Anita Walz: We will go through in just a minute
the order of the session today.
Welcome to the 2023 Spring Open Forum
: connecting the Opens,
open access, open data,
open educational resources,
and establishing
your online scholarly presence.
Tonight we are going to take
about 45 minutes to do
four presentations on open access,
open data,
open education elements and experts.
Then we'll have some
discussion with the class.
At any point, you are very welcome
to add questions in the chat.
We'll have lots of time to discuss
more Q&A toward the end of the presentation.
I'd like my colleagues
to please introduce themselves.
This is the order in which we're speaking
and have each of
you introduce yourselves. Philip.
Philip Young: Hi everyone. I'm Philip Young.
I worked managing the repository,
which is out of libraries,
called VTechWorks.
I also do advising on all things open
access and give presentations
about our open access
policy here at Virginia Tech.
Jonathan Petters: Hello.
I'm Jonathan Petters,
Assistant Director of Data Management
and Curation Services.
I run our data repository,
so I'll talk about open data.
My case help with research data,
things of all kinds
including data management,
planning for research proposals.
Pleasure to meet you all.
Anita Walz: I guess I'm next. I'm Anita Walz.
I'm the Assistant Director
for Open Education and
Scholarly Communication Librarian
in the University Libraries.
I will be giving you an orientation to open
educational resources and
open education. Over to Rachel.
Rachel Miles: Thank you,
Anita. I'm Rachel Miles.
I'm the research impact coordinator
and I help a lot with
anything regarding research analytics,
particularly with publication
date and citation data.
But I also do a lot of work with
researcher profile systems such as what I'm
going to talk about today
on elements and experts,
orchid, Google Scholar profile,
and what you can do with the data,
the integrity of the data
and things like that.
Anita Walz: Thank you. After each presenter
will take a few minutes
to entertain a couple of
questions before we move
on to the next person.
Please put your questions in
chat at any point
and we look forward
to hearing your thoughts,
questions about how these topics
apply to you,
what you might expect as a future professor,
and what you might be
seeing today in the academy.
First presentation is open access.
I think you're muted.
Philip is our first presenter.
Philip
Philip Young: Thanks Anita. As I
mentioned that I manage
the repository at Virginia Tech,
which is where we host scholarship
for global dissemination.
That includes research articles.
ETDs, end up
there, theses and dissertations.
We have about 94,000 items in there now.
That's how we share
a lot of research with the world.
Next. First I want
to talk about how open access is defined.
We've been using this definition by
Peter Suber for many years now.
The way he defines it is
that it is digital, online,
free of charge, and free
of most copyright and licensing restrictions.
The first part of this, [NOISE] I think,
is pretty intuitive for most people,
you can get to it.
You can download it, that sort of thing.
But we often forget about
the second part of this definition,
which is free of
most copyright and licensing restrictions.
What that generally means is that there's
an open license attached to the work.
I've given an example here.
Typically this is a Creative Commons license.
These came about,
I believe, in around 2,000.
They are a license that goes
on top of copyright that
essentially gives permissions in
advance to do certain things with that work.
For this license I'm showing on this page,
CCBY is
the Creative Commons Attribution License.
It basically enables people to
do anything that they
would like to do under copyright,
as long as they attribute you.
That's already a standard in academia anyway.
But it does allow you to
post the article on other websites,
allows you to reuse the work,
again as long as you attribute it.
This part of the definition
is sometimes forgotten.
We say some things open
access if we can get to it.
But this is an important part of
Open Access that really
facilitates academic reuse.
Next. There are two paths to open access,
publishing open-access and posting
a version of your article.
Publishing would be publishing
an open access journal, for example.
Sometimes this is called Gold OA.
I'm not sure how these got
the colors assigned to them as shorthand.
But sometimes you might come across that.
That just means that
something was published open access.
Again, these are
published under a Creative Commons license.
For example if you publish
in an open access journal,
that will always be under
a Creative Commons license of some type.
There are six different types.
A great place to look
for open access journals is
the directory of open access journals
or DOAJ.
They can be found on the web at doaj.org.
It's a really handy place to look
for open access journals and discipline.
You can filter by all sorts of things,
such as whether they have access
at processing charge or not,
what kind of license they issue
articles under that sort of thing.
As I just mentioned,
many of them have taken on
this business model of charging
article processing charges or APCs.
It's important to know that
not all open access journals
have this charge.
Many journals are subsidized by a society
or a funder or that sort of thing.
Not all open access journals
require a charge.
We also have a fund here at
the libraries that helps
authors at Virginia Tech meet those charges.
It is supposed to be a bit of
a safety net for people who
don't have big grants such as
NIH and NSF grants.
Is only for fully open access journals,
not hybrid journals.
Hybrid journal is a subscription
journal that offers you
the option of publishing
open access for a fee.
Those fees and those hybrid journals
tend to be a bit higher.
The other way of making
your work open access is
by making a version of your article,
posting a version of
your article to a repository.
This is done via repositories as I mentioned,
like the tech works.
This is sometimes called Green OA shorthand.
Most journals will allow this on,
but they implement restrictions
on when and where you can do it.
Frequently there will be
an embargo imposed on your accepted version,
for example of 12 months,
really all the way up to 48 months.
I believe that's Elsevier has
embargoes going 12-48 months.
Most of them also
restrict posting to sites like
ResearchGate and academia.edu because those
are commercial
for-profits sites that aggregate research.
Most of the big publishers don't like
the fact that they
are aggregating research there.
You'll frequently come across
the word noncommercial.
Of course VTech works is noncommercial.
These are covered by
institutional open access policies.
No journal permission is needed
to post an accepted version.
This is the case here at Virginia Tech.
I'll talk a little bit more about
our open access policy later,
but it is a part of
US copyright law that
we can take advantage of,
that has been vetted by
our Office of Legal Counsel.
Here at Virginia Tech,
you can take advantage of
the open access policy in
that it applies to
everyone at Virginia Tech,
so grad students are included.
I should have also mentioned that about
our OA fund under
OA publishing that is also
available to graduate students as well.
Next. One thing that's
really important to clarify
in making your work
open access or the article versions.
This is important for
if you really want to have
your article out there
openly available to anyone to read it.
At VTechWorks and in many places we
defined three different
versions of an article.
The first version is
the submitted version or preprints.
You've probably heard a lot about
preprints and I've put
a little screenshot over
there on the upper right from medRxiv
and bioRxiv of preprints about COVID-19.
This really took off during
the pandemic because
peer review takes so long.
During a pandemic, there's not time for
articles to necessarily go
through peer review right away.
Researchers wanted to get their research out
there and
have other researchers look at them,
provide comments, that sort of thing.
It's important to note
they're not peer review,
I know that prints really tiny,
but the little yellow box,
that's what that says.
It says these are preprints.
These have not been peer-reviewed yet.
That's an important thing to remember.
Often people will post a preprint
and submit to a journal at the same time.
There is one caveat it is
important to know if you have a
target journal's in mind for publishing
it's really important to know
their preprint policies.
There are some journals out there
who do not allow preprints.
In other words, they do a search on
the text and if they
find it matches a preprint,
they'll say this has already been published.
However, preprints have become so
popular that they're changing
many internal policies.
I would say most journals
permit preprints but it
is important to check
if you have two or three journals
that you really want to publish and to
check the policies of those journals.
These are open access via
pre-print repositories like bioRxiv, arXiv,
their preprint servers,
in almost every discipline
now and they're OA by default.
You're wanting to get your article out there
and so it's a form of open access.
The advantages of making this version
available is that it's fast.
