open.ed report

Quote

Lorna M. Campbell, a Digital Education Manager with EDINA and the University of Edinburgh, writes about the ideas shared and discussed at the open.ed event this week.

 

Earlier this week I was invited by Ewan Klein and Melissa Highton to speak at Open.Ed, an event focused on Open Knowledge at the University of Edinburgh.  A storify of the event is available here: Open.Ed – Open Knowledge at the University of Edinburgh.

“Open Knowledge encompasses a range of concepts and activities, including open educational resources, open science, open access, open data, open design, open governance and open development.”

 – Ewan Klein

Ewan set the benchmark for the day by reminding us that open data is only open by virtue of having an open licence such as CC0, CC BY, CC SA. CC Non Commercial should not be regarded as an open licence as it restricts use.  Melissa expanded on this theme, suggesting that there must be an element of rigour around definitions of openness and the use of open licences. There is a reputational risk to the institution if we’re vague about copyright and not clear about what we mean by open. Melissa also reminded us not to forget open education in discussions about open knowledge, open data and open access. Edinburgh has a long tradition of openness, as evidenced by the Edinburgh Settlement, but we need a strong institutional vision for OER, backed up by developments such as the Scottish Open Education Declaration.

open_ed_melissa

I followed Melissa, providing a very brief introduction to Open Scotland and the Scottish Open Education Declaration, before changing tack to talk about open access to cultural heritage data and its value to open education. This isn’t a topic I usually talk about, but with a background in archaeology and an active interest in digital humanities and historical research, it’s an area that’s very close to my heart. As a short case study I used the example of Edinburgh University’s excavations at Loch na Berie broch on the Isle of Lewis, which I worked on in the late 1980s. Although the site has been extensively published, it’s not immediately obvious how to access the excavation archive. I’m sure it’s preserved somewhere, possibly within the university, perhaps at RCAHMS, or maybe at the National Museum of Scotland. Where ever it is, it’s not openly available, which is a shame, because if I was teaching a course on the North Atlantic Iron Age there is some data form the excavation that I might want to share with students. This is no reflection on the directors of the fieldwork project, it’s just one small example of how greater access to cultural heritage data would benefit open education. I also flagged up a rather frightening blog post, Dennis the Paywall Menace Stalks the Archives,  by Andrew Prescott which highlights the dangers of what can happen if we do not openly licence archival and cultural heritage data – it becomes locked behind commercial paywalls. However there are some excellent examples of open practice in the cultural heritage sector, such as the National Portrait Gallery’s clearly licensed digital collections and the work of the British Library Labs. However openness comes at a cost and we need to make greater efforts to explore new business and funding models to ensure that our digital cultural heritage is openly available to us all.

Ally Crockford, Wikimedian in Residence at the National Library of Scotland, spoke about the hugely successful Women, Science and Scottish History editathon recently held at the university. However she noted that as members of the university we are in a privileged position in that enables us to use non-open resources (books, journal articles, databases, artefacts) to create open knowledge. Furthermore, with Wikpedia’s push to cite published references, there is a danger of replicating existing knowledge hierarchies. Ally reminded us that as part of the educated elite, we have a responsibility to open our mindsets to all modes of knowledge creation. Publishing in Wikipedia also provides an opportunity to reimagine feedback in teaching and learning. Feedback should be an open participatory process, and what better way for students to learn this than from editing Wikipedia.

Robin Rice, of EDINA & Data Library, asked the question what does Open Access and Open Data sharing look like? Open Access publications are increasingly becoming the norm, but we’re not quite there yet with open data. It’s not clear if researchers will be cited if they make their data openly available and career rewards are uncertain. However there are huge benefits to opening access to data and citizen science initiatives; public engagement, crowd funding, data gathering and cleaning, and informed citizenry. In addition, social media can play an important role in working openly and transparently.

Robin Rice

James Bednar, talking about computational neuroscience and the problem of reproducibility, picked up this theme, adding that accountability is a big attraction of open data sharing. James recommended using iPython Notebook   for recording and sharing data and computational results and helping to make them reproducible. This promoted Anne-Marie Scott to comment on twitter:

@ammienoot: "Imagine students creating iPython notebooks... and then sharing them as OER #openEd"

“Imagine students creating iPython notebooks… and then sharing them as OER #openEd”

Very cool indeed.

