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

Abstract

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 engage in it. Ongoing attempts to improve research credibility have, however, neglected an essential aspect of the academic cycle: the training of researchers and consumers of research. Principled teaching and mentoring involve imparting students with an understanding of research findings in light of epistemic uncertainty, and moreover, an appreciation of best practices in the production of knowledge. We introduce a Framework for Open and Reproducible Research Training (FORRT). Its main goal is to provide educators with a pathway towards the incremental adoption of principled teaching and mentoring practices, including open and reproducible research. FORRT will act as an initiative to support instructors, collating existing teaching pedagogies and materials to be reused and adapted for use within new and existing courses. Moreover, FORRT can be used as a tool to benchmark the current level of training students receive across six clusters of open and reproducible research practices: ‘reproducibility and replicability knowledge’, ‘conceptual and statistical knowledge’, ‘reproducible analyses’, ‘preregistration’, ‘open data and materials’, and ‘replication research’. FORRT will strive to be an advocate for the establishment of principled teaching and mentorship as a fourth pillar of a true scientific utopia.[working document here: https://tinyurl.com/FORRTworkingDOC]

The ideological basis of antiscientific attitudes: Effects of authoritarianism, conservatism, religiosity, social dominance, and system justification

“…The public's lack of knowledge about scientific matters-and the amount of misinformation that is shared through digital social networks-is increasingly viewed as problematic in American society (FORRT, 2019;Scheufele & Krause, 2019). Although ordinary citizens appear to be quite trusting of the scientific community in general (Funk et al, 2019), systematic analysis of online communication reveals that rumors, "fake news," and conspiracy theories about scientifically pertinent topics are commonplace (e.g., Lazer et al, 2018).…”

Improving evidence-based practice through preregistration of applied research: Barriers and recommendations

“…2. Stakeholders: By its very nature, applied research typically involves a wide range of stakeholders (Fisher 2009) including participants, funders, managers, employees, and interest groups, representing a number of potential barriers, including the need to discuss what can be preregistered and where. It is likely that stakeholders, particularly those outside of medical fields and academia, may require additional information to appreciate what preregistration constitutes.…”

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

“…We believe that teaching-and involving students in the discussion of-open scholarship and reproducibility has at least three unique benefits. Third, integrating open scholarship into higher education advances social justice which, whilst being the most fundamental, is arguably one of the most overlooked tenets of contemporary scholarship (11). Indeed, open scholarship, including open educational resources, is underpinned by the powerful idea that knowledge is a public good for all of humanity (11)(12)(13).…”

“…Third, integrating open scholarship into higher education advances social justice which, whilst being the most fundamental, is arguably one of the most overlooked tenets of contemporary scholarship (11). Indeed, open scholarship, including open educational resources, is underpinned by the powerful idea that knowledge is a public good for all of humanity (11)(12)(13). Current academic systems help perpetuate global inequalities with prescribed dogmas, reinforced hierarchies, and hidden curricula.…”