Of course, that was a major advantage during
the pandemic to get
COVID-19 research out there.
It also allows you, for example,
if you're writing a grant proposal
and instead of saying we're working on this,
if you have a preprint, you can just link to
it and show people what you're working on.
As I mentioned earlier,
you can get feedback on preprints,
sometimes ways of improving
the paper before you submit it to a journal.
In some disciplines,
priority is really important.
Who said something first
or discovered something first?
These are date stamped and so
you can get priority there.
The next version is the accepted version.
It has been peer reviewed that a journal,
and sometimes this is called a postprint.
As I mentioned on the previous slide,
can become open access
via the publisher policy.
Again, with some
restrictions on when and where
or if your institution has
an open access policy like we do,
which started in 2021,
you can put this in a repository.
That's a good thing to do because
repositories look after the work,
make sure the metadata is updated,
look after preservation, that sort of thing.
Now, these versions typically
lack the journal formatting,
and so they don't look quite as pretty
as their final published version.
But essentially they contain
all of the same information,
that the changes that the author
made as a result
of the peer review process
are in the article.
Then finally the published version.
If you publish in
a subscription journal or paywall journal,
typically you transfer your copyright
and you can't post that version
online anywhere
for most journals prohibit that.
That's something that many researchers
here don't necessarily understand.
They say, well I wrote this,
I should be able to put it
on my website wherever I
want but the journal
owns that when you transfer your copyright
and so typically you cannot
post that article online.
We also vet those submissions
to Virginia Tech to make sure that we
have the right to
host a published version of an article.
Those published open access,
as I mentioned earlier,
have a Creative Commons license on
it that permits us to host
it and so people publish
in some of the big open access journals,
plaza one, scientific reports,
those types of journals.
If it has a Creative Commons license on it,
we can host it in
the repository in VTechWorks.
We do have many articles
that were published
open access in their repository.
Next. Our open access policy,
as I mentioned, can be used by
anyone at Virginia Tech or
anyone at Virginia Tech affiliation.
It covers the accepted version
of a scholarly article.
Again, not the final published version,
but the accepted version.
We typically welcome submissions the day of
acceptance through a month after
publication with no embargo needed.
These versions are made
available to the world and VTechWorks.
We are indexed by all search engines,
Google Scholar on paywall and
so they do get quite a bit of usage.
We get about 3,000
downloads per day from around the world,
so it's heavily used.
When we implemented the policy,
we wanted several options
for folks to be able
to deposit their work.
The main waves through
elements or the EFARs system
which many faculty already use.
It is also available for grad students.
That's one way to deposit an article.
The second way listed there is simply
a Google form that
requires the article title,
the journal name, the DOI if you have
it and then the file.
The same information can just be
emailed to vtechworks if you want.
It will be in the repository
within a couple of days.
Why should we do this?
Because so many people don't
have access to research.
It's particularly a problem,
in low and middle-income countries.
Many scholars, their libraries don't
have the money to subscribe to
journals or large databases
and it's also a benefit to us as authors.
There's quite a bit of
research out there showing
that open access research
gets more citations,
more downloads, more reads,
has broader impact and so it's a win-win.
Next.
This is the guide to
the policy that covers
everything that you need to
know about the policy.
You can see the link there
in the upper left-hand corner.
This covers step-by-step,
how to go through the deposit process,
has a lengthy FAQ.
This actually took about four years
to develop and get past here Virginia Tech.
We get a lot of questions from
people and we added those to the FAQ.
How to prepare your version.
Some information about VTechWorks and so on.
That's really the place to
get information about the policy.
Next. This is an example
of an accepted version.
What I have circled at the top
is what we think of as a good practice,
which is simply announcing that,
hey, this is an accepted manuscript.
Here's the full citation.
You can see there's
the citation with the DOI link.
If you want to go to the published version,
you may hit a paywall when
you give that published version,
but you can always see it there.
As you can see, it's not as pretty
as the final published version.
It looks more like
your version that you can post in word.
But this is a way to make
peer-reviewed research available to folks.
Next. We have lots
of resources about open access.
Again, the policy guidance link is there.
You have questions about the policy,
an email address there's openaccess@vt.edu.
Questions about deposit, you can
email us at the repository.
We also have a general open access guide.
You can see near the bottom
there that covers more
about open access journals
as well as open-access books,
which are really taking off in
the social sciences and humanities,
and a link to
our open access fund there at the bottom.
I think we have time for a few questions.
If there are any,
I'd be happy to entertain them.
Anita Walz: >> There was one question in
the chat asking,
is posting an article version
like posting on Bio Archive,
how is this the same
or how is that different?
Philip Young: >> I'm not sure if I understand.
Is posting an article version
like posting on Bio Archive.
Yes, that's a pre-print archives and
so if you had a preprint and you
wanted to get it out there quickly and
get some feedback on it and so on,
then you could put it on
Bio Archive or whatever
your disciplinary and repository is.
You can put that pre-print there.
I can't remember right now if by
Archive host post prints,
I don't think they do,
but the regular archive,
which is popular in physics,
astronomy, math, computer science.
Often people will post the pre-print there.
And then when they get it
accepted in a journal,
they will post the accepted version there and
so those works will always be
open access even if
the published version is behind a paywall.
I hope that answers the question.
Anita Walz: >> There's another question
in the chat which you
know about the rules for
translating your published work?
Does that fall under Creative Commons if it's
posted to a personal website?
Philip Young: >> Yes.
Creative Commons does have
some bearing on that.
I believe translation would
be legal with a Creative Commons license,
unless there's
the no derivatives license on that.
Anita, is that correct?
Is that your interpretation? All right.
I think you probably know a
little bit more about
Creative Commons than I do.
But there is, there
is a licensed layer called no derivatives,
which means that in
a translation would be a derivative of
the article and so that would prevent
any translation of the article.
They would have to
contact the copyright owner.
If it's your article, they
would have to contact you for
permission to translate that article.
But under the other licenses,
the attribution license,
the non-commercial
license translation would be permitted.
Anita Walz: >> I guess the question that I
get most often is,
how can we get around these embargoes?
Why is this legal?
Philip Young: >> Wealth for most academics
who are not at an institution
with an open access policy.
These are publishers giving
you back some rights
that you assigned to them.
So most publishers traditionally
have accepted your articles,
said they're going to publish it in
exchange for
that copyright transfer agreement.
Typically you have to sign a legal agreement,
signing over ownership to
the journal and then
they give you some rights back.
Most of them. Some don't.
There are some journals out there
that do not permit pre-prints,
do not permit accepted manuscripts,
and have no open access options.
That's changing and there's very
few of those journals
now, but they are out there.
It's a condition of ownership really.
The journals don't have
to give you any rights back,
but most authors expect
them and so it's good to take
advantage of them where you
can add an open access policy institution,
like Virginia Tech you don't
need the publishers permission.
You can upload your accepted version
without any embargo
whatsoever the day it's published,
you can also make an accepted version
available to the world.
That answers your question.
Anita Walz: >> Yes. Thank you. You can
put it in multiple repositories if you want,
like Bio Archive and Virginia Tech quirks.
Philip Young: >> Part of Virginia Tech's
open access policy is
that grant of a non-exclusive license
to the university and
when the deposit happens,
the university actually shares
that non-exclusive license with the author.
You can also put
the accepted manuscript on
your personal webpage,
another disciplinary repository,
wherever you'd like to put it.
Yeah. John just posted a link
to the policies that
are coming down the road.