James Stewart spoke about the benefits of crowdsourcing and citizen science.   Despite the buzz words, this is not a new idea, there’s a long tradition of citizens engaging in science. Darwin regularly received reports and data from amateur scientists. Maintaining transparency and openness is currently a big problem for science, but openness and citizen science can help to build trust and quality. James also cited Open Street Map as a good example of building community around crowdsourcing data and citizen science. Crowdsourcing initiatives create a deep sense of community – it’s not just about the science, it’s also about engagement.

open._ed_james

After coffee (accompanied by Tunnocks caramel wafers – I approve!) We had a series of presentations on the student experience and students engagement with open knowledge.

Paul Johnson and Greg Tyler, from the Web, Graphics and Interaction section of IS,  spoke about the necessity of being more open and transparent with institutional data and the importance of providing more open data to encourage students to innovate. Hayden Bell highlighted the importance of having institutional open data directories and urged us to spend less time gathering data and more making something useful from it. Students are the source of authentic experience about being a student – we should use this! Student data hacks are great, but they often have to spend longer getting and parsing the data than doing interesting stuff with it. Steph Hay also spoke about the potential of opening up student data. VLEs inform the student experience; how can we open up this data and engage with students using their own data? Anonymised data from Learn was provided at Smart Data Hack 2015 but students chose not to use it, though it is not clear why.  Finally, Hans Christian Gregersen brought the day to a close with a presentation of Book.ed, one of the winning entries of the Smart Data Hack. Book.ed is an app that uses open data to allow students to book rooms and facilities around the university.

What really struck me about Open.Ed was the breadth of vision and the wide range of open knowledge initiatives scattered across the university.  The value of events like this is that they help to share this vision with fellow colleagues as that’s when the cross fertilisation of ideas really starts to take place.

This report first appeared on Lorna M. Campbell’s blog, Open World:  lornamcampbell.wordpress.com/2015/03/11/open-ed

P.S. another interesting talk came from Bert Remijsen, who spoke of the benefits he has found from publishing his linguistics research data using DataShare, particularly the ability to enable others to hear recordings of the sounds, words and songs described in his research papers, spoken and sung by the native speakers of Shilluk, with whom he works during his field research in South Sudan.

Share

Using an electronic lab notebook to deposit data into Edinburgh DataShare

This is heads up about a ‘coming attraction’.  For the past several months a group at Research Space has been working with the DataShare team, including Robin Rice and George Hamilton, to make it possible to deposit research data from our new RSpace electronic notebook into DataShare.

I gave the first public preview of this integration last month in a presentation called Electronic lab notebooks and data repositories:  Complementary responses to the scientific data problem  to a session on Research Data and Electronic Lab Notebooks at the American Chemical Society conference in Dallas.

When the RSpace ELN becomes available to researchers at Edinburgh later this spring, users of RSpace will be able to make deposits to DataShare directly from RSpace using a simple interface we have built into RSpace.  The whole process only takes a few clicks, and starts with selecting records to be deposited into DataShare and clicking on the DataShare button as illustrated in the following screenshot:b2_workspaceHighlightedYou are then asked to enter some information about the deposit:

c2_datashareDialogFilledAfter confirming a few details about the deposit, the data is deposited directly into DataShare, and information about the deposit appears in DataShare.

h2_viewInDatashare2We will provide details about how to sign up for an RSpace account in a future post later in the spring.  In the meantime, I’d like to thank Robin and George for working with us at RSpace on this exciting project.  As far as we know this is the first time an electronic lab notebook has ever been integrated with an institutional data repository, so this is a pioneering and very exciting experiment!  We hope to use it as a model for similar integrations with other institutional and domain-specific repositories.

Rory MacNeil
Chief Executive, Research Space

Share

Science as an open enterprise – Prof. Geoffrey Boulton

As part of Open Access Week, the Data Library and Scholarly Communications teams in IS hosted a lecture by emeritus Professor Geoffrey Boulton drawing upon his study for the Royal Society: Science as an Open Enterprise (Boulton, et al 2012). The session was introduced by Robin Rice who is the University of Edinburgh Data Librarian.  Robin pointed out that the University of Edinburgh was not just active, but was a leader in research data management having been the first UK institution to have a formal research data management policy.  Looking at who attended the event, perhaps unsurprisingly the majority were from the University of Edinburgh.  Encouragingly, there was roughly a 50:50 split between those actively involved in research and those in support roles.  I say encouragingly as it was later stated that often policies get high-level buy in from institutions but have little impact on those actually doing the research. Perhaps more on that later.

