.
Attendance:
Payment? (e.g. catering, attendance)
Confirmation of attendance
Reminders
Stay in touch
Use local champions
Combine tactics (offer food/coffee (coffee lectures), think about rewards (e.g. certificates), remind people,

74. Audience TYPE What was useful? How could it be improved?
Evaluation is important:
Online (survey, analytics) / offline (hard copy) / response rate
What questions to ask?
What was useful?
How could it be improved?
To what extent did it meet your expectations?
What is your overall rating?
What changes to you intend to make to your practice?
Would you recommend this to colleagues?
collect reasons for attendance for advertising of future events.

75. Knowledge Level

76. The Unpredictable: Audience Mood

77. The Unpredictable: External factors
16:15-18:00 Presentations of Mini Trainings - 5 min + 5 min evaluation

78. Facebook: @fosteropenscience Twitter: @fosterscience
Thank you! Questions?
Youtube: FOSTER Open Science
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No

79. gwen.franck@eifl.net @g_fra brinken@sub.uni-goettingen.de
@HeleneBrinken
This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No