The large federal agencies,
particularly the NIH, had
an open access policy,
or has an open access policy,
but it allows a 12 month embargo as,
I guess, a concession to the publishers.
The publishers, many of them make a lot of
money and so they
have lobbyists and Congress.
Elsevier, for example,
has several lobbyists and they
lobby on publishing issues and so this was
a concession that 12 month
embargo on NIH funded
research becoming
open access on PubMed Central.
That was a concession to publishers.
But these new rules
coming down the road in the next year or
two are going to require
open access
immediately for the accepted version.
Anita Walz: >> Okay. I'm sure
there will be more questions,
leader, but thank you very much,
Philip and we're going
to invite Jonathan Petters
to talk with us
about another type of open data.
Jonathan Petters: >> Yeah. We'll do.
Yeah. So John Patters again.
We already did our introductions.
So I want to talk a lot about open
other research outputs and
data being the primary one we'll talk about,
but other outputs. The next slide.
The little actually all
be asking for your look like
in quickly here any of my apologies.
Sharing other research outputs,
apart from manuscripts and textbooks,
which Philip went through quite a bit.
Because what is this Internet thing?
It's probably not a fad.
It's probably sticking around.
We can share other things that are in files.
That includes data underlying publications.
That includes software, includes protocols,
all these other things in
research that can be shared via
files and shared through
the Internet. We can make available.
That's cool. Well, why
would we want to do such a thing?
Well, there are a couple of reasons here.
I'm going to point out
first on the left here,
this article from a few years ago now
from biotech giant publishes
failures to convert to high-profile science.
Amgen is a big player in
the biomedical research area.
A couple of years before
this article is printed,
they tried to replicate
the research results of
53 landmark cancer papers.
They fail to reproduce or recreate
the results for 47 of this 53 papers.
This caused quite a stir.
We'd like to thank our research is
reproducible and we're building
on top of knowledge as we go and they
found maybe didn't say it was wrong,
that instead the research was wrong.
They just said they couldn't reproduce it and
that was a little worrisome for people.
This is not the only place where
reproducibility has been concerned.
Psychology, we're doing CyberKnife
comes from as psychology has
Alcides concerns about reproducible research
and insights and other disciplines as well.
Sharing data underlying our manuscripts
and published research can enhance
this transparency and then its integrity
and it could enhance
reproducibility of the work.
Make it more likely we can
recreate the results so somebody else's
published and on top of that
can also facilitate new research pathways.
The data that I created in
my meteorological research
when I was still doing it,
maybe is usable in
some other discipline and
some other research fields
that I'm not even involved with,
if I made it available to them.
There's a few reasons. One I'll also add,
since Philip mentioned about citations,
there had been some articles or
studies that have determined that if you
make the data underlying
publication available,
that the manuscript itself can be cited more,
presumably because
it's easier to follow the work.
A good thing for researchers to.
Now little skipping there. Go back one more.
It's not just good, happy,
weren't fuzzy reasons to
do more sharing of things.
The federal government is big on this too.
It's already just mentioned
putting the link here
about this news embargoes
ending and more sharing of
federal results that includes data.
A lot of the federal funding agencies
require more data-sharing.
From like NSF, USDA,
and NIH has recently put in a data policy
that was just an idea
last month around sharing more data.
Federal government, federal agencies
and private agencies are both
private founders are also looking for
this and also publishers.
So PLOS is a big general publisher.
Has a set of
data availability statement requirement
since 2014.
They're going to publish in PLOS.
Where's the data?
Where's the data going to be?
How somebody's going to get
access to that data?
Science and Nature have all
followed suit as long
with many other publishers. Next slide.
There are some motivations
why we might do this,
but it's not just
openly sharing the data with other people.
Probably you're doing this already.
I'll open question to you all.
Let's see if anybody
wants to pay anything in the chat.
Have you used or are you using
another person's research data or
software in your current
research that you're doing right now?
Yeah. Maybe an advisor's research outputs,
a fellow graduate student's research
outputs. Anybody doing this right now?
Then the next question would
be, how's it going?
Or how did it go?
I'll wait a second to see if
anybody thinks to put it
in response. Usually there's a few people.
Philip Young: Yeah, I can share experience.
Does anyone of you here know GitHub?
Jonathan Petters: Yes.
Philip Young: GitHub is a platform where they share
the code or packages they have used.
I have tried to use a GitHub package to
analyze some data using
the method they proposed.
I have found out when I want to apply
their codes in my own codes
and in my own data,
there's so many misalignment of the usage
and the environment of
the coding also needs to be specified,
which they haven't mentioned
in their GitHub repository.
Which is super annoying because
I want to use their package.
But then I have to spend
lots of time to figure out how
to conjugate my coding environment
to be able to use their package.
Jonathan Petters: Yeah.
There's important contexts that they
did not write down that you had to
figure out on your own some other way.
Yeah, it's a drag. I'm sorry.
That took more time than you were expected.
Erica, do you want to say
something about that?
Rachel Miles: Sure. Yeah. I just wanted
to talk about how I study
paleontology and
especially vertebrate paleontology.
Ownership of fossil data
and also digitized and CT scans
of fossils is really extreme.
I have received CT scans from people.
People have asked me for CT scans.
There's a huge movement
in paleontology and especially in
museum collections to make all
of our material more
accessible by uploading it
into open-source places,
repositories like morphous source,
Sketchfab, etc.
This is all stuff that's also
going into the world of pit.
So far it's been going well,
but I think
the newer generation of paleontologists are
more accepting of it versus
some people in paleontology
are very protective.
Where you can be at a museum
and they won't even let you
take a photograph of
a fossil because they're like,
no, this is mine.
Jonathan Petters: I like to call it data mining.
My data is mine, your data is mine.
I'm glad to hear there is
a little bit more sharing potentially
going on in this area.
If everybody agrees to do it,
we all benefit because we see
about everyone else's data,
including mine, if everyone agrees,
apart from being possessive.
So that's great. Thank you.
Thank you for sharing that.
I'm glad to see a lot of other
input here in the chat,
I see some people saying actually
opposite from what [inaudible] I
hopefully I said that right.
Say, some people
said this wasn't such a big deal.
I've used codes on GitHub, no big deal.
I've used analysis from our lab manager.
Well, having a lab manager available makes it
easier to make sure
you have them to ask questions.
Again, from GitHub actually
saving lot of time.
Working with four years of data as a GRA,
difficult to get up to speed on
the code to use and how
the project standard of crime.
A lot of times this
does take time and effort,
to use other people's work.
But as I say,
actually it's really nice to hear
some positive stories here. It's really nice.
Anita Walz: We use OSF, which
[NOISE] is for mostly psychology.
It's okay. But one of
my collaborators who is blind
and he finds it
to be very difficult to navigate through.
So I end up doing most of the depositing.
He's discussed with them
multiple times and they
haven't changed the way
they do their folders and things like that.
So yeah, not very accessible.
Jonathan Petters: That is also
initiative that we're all
encountering when we're trying to
make the data available.
There are lots of tools available to help
with manuscripts of all kinds.
How do you do that for
files and then for the interfaces.
Web interfaces are still
a challenge for a lot of people,
but then the files
in the content within the files,
how do you make this accessible
is not something
anybody is really interested.
It's a brave new world.
So there's a lot to figure out.
Thank you very much.
Pretty storage here, that's great.
I'll try and zoom through
the content a little bit more and make sure I
get my colleagues
some opportunities to talk about
other things too. But this is good.
I'm glad to hear you've already
encountered some issues around,
around sharing data and
considerations are in data.
Let's talk a little bit more about
them. Next slide.