For those that don’t know Prof. Boulton, he is a geologist and glaciologist and has been actively involved in scientific research for over 40 years.  He is used to working with big things (mountains, ice sheets) over timescales measured in millions of years rather than seconds and notes that  while humanity is interesting it will probably be short lived!

Arguably the way we have done science over the last three hundred years has been effective. Science furthers knowledge.  Boulton’s introduction made it clear that he wanted to talk about the processes of science and how they are affected by the gathering, manipulation and analysis of huge amounts of data: the implications, the changes in processes, and why evenness matters in the process of science. This was going to involve a bit of a history lesson, so let’s go back to the start.

Open is not a new concept

Geoffrey Boulton talking about the origins of peer review

“Open is not a new concept”

Open has been a buzzword for a few years now.  Sir Tim Berners-Lee and Prof. Nigel Shadbolt have made great progress in opening up core datasets to the public.  But for science, is open a new concept? Boulton thinks not. Instead he reckons that openness is at the foundations of science but has somehow got a bit lost recently.  Journals originated as a vehicle to disseminate knowledge and trigger discussion of theories.  Boulton  gave a brief history of the origins of journals pointing out that Henry Oldenburg is credited with founding the peer review process with the Philosophical Transactions of the Royal Society.  The journal allowed scientists to share their thoughts and promote discussion.  Oldenburg’s insistence that the Transactions be published in the vernacular rather than Latin was significant as it made science more accessible.  Sound familiar?

Digital data – threat or opportunity? 

We are having the same discussions today, but they are based around technology and, perhaps in some cases, driven by money. The journal publishing model has changed considerably since Oldenburg and it was not the focus of the talk so let us concentrate on the data.  Data are now largely digital.  Journals themselves are also generally digital.  The sheer volume of data we now collect makes it difficult to include the data with a publication. So should data go into a repository?  Yes, and some journals encourage this but few mandate it.  Indeed, many of the funding councils state clearly that research output should be deposited in a repository but don’t seem to enforce this.

Replicability – the cornerstone of the scientific method

Image of Geoffrey Boulton during his talk

Geoffrey Boulton, mid-talk.

Having other independent scientists replicate and validate your findings adds credence to them. Why would you as a professional scientist not want others to confirm that you are correct?  It seems quite simple but it is not the norm.  Boulton pointed us to a recent paper in Nature (Nature v483 n7391) which attempted to replicate the results of a number of studies in cancer research. The team found that they could only replicate 6, around 11%, of the studies.  So the other 81% were fabricating their results?  No, there are a number of reasons why the team could not replicate all the studies.  The methodology may not have been adequately explained leading to slightly different techniques being used, the base data may have been unobtainable and so on but the effect is the same. Most of the previous work that the team looked at is uncorroborated science.  Are we to trust their findings?  Science is supposed to be self-correcting.  You find something, publish, others read it, replicate and corroborate or pose an alternative, old theories are discounted (Science 101 time: “Null Hypothosis“) and our collective knowledge is furthered.  Boulton suggests that, to a large degree, this is not happening. Science is not being corroborated. We have forgotten the process on which our profession is based. Quoting Jim Gray:

“when you go and look at what scientists are doing, day in and day out, in terms of data analysis, it is truly dreadful. We are embarrassed by our data.”

Moving forward (or backwards) towards open science

What do we need to do to support, to do to advise, to ensure materials are available for our students, for our researchers to ensure they can be confident about sharing their data?  The University of Edinburgh does reasonably well but we still, like most institutions, have things to do.

Geoffrey looked at some of the benefits of open science and while I am sure we all already know what these are, it is useful to have some high profile examples that we can all aspire to following.