It sounds like a nice
happy world we all like to live in,
but there are a lot of barriers
to it and we've heard about some of them
already here. Technical barriers.
Again, somebody already mentioned
accessibility of its interfaces.
Somebody's got to
build the infrastructure for
these things that David
is sharing doesn't just happen.
We have to preserve the contents somehow.
We have to make
it available and discoverable.
These things take time and effort to
make and they're not built a day.
That's one thing.
Then there's still some technical issues
that have not been addressed.
I won't go into a lot of detail,
but it's not as simple as just sharing
files necessarily. Legal issues.
There are different kinds of data
where we have to worry about laws,
human subjects data, so data
originating from people.
Generally speaking, the tradition and
legal framework around this
is you do not share that stuff.
There's protected information inside there.
You are breaking the law, you're going to be
sued and the university is going to be sued.
There are ways to do
this properly and appropriately,
but they take a lot of technical effort
and there are concerns about liability.
Who's to blame if something goes wrong?
A lot of fun questions there.
We just heard about this
through Erica and through paleontology,
who owns the data?
There's a lot of fun questions
about data ownership.
Legally data, there's not
a really strong legal framework
around data ownership.
Generally speaking,
with respect to the university,
most of you being graduate
students in the university here,
generally, the university owns the data that
you're working with and
how we're creating it.
Not in every case, but in many cases.
If you're working under funded research
or sponsored projects,
the university owns the data and
your advisor is
responsible for stewarding that data.
Most of the cases it's not your data.
It's the university's data.
So something to talk to your advisor about,
especially before you finish your degree.
You want to know what they think
about that. Cultural issues.
This is something that is
currently coming up a lot in a lot of
different disciplines and there's
a variety of cultural views on data-sharing.
In some cases, in
some disciplines like astronomy,
environmental science,
they've been sharing data for decades for
very big projects as
you use the term here, big science.
For big projects, there's a lot
of data sharing for a long time.
Researchers working in small little labs
with a couple of students
and maybe a couple of colleagues,
that kind of data has not been
shared for a very long time.
Getting that moving and shareable
is the cultural change that
is currently happening and it's
happening faster in
some cultures than another.
Some disciplines has to know this.
Finally, in the end, hey,
we're going to share all this data.
That's all nice and well
, who's going to pay for that?
Who's going to pay to make that happen?
Where's that money going to come from?
Nobody likes it when asked that question
because it's hard question to
answer and nobody wants to answer it.
At some point, we'll
just find money trainees.
There somewhere out there I'm
sure that we won't have to worry about
this problem. Next slide.
So far, if I'm trying to get
one good thing for you all to
think about as you're doing your research,
dissertation or thesis,
couple of good acronyms so you'll
know to put together.
Aim for creating FAIR data
and putting it in trustworthy repositories.
FAIR standing for,
as you see here on the left,
findable, accessible,
interoperable, and reusable.
It's a nice snazzy acronym to try
and say making quality data and
making it available as available
as we can and does findable as possible.
Putting it in good repositories,
trustworthy repositories that are doing their
best to make sure that that data
stays available for long term.
It has good meditate
on it as they're thinking about
the community that they're trying
to serve that repository
is something to aim for.
Good data and good repositories.
Another good catchphrase to think about it as
open as possible and as close as necessary.
Trying to move us towards
where a default in research
where the default is that
we are making all this stuff accessible.
But noting that there are
cases where we cannot,
data that is originating from
human subjects may not
be possible to share it.
Data coming from National Security Research
or Department of Defense Research.
Probably not putting that up on
a public repository anytime soon.
If it's funded by proprietary organization,
probably will not be shared as well.
There are reasons not to share data.
But moving to the default
of we were going to share this data
because it's ongoing research
and we want the research to
be used and built upon.
Next slide. We do run
a data repository in
the university at the university and
libraries called
the Virginia Tech Data Repository
aptly-named.
We have plenty of research data from
graduate students supporting
their thesis, dissertations.
We'll be happy to help you
make your data available,
supporting your research as well,
and supporting manuscripts as well.
Like if you have an open access
manuscripts that you've developed
through the methods that Philip talked about.
We can make the data
available with them as well and
have the data linked to the
manuscript and vice versa.
There are many other repositories.
We're not the only game in town.
We will provide you an in-person support,
which is always nice,
but there are plenty
of other data repositories
down here at the bottom left.
Our E3 data registry
research data repositories
has a nice search interface to find.
I think they have around 2,000
repositories index around the world right
now and there might
be repositories that are of interest
for you to deposit your data or to
find data that might be
associated with your research.
If you want to have help
navigating this world data repositories
we're of course happy to talk
to you. Next slide.
That's the last thing I want to say.
We're here to
help you share your data openly,
and for all those things research data on
just one small part
of our Data Services team.
We provide a lot of
different research data support
within Data Services. This is one part.
Please feel free to contact us
at dataservices@vt.edu,
and we will be happy to help you and if we
don't do the thing
that you want to have help with.
The great thing about the library is we are
a wonderful connector to other things
that are happening on their university.
So we may not do
everything about research data,
actually nobody in the university does,
but we'll connect you to the people who do.
I will stop there. Thank you very much.
Anita Walz: You do have
some help for people to put
together a data plan
before they actually collect it?
Jonathan Petters: Yes. That's actually
one of my responsibilities,
helping researchers
make data management plans
for research proposals.
That has been a very popular
service since the NIH
put out their new policy
that just started last month.
But yes, I've done that for dissertation,
doctoral dissertation improvement grants
as well,
and as well done that for several students.
They don't just have to be for proposals.
If you're just starting up
a research project,
and you want to make sure
you have a good plan
for how you're gonna manage your data.
Just for less stress, less trouble,
less chance for, oops,
did I delete the wrong directory?
Please don't tell me I deleted
the wrong directory. We're here to help.
Anita Walz: Or the worst is,
what do all these codes in
my Excel spreadsheet mean?
[LAUGHTER] I don't remember what I did here?
Jonathan Petters: Following that,
your most likely collaborator
on your research is you in six months.
Be kind to you in
six months and write this stuff down.
Anita Walz: Is one male or female?
2, 1, 2.
[LAUGHTER]
Jonathan Petters: Document, document, document.
Anita Walz: Are there other questions
or any certain thing you want to add?
John, is there anything that you think
people should be asking that
they're not asking right now?
There have been some worries
about other people stealing your data,
and do you have any advice
about whether that's a valid worry and if so,
how to manage that.
Jonathan Petters: They're all being scooped concern.
It is a concern
and I cannot tell you that it never happens.
If you make data available,
especially as an early career researcher,
make data available, there might be
somebody out there who
knows a lot about that research field
and can use that data faster than you.
I think it's very
unlikely that this is going to happen.
It's hard to get good data
on whether how often this is.
Is certainly a big concern,
you can pull people and
people are worried about this kind of thing.
But I would generally say if you've been
working with your data
as at the end of your doc degree,
nobody knows your research
better than you, including your advisors.
They do ask you questions
to make sure you've checked off your boxes,
but you know the most about it.
That's going to be true for other
research in the end as well.
It is a hurdle a little to get across,
that being worried about this.
What I would say is if we can
get to the path to get
to the other side of it,
you now have access to
everyone else's data in
addition to the data that you can generate,
and there's a lot more you can do with
your research when you have
access to everyone else's fair data?
Anita Walz: Sure. Then on
that point, during the pandemic,
one of the things that I was
trying to encourage
students to do was to
use already accessible data.
There's an infinite amount of data
out there that's been collected already.
In many areas,
there are some huge
databases that can be mined
for new hypotheses or
to test new hypotheses, etc.
But how do you know if you have
that one of these big data sets
and you're asking a question,
I guess it's like any other research,
you just have to do your
background research to make
sure that no one's already
done that particular analysis.
Jonathan Petters: Is a secondary data analysis in the end.
It's just similar to previously,
if you would have just had access to
data that was produced in your lab,
it's still secondary data analysis.
What you have
a greater expansive data to choose from,
you may have a harder time
getting the quality of that data.
That can be a challenge
as it's available online,
but you do still
have the same questions of like,
I'm trying to answer this research question.
How does anybody answer
that research question,
and how they answered it?
Were there still openings
in new questions to ask?
I appreciate your pointing
out that there were plenty of people
asking for data to use for students,
especially during the pandemic when you
couldn't go get more data.
Interaction with other people was problem.
Getting places was a problem.
There's lot of secondary data usage
pushed by the pandemic.
Anita Walz: Things are quiet,
let's take five-minutes and
everybody gets a break and we'll come back.
I'll put a timer.
If somebody knows of
a great timer off the top of your head,
let me know and [LAUGHTER] we
will put it on the screen.
But we'll be back
here at 06:58 Eastern or let's see,
it would be 4:00 not 5:38,
or so.
Let's see if I can find the timer app.
We'll see you in just a couple of minutes,
in just about five-minutes, thanks.
FEMALE_1: Professor Amy, may I
ask a question in the break?
Anita Walz: Sure. Go ahead.
FEMALE_1: Thank you. I was just wondering
about the topic in terms of this,
it says an essay of 10 pages. [OVERLAPPING]
Anita Walz: It's 06:50.
I hope you're all back.
Welcome back, everyone.
Thanks for coming back.
Our next topic is open educational resources,
and I'm delivering this section.
Please raise your hand
or indicate in the chat if
you have heard of
open educational resources before.
Would love to know
if some folks know what these are.
Looks some people know
and some people are on their way to learning.
Open educational resources are
freely available to anyone.
They have permission given upfront.
You don't have to request permission.
May customize, may I use, may I adapt?
Permission is already given
and they can be in almost any format.
I'd like you to read this definition
and then we'll talk about the parts
of it that are the most important.
As I mentioned,
open educational resources are
freely and publicly available.
They tend to be teaching
and learning resources,
but they can also be research resources.
They have a common characteristic
in that they are
either free of copyright
there in the public domain.
In other words, that's another way
of talking about free of copyright.
That's very different than being free online.
Or they have been released under
a license that allows their free use,
reuse, modification, and sharing.
Very commonly known as
Creative Commons licenses, GPL licenses,
all kinds of other licenses
that permit for use,
reuse, modification,
and sharing and they can be almost anything.
We see open educational resources
that are complete and full courses.
If you have heard of MIT,
MIT OpenCourseWare,
that's a good example of a full course.
Course materials could be
anything from learning resources,
slides, textbooks,
videos, interactive figures.
Other kinds of tools that are
also used to support access to knowledge.
Think about a broad range
of things that you could use in
your classroom of
the future or your classroom
now and what would it be
like if those things were freely
available to you and if
you could adapt them so that they fit
your students well and they
fit best the way that you teach.
There are some overlaps
between OER and Open Access.
They are both always
free and accessible without restriction.
There are resources available
that help the creators of both.
Even if something is not
an open educational resource,
you can still use
Open Access resources in a course.
In open educational resources are
generally considered to be open access.
Two other small points.
As I mentioned, public domain materials
fall into the category of
being not having a copyright
that you need to be concerned about.
Creative Commons licenses are
really what enables these types of things.
How are these two concepts different?
OER are related to teaching and learning.
Whereas we commonly think of
Open Access is related to scholarship.
Could be a wide variety of materials,
as you've already heard from Philip and John,
could include data,
books, videos, methodologies.
We had created
a handout a couple of years ago
because faculty said it
was asking me what is the difference.
Open educational resources and open access,
one tends to be related to teaching,
the other related to research.
In analog and digital environments,
we see many things being open access,
but we see a lot
of things that are considered
open educational resources
in the print world.
We see open textbooks
such as this one that is created here,
sorry about the blurring screen,
that's created here at Virginia Tech.
That is print,
it's a paperback book.
But it is also available
as a free electronic book.
Then these types of works are
differentiated by what you can
do with the sort of license that's on them.
Some licenses,
Creative Commons licenses given more freedom.
Some give less freedom,
but most are considered
to be at least publicly available.
There are some differences of opinion here,
but most of these
are things that you can adapt when
a Creative Commons license allows you to do
so and doesn't restrict
you from making derivatives.
There are multiple Creative Commons licenses.
A few different resources
are available in multiple languages.
If you want to learn
about the licenses in Spanish,
these are global licenses.
Sometimes you'll see
the different forms of currency in
the non-commercial marker as
well as you'll see these
translated into a lot of different languages.
We have a few different resources for you
in comparing and contrasting
the Creative Commons licenses,
as well as it really easy
Berkshire to
describe some of the differences.
It would be fun to know who
has seen these kinds
of licenses and what you've seen them on?
Perhaps you've seen them on articles,
perhaps you've seen them
on other types of resources, on books.
People have told me, I've seen these
on games, on knitting patterns.
These are in the world around
you and they can be applied
on any creative work
as a way of telling someone,
hey, I want you to be able
to do these other things
which are typically not able to
do with this original work.
Why does this matter?
These matter because works
are automatically under copyright,
even if you do not add a copyright symbol.
Secondly, because copyright
lasts a really long time,
it lasts your entire life plus 70 years.
When you pass, it goes onto
your descendants and
it's still under copyright,
even though you're gone.
Lasting very long time
and it does cause a lot of problems.
Something that you could use in your class
under a copyright exemption called fair use.
It's very fine to
use in your class and many situations.
We can go into more detail as you
would like to talk more about fair use.
But what you share more broadly,
perhaps outside of your class,
if you wanted to share your course materials
more broadly with a larger audience,
your situation is a little bit different,
and you can't share quite as freely.
There are problems both in
the US context and in
other places beyond the US.
Another question.
Another reality that we face
is in many places and wherever you're from,
you probably have experienced not having
books or not buying
books because they're too expensive.
That's also the situation here
at Virginia Tech and in many of
the schools in
the United States that students are
not purchasing or renting
particular books because
they're too expensive.
You see them being on the red side of
the inflation and does
not include the last two years.
But you also see a
flattening out, not a decline,
but there's some competition
here in the market,
which is causing the prices for
college textbooks to
flatten out a little bit.
Not to go down again,
but to flatten out,
which is pretty interesting.
Why does that matter?
Because students over all
believe that they will earn a grade that
is not as good as they
could have had they purchased
the materials that are required for
their course or they believe that
they would fail a course because
they did not acquire
the materials that were needed.
These things have real academic impact on
many students that are
in the classes that you teach now,
that you will teach in the future.
Perhaps you'll see yourself in some of
these things and you'll
have experience, the stress,
and the difficulty of having to acquire
materials where the temptations
to acquire them in ways that are not legal,
and that you just feel
like you don't have a lot of options.
So why is it the slide?
We have five major publishing companies in
the US that own about 80 percent
of the market share.
They are developing a lot
of different options
where the results is
that students have fewer decisions.
It's difficult if you want
to keep your books.
Maybe you want to not have to rent,
and you would really like to put something on
your shelf and keep
it and be able to refer back to it.
We see publishing companies
really pushing toward
rental programs that charge students
directly and students don't
really know that they're getting charged.