  1. Rapid response – some scientific research is reactive. This is especially true in research into epidemiology and infectious diseases.  An outbreak occurs, it is unfamiliar and we need to understand it as quickly as possible to limit its effects. During an e-coli outbreak in Hamburg local scientists were struggling to identify the source. They analysed the strain and released the genome under an open licence. Within a week they had a dozen reports from 4 continents. This helped to identify the source of the outbreak and ultimately saved lives.(Rohde et al 2011)
  2. Crowd-sourcing – mathematical research is unfathomable to many.  Mathematicians are looking for solutions to problems. Working in isolation or small research clusters is the norm, but is it effective?  Tim Gowers (University of Cambridge) decided to break with convention and post the “problems” he was working on to his blog.  The result; 32 days – 27 people – 800 substantive contributions. 800 substantive contributions!  I am sure that Tim also fostered some new research collaborations from his 27 respondents.
  3. Change the social dynamic of science – “We are scientists, you wouldn’t understand” is not exactly a helpful stance to adopt.  “We are scientists and we need your help,” now that’s much better!  The rise of the app has seen a new arm of science emerge, “citizen science”. The crowd, or sometimes the informed crowd, is a powerful thing. With a carefully designed app you can collect a lot of data from a lot of places over a short period. Projects such as ASHtag and LeafWatch are just two examples where the crowd has been usefully deployed to help collect data for scientists.  Actually, this has been going on for some time in different forms, do you remember the SETI@Home screensaver?  It’s still going, 3 million users worldwide processing data for scientists since 1999.
  4. Openness and transparency – no one wants another “Climategate“.  In fact Climategate need not have happened at all. Much of the data was already publicly available and the scientists had done nothing wrong. Their lack of openness was seen as an admission that they had something to hide and this was used to damaging effect by the climate sceptics.
  5. Fraud – open data is crucial as it shines the light on science and the scientific technique and helps prevent fraud.

What value if not intelligent?

However, Boulton’s closing comments made the point that openness has little value if it is not “intelligent” so this means it is:

  • accessible (can it be found?)
  • intelligible (can you make sense of it?)
  • assessable (can you rationally look at the data objectively?)
  • re-usable (has sufficient metadata to describe how is was created?)

I would agree with Boulton’s criteria but would personally modify the accessible entry. In my opinion data is not open if it is buried in a PDF document. OK, I may be able to find it, but getting the data into a usable format still takes considerable effort, and in some cases, skill.  The data should be ready to use.

Of course, not every dataset can be made open.  Many contain sensitive data that needs to be guarded as it could perhaps identify an individual.  There are also considerations to do with safety and security that may prevent data becoming open.  In such cases, perhaps the metadata could be open and identify the data custodian.

Questions and Discussion

One of the first questions from the floor focused on the fuzzy boundaries of openness and the questioner was worried that scientist could, and would, hide behind the “legitimate commercial interest” since all data had value and research was important within a university’s business model.  Boulton agreed but suggested that the publishers could do more and force authors to make their data open. Since we are, in part, judged by our publication record you would have to comply and publish your data.  Monetising the data would then have to be a separate thing. He alluded to the pharmaceutical industry, long perceived to be driven by money but which has recently moved to be more open.

The second question followed on from this asking if anything could be learned from the licences used for software such as the GNU and the Apache Licence.  Boulton stated that the government is currently looking at how to licence publicly-funded research.  What is being considered at the EU level may be slightly regressive and based on EU lobbying from commercial organisations. There is a lot going on in this area at the moment so keep your eyes and ears open.

The final point from the session sought clarification of The University of Edinburgh research data management policy.  Item nine states

“Research data of future historical interest, and all research data that represent records of the University, including data that substantiate research findings, will be offered and assessed for deposit and retention in an appropriate national or international data service or domain repository, or a University repository.”

But how do we know what is important, or what will be deemed significant in the future? Boulton agreed that this was almost impossible.  We cannot archive all data and inevitably some important “stuff” will be lost – but that has always been the case.

View of the audience for Geoffrey Boulton's talk as part of Open Access Week at UoE

The audience for Geoffrey Boulton’s talk as part of Open Access Week at UoE

My Final Thoughts on Geoffrey’s Talk

An interesting talk.  There was nothing earth-shattering or new in it, but a good review of the argument for openness in science from someone who actually has the attention of those who need to recognise the importance of the issue and take action on it.  But instead of just being a top down talk, there was certainly a bottom up message.  Why wait for a mandate from a research council or a university? There are advantages to be had from being open with your data and these benefits are potentially bigger for the early adopters.

I will leave you with an aside from Boulton on libraries…

“Libraries do the wrong thing, employ the wrong people.”

For good reasons we’ve been centralising libraries. But perhaps we have to reverse that. Publications are increasingly online but soon it will be the data that we seek and tomorrow’s librarians should be skilled data analysts who understand data and data manipulation.  Discuss.

Some links and further reading:

Addy Pope

Research and Geodata team, EDINA

 

 

Share