We also see that authors and course
material selectors don't
have perfect information.
They don't have perfect incentives
because they're not the ones who are paying,
and they don't have great options sometimes.
It's difficult to make good decisions.
Then always do we always favor
the lowest cost things when you're the one
buying it and you know
that this one and
you just want the cheapest version?
Yes. We often favor,
as readers, what is
easiest for us to get, just human nature.
There's a lot of piracy
that goes on in a lot of
sharing that publishers
don't really care for.
Lots of challenges in the space.
But what I'm here to tell you about today
is a different way of
looking at these kinds of resources.
We're looking at open educational resources
and lots of different formats.
They could be books, they
could be online resources,
they could be be videos
as a future instructor.
There are different ways
that you could choose to get involved.
You can review these materials,
you can choose them for
your courses if you decide something.
Doesn't quite fit and you want to make
changes and you'd have
enough changes that you really wanted to go
through the effort of making
a changed version.
You can adapt. If you are starting
from scratch and you're
starting brand new and you want
to create something entirely new,
there are those options.
So let's take a look
at some of the things that are available.
One place to look is
the Open Textbook Library.
They have over 1,100 open
textbooks here, all different levels,
all different topics, all openly
licensed in a way that you
can use them freely,
you can share them.
You could use a couple
of chapters here and there.
You could adapt them if you wanted to.
This is an example of a recent adaptation.
This is adopted by
an instructor in geosciences
and Dr. Nasser's book
was published just in
December and it is very popular.
So she has over 20,000 downloads worldwide.
She used three different books
and combined it into one.
And it is freely
available online and it's
being used here, Virginia Tech.
It's really fun to see
these things being created and used here.
Other times, you may at
some point in your career
decide that you want
to work with a team to edit
a collection of essays or of articles,
or of chapters, perhaps
with a professional association, perhaps not.
This is one example of a group
from the US and Ireland who
chose to do this and
developed a book that has 26 chapters,
and is very large for Biosystems Engineering.
Sometimes people create novel formats.
One of the pedagogical problems in
veterinary medicine is that you cannot
see through an animal.
So you can't do that.
It has skin that has muscles.
You can't really see what's inside.
In order to euthanize
fewer animals and to enable that trend,
the School of Veterinary Medicine with
another group on campus
through and icat grant.
A grant from the libraries developed
a virtual reality dog
that you can look inside of,
you can flip over, you can look at
the different parts of the dogs anatomy.
Other times people are creating
videos for instructional purposes,
and this is one series of
videos that were created
by the vet med school.
Sometimes departments will say,
"Hey, we think this is great.
We really want to enable
access for all of
our students in these very large classes."
They may do this over several years.
This particular book is
in its fourth edition.
It's used for the intro level course
in business here at Virginia Tech.
It's freely available online
in lots of different formats.
Then you can buy the print version for $10.
Really exciting to be able to
offer this to students who might
otherwise not bother to read the book
or might be in
a difficult position of needing to find
$200 suddenly to be
able to purchase their course material.
This also removes the complaint,
well, I didn't have the book.
[LAUGHTER] You have the book,
and then your job as the instructor is
oftentimes to motivate the students
to actually use the book.
So that's another side
of the work that you may be
doing in the future as a professor.
Creative Commons licenses,
as we talked about before,
come in many different combinations.
From the very top,
they are the most open when
they have no attribution,
when they do not require
the creator to be named.
These do. Then we
slowly go down the list and say,
we discover these other icons,
these other symbols that
require us if we were to
use this particular license,
the buy SA license,
to put the same license on our work.
We may discover that something
has a by ND license,
which allows us to
put the material on hosted wherever we like,
but we cannot change it.
We might find that some type of material
does not allow primarily commercial use.
Then we see combinations of
these different icons in
some of the least open resources,
they're still valuable,
but there's just a little bit
less than we can do with them.
Lots of options here.
Would love to hear your ideas
regarding what licenses would
you choose if you are
creating something that's new?
Why would you choose that?
These are again,
the major Creative Commons licenses
from the most open to the least open.
You'll see they just get a little bit more
complicated as you go down the list.
Yes, that's right. All of
these as I mentioned are publicly available.
They have free public access,
but just the ones that allow
you to adapt and to
modify are those that
are considered to be
open educational resources.
All of the licenses,
none of these keep you from
implementing materials
under fair use for your teaching.
It's important to check and
see what sort of permission you have,
what does this particular license mean?
What do I have to do?
What must I do?
Generally, the same goes as data,
as open as possible and
as restricted as necessary.
We try to make things as open as we can,
but when we need to restrict it, we do.
Let's see what else.
Some of the things that we
have created at Virginia Tech in
the last seven years
include; textbooks, test banks.
We've also worked with professors to create
slide decks and question banks,
some interactive graphics,
some audio materials.
If you're in the arts or humanities,
you might be interested to know
that there's an archive
of theatrical performances that
has guide book that goes with it.
Really the sky is the limit
when it comes to creating
materials and the types of things that
people are interested in
making for their courses.
>> We have already covered that.
I want to leave you with
a few different places to look to find
these types of resources and
with two different categories.
As I mentioned, these are in
many different formats.
Some are videos and
syllabi test banks and
these wide variety of things,
and everybody knows what a textbook is.
We have a whole bunch of
people who are really excited about
textbooks and lots of people
who are excited about
other learning resources beyond textbooks.
I'm going to hop over here just
really quickly to say there
are over 5,000 books
in the Pressbooks directory.
There's quite a lot
here and it's really exciting to
see what things people are writing.
What wide variety of materials
that the people are
working on and are sharing with other people.
It's really quite exciting.
I want to mention one other thing in
that we talk about content.
We've talked a lot about
open educational resources as a material.
But there are some practices that are quite
valuable that go along with these resources.
First and foremost is to keep
students at the center and to
keep students' needs centered
in the process of developing your courses,
your course material,
deciding what you're going to use.
As you might notice,
we're interested in sharing without cost.
But we're also really interested
in providing and getting
and receiving feedback on
work and in experimenting with
teaching and learning as
ways of growing in the profession,
and of giving other authors credit.
These are six of the core values.
I think these are pretty
transformative for when you're
looking at education and
sometimes are a little bit unusual
if you can imagine that.
But these are really valuable ways
of valuing educational processes.
I'm going to stop right there and see
if there are any questions
you want to bring up.
If there's anything you're wondering,
does this exist,
is this a surreal thing?
Do people actually use these things.
I'd love to hear your questions
if you'd like to share.
I should ask Amy, is there
anything that you would like to add.
>> Just something that I recently
reminded of is that,
when I'm building
my Canvas course in the past I
would put documents in the Canvas course.
It was pointed out to me
that I should just put the links because
sometimes the downloads are
an important metric for people to use.
If I take a person's paper,
even if it's open access and I put
the paper itself on Canvas site,
it's perfectly legal for me to
do that for fair use,
but it's better for
the author if I just provide the link because
then they get the downloads
and they know really who
or how many people
are accessing this and
that's also good feedback.
Just thinking in those terms as
well to what metrics are
important and making sure that you're helping
the author with those particular metrics.
>> Now that's great. Thank you.
Those metrics can be used in
faculty evaluation procedures to
show the impact of your work
and it's also really
encouraging to see when things
are heavily used by
people around the world that you don't know.
It's really exciting to know
that your work is really valuable.
>> Then the other thing
that I think you mentioned very
briefly is that there
are more and more people who are sharing
their syllabuses online for
some exciting courses and things like that.
If you're developing a new course,
just even doing
a Google search for syllabuses
that are available is really a useful thing.
Of course, you should
acknowledge and give credit
for using those outlines and syllabuses.
But I think that's also something
that when I first started teaching,
everything had to start from scratch.
I think it is no longer the case.
>> Speaking of things
not starting from scratch,
we are seeing more discussion
about ChatGPT as a way to
get ideas for outlining
your syllabus for your course.
It's not the end of outlining something,
but it can give you ideas that you can
build on or that you can say no way.
Or that you can use to just
generate additional things that
maybe you would not have thought of.
>> Amy has a note in the chat,
did you want to elaborate on that, please?
FEMALE_2: >> Yeah. Basically,
I came upon BioRender
and it's really helped me with
my scientific figures,
before I felt they
didn't look very professional.
But it's really nice to have
a tool where you can just
edit previously made figures
and make it look really professional.
Anita Walz: >> I'm going to
have to look at this.
I've heard of it and I have not looked at it.
FEMALE_2: >> It's really amazing if
you are in the sciences.
Anita Walz: >> Thank you.
FEMALE_2: >> Also just a little
plug for BioRender.
They also have really nice
poster formats too.
Anita Walz: >> Great. Thank you for that.
If there are no other questions,
let's move on to hearing from Rachel Miles.
Rachel is going to
talk with us about establishing
your online scholarly presence.
Are you here Rachel?
Rachel Miles: >> Yes, I'm here.
Anita Walz: >> Okay.
Rachel Miles: >> Hi everybody. Let me
know if you can't hear me.
My cat is lying on my computer,
and hopefully she's not covering up
my microphone because I
now have my headphones on.
Great if you can hear me. My name
is Rachel and I'm
the research impact coordinator.
I work with Anita
and Philip and Jonathan
on all different ways,
but a lot of
everything they talk about ties into my work.
I have various sprinkling
some knowledge of all of
their areas because everything ties
into how you incorporate all of
these open things and making sure
you have links to
your open work or your work in
general in different profiles and so forth.
That's what I'm going to talk about
today is making this
all centralized so that you are visible.
You can go to the next slide.
Virginia Tech experts is
what I'm going to be
mainly focusing on today.
This is a way to establish
your online scholarly presence.
It is our searchable
public profile system here at
Virginia Tech and this can be
used to increase your visibility impact.
I do want to point out though
that when and if you leave Virginia Tech,
you won't have a profile experts anymore,
but you can still
incorporate a lot of what you are
able to do with
experts into other profile systems.
>> Big thing here is that
you're able to share your work.
I've already talked about that.
Sharing your scholarly works,
any type of presentations, publications,
datasets, things of that nature,
can be available here,
also your areas of expertise so then as
a public profile system,
somebody can find you,
potentially reach out to you to collaborate,
and also your research interests.
Also, you have the option of
displaying what kind of things you have
interest in so that people can see that
you're interested in mentorship
and media inquiries.
For example, the
people can reach [NOISE] out to me to do
presentations or
Webinars and things of that nature.
Really nice about this profile system is you
can link to other identifiers.
Some of these are already created for you.
You don't actually have to do anything.
Scopus ID is one of
those profiles that gets created on
the backend for you by
the database provider, which is Elsevier.
Elsevier is a huge
academic company that owns not
just thousands of journals,
they also have a separate business.
They do keep their businesses
separate is what I understand.
Don't exactly understand how it works,
but they have research analytics side of
their business that is
looking at things like the database Scopus,
the research analytic tool, SciVal,
the grants database, institutional,
and I'm forgetting the name
of it, something institutional.
They have a lot of
different platforms and things.
Anytime you see their logo Elsevier,
you'll know that it's
not necessarily their publications.
That is why it's popping up on that platform
for you. Next slide.
Elements, I can't talk about
experts without talking about Elements.
Elements is the data source.
Philip mentioned that you can basically
upload your open-access work.
If you maybe want to
share your presentation slides
or your accepted manuscript,
on VTechWorks, the easiest way to
do that and the best way to do
that is through Elements.
Everybody who is
a graduate student or a faculty member at
Virginia Tech Experts has access to
Elements and therefore is able
to make a Virginia Tech experts profile.
It also, like I said, connects
all these other researcher IDs to Elements.
The scholarly works are
imported from the databases.
Scopus is one of the bigger ones that we use.
You can optionally add
your Google Scholar profile records.
This can be messy data though,
and you can add other works manually,
which is what I often do, especially
if I'm presenting at conferences.
Then you can deposit works into VTechWorks.
When you're going through that
manually adding works or if you
already have a work that's added
automatically imported into Scopus,
then you can deposit the accepted manuscript.
It's very easy.
You just hit the deposit button.
As Philip showed you, want to
do some manuscript preparation
before you hit that deposit button
just to ensure that if
somebody lands on your PDF,
this happens a lot,
they'll do a search on Google Scholar.
They'll find your PDF of
your accepted manuscript.
There will be no information on it.
They won't know how to cite it
and then it won't get cited,
or it'll get cited incorrectly
and you won't get credit,
you won't get that
citation attributed to you,
so be sure to do that
when you are uploading your manuscript.
You'll also get a direct link
to that and that will
automatically be included on
experts when you do that.
Sorry, I'm trying to minimize
my screens here because it's blinking
at me and probably it looks like I
have flashing light on
my face. You can go to the next slide.
ORCID and Elements.
I do want to talk about this a little
bit because we have talked about ORCID,
we've talked about funder and
publisher requirements.
Jonathan Petters has really
covered that a lot.
There are a lot of
funder and publisher requirements,
especially funders that are
going to be changing,
and they're going to require
you to use ORCID.
They basically require you to
have a digital persistent identifier
known as the DPI and
clarify who you are as a person.
Are you really who you say you are?
It's not that they so much
don't trust who you say you are,
but they need to verify [NOISE]
the information and have
that into their system.
Think about the Digital
Persistent Identifier, or the DPI,
or the ORCID ID as being
your social security number for you,
or I think if you
are not
a US citizen, I forget what it's called.
I'm not sure what it's called,
but you basically
have an identifier that identifies you.
Think of it that in
that context but except it's just for
you as a researcher so
we know that it's you,
and it also helps you
because it helps you to get
actual credit for your work,
and somebody else didn't
getting credit or you're
not getting credit for somebody else's work,
and so on and so forth,
and if we have
that verification of that record,
it's much easier for those citations to get
attributed and they won't get
lost in the internet space.
ORCID is the most universal
author identifier.
It connects name variations and changes.
If you ever have
a name change for whatever reason,
it's also gender agnostic,
so people who transition or they are
non-binary or anything like
that, it's gender agnostic.
Really important here is that ORCID data can
be imported into
other systems including Elements.
But most importantly here for
funder requirements is that
it imports into SciENcv,
which is the required format
when you're submitting
proposals for NIH and NSF grants.
Likely, this will be for
other federal agencies.
They may not use SciENcv,
they might use something else,
but it will have to be using that ORCID ID,
whether they use SciENcv or not.
To the researchers out there,
they're like, well, why
should they set this up?
It does save time, it has less data entry.
I'm pretty much finding that
a lot of graduate students,
post-doctorals,
they usually have an ORCID already.
Then it's just a matter of connecting it
to other systems and ensuring that.
Sometimes I get very
specific questions because
people have questions about where
does this go or why isn't it showing up here.
You can always reach out to
me if you have very
specific questions like that.
It pulls out data from other systems as well.
As I was talking about, Elements is
pulling from other systems,
Work is pulling from other systems,
they're constantly talking to each other.
I would caution you
to not think of ORCID as a profile.
People can obviously look at
your profile and see
your publications that are listed.
It's more of the back-end system
that's talking to the other systems.
For example, Experts is one of those layers.
You have Work,
you have Elements, then
you have Experts on top,
and that's really what people are going to
see and that's going to help us
see who you are as
a researcher and to
pull in that data accurately.
Next slide. You can click on that link
and it'll take you to
the slides that'll tell you
step-by-step to set up
your ORCID profile if you need that.
For setting up your profile through Elements.
Just to be clear here,
when you go into Elements,
you do not need to set up an
additional profile for Experts.
Elements is the one-stop shop.
You go into ''Elements'' you login,
you just use your VT credentials.
Then we're going to go through
these steps for setting up your profile,
and then you will make your profile public,
if you so choose and you want to
opt in to the Experts profile system,
then you'll have the Experts
profile ready for you.
If you ever want to make changes
to the Experts profile,
you're going to make them on Elements,
you cannot actually edit Experts on Experts,
you edit Elements and that's how that works.
This is what you would do.
You would go and login and
then you want to manage settings,
mainly automatic claiming,
and that's what I talked about with some of
those identifiers out there like Scopus.
Then also next bullets,
the name based-search. Keep going.
You'll be able to list name variants
and listing the states and countries.
Only list the countries
that they're outside the US
of where you published in that address field.
Go to the next slide and I'll show you
some screenshots of that.
You would go up into the menu.
Once you log in, it's not too
difficult to figure out.
Its in the top left-hand corner,
Menu, there's the settings.
You'll click on ''Automatic Claiming.''
Usually they will actually try
to suggest identifiers to you,
such as on that left-hand side,
and you can look at them.
You can open them up
by clicking on the number,
and figuring out if it really is you or
not, and hit yes or no.
Now, if you hit "Yes" and
you're for sure that that is you,
then it would ask you to auto claim
those suggested items and I
would say that's probably fine.
I usually don't have very many problems
with these databases.
Every once in a while, I
have issues with Web of Science.
But for the most part,
it really does help you to auto claim those,
so that means that you don't have to go in
and input the data every time it gets added.
Once it gets added to the database,
it gets indexed in
the database because the journal is
listed there and it's
identified you as that person,
it will also automatically populate on
your Elements profile and
thus on your Experts profile.
Can you go back? I'm sorry.
One other thing I will say
is on the right-hand side,
I've shown an example of
if it's not listed for you,
you can always go and search
for Scopus ID that
you think might be listed for you.
I have Instructions link down
there that will show you how you
go and search for your Scopus ID if
you think you might have
one and it's just not listed.
Next slide. Profile set up.
These are just the essentials.
You will go on the profile
on the left-hand side and
list your about section which includes
a bio and research and teaching summary.
Labels which has to
do with the availability,
so if you're available
for collaboration or presentations.
Fields of research in the UN,
sustainable development goals are
completely optional.
I will say the fields of research does help
with if people put
on filters within Experts,
then they will see you listed
underneath that field of research.
It is a controlled vocabulary,
so you have to just
search for the most basic thing.
If you're in fisheries and wildlife ecology,
you would just search
for something very basically,
ecology defined that field research
so it can be listed for you.
Experience education, language competencies.
Addresses, this is where you would also list
your web addresses such
as any social media profiles.
I've listed my LinkedIn
and my Google Scholar profile.
You might also have professional or
lab website you might want to list.
If you do any YouTube videos
for whatever reason,
it could be for instruction or for
research or media releases,
you can also add those in the media section.
I don't know why a lot of
people use that section,
but it is an option. Next slide.
This is just to show
you some screenshots of what that looks like.
You would click on the profile,
you'll have to switch to edit mode,
and then you can list
different things as I've
shown here on my own profile.
>> Next slide, please.
I did not mean to
put animations on [LAUGHTER]
my texts, but that's okay.
You can go through those real quick.
Thank you.
Setting up your scholarly works,
one of the things that is
nice about this is you'll already
have automatic claiming set up at
this point and there'll be
picking up a lot of your works,
but it doesn't always pick up everything.
They are pretty comprehensive,
but they're not entirely comprehensive.
They're especially lacking
research and scholarship
from the arts and humanities
and even the social sciences,
as well as things from conference papers,
definitely conference presentations,
and abstracts, as well as other things.
Federal reports, any type of report for
the most part, and presentations.
You've got presentation slides
or something like that.
They're not going to be picking up on that.
This is where you're going to want
to add them manually.
You hit that plus sign.
Down in the bottom,
you'll see there's a plus sign
and you can click that.
Or if you have them
listed in a reference manager,
or you have them listed on
your Google Scholar profile,
or they're coming up in the database.
Maybe your agricultural life
sciences and we can go into
CAB abstracts or something
like that and pull out
your all your works.
You can just download what's called a
BibTex file or an RIS file,
and then you import that into elements.
That's also an option
to get those things added
quickly rather than having
to manually type it all in.
Next slide, please.
Final steps would be that
you would review your items,
make sure they're accurate.
You can also change individual items
from internal,
which is the private setting, to public.
Maybe there are certain publications.
Maybe they haven't been published yet,
but they're accepted or something
to where you're just not comfortable
with the mean listed.
You'll just go and make them
private if you decide to or internal.
Private means nobody in the
elements system can see them.
Internal means they can't
see them on experts.
Then finally, you'll want to
go to your profile
itself and change it from internal,
which is the default setting to public.
That will make it display on
Virginia Tech experts. Next slide.
Finally, one of the things that's
really nice about this is you
can deposit your works to
be VTechWorks on elements.
As I said before, you'll want to get PDF.
If you like
your conference presentation slides,
maybe posters, reports,
anything that you deemed to
be important to you as a professional or
a researcher or an academic
and you can put them up into VTechWorks.
Now, like I said, experts,
you won't be able to have access
to that anymore after
you leave Virginia Tech.
But if you if
you do deposit into VTechWorks,
it will stay there forever
until maybe we get
hit by an asteroid or something.
We do have a lot of tutorials.
Rebecca, I see that somebody had
a question in the chat
about these tutorials for elements.
I'm going to link some of
them or maybe Jenny,
I think she's here.
If she is, There is really good tutorials
linked on the School of Medicine was website.
A lot of those are mainly for
faculty because there's a lot more
that they have to do with
the elements system than
you have to do since they have to go through
their annual evaluations there.
But I can definitely pull up
some tutorials that we've had
we've recorded before that might help she is
also or she might have a specific one.
I'm going to get into this next where we
have workshops just on
elements and experts that will really
help you with going through this.
Since I'm really going through this
very quickly right now,
we teach like
our long workshops on this as well.
Yes, thank you, Jenny, she is
sitting in some examples
there from the School of Medicine,
which they have a really good website.
We're actually going to be mirroring some of
those because we haven't elements website,
but it's a lot of
the material and it is dated.
We're going to be basing
a lot of our new website
of the structure of their's as well.
Like we've talked about.
You can deposit your accepted manuscript
of your published article
immediately into the open access [LAUGHTER].
Into the VTechWorks are
under our open access policy.
It doesn't have to be published after
July 1, 2021,
so you can
deposit immediately after acceptance.
It doesn't have to be upon publication.
I think most people
wait until it's published,
but you do not have
to honor the publisher copyright or contract.
I think Philip might have
some qualifiers there,
depending on the publisher,
but for the most part,
this is legal and it's been vetted
by our general counsel here.
This is a really great way to use this.
Next slide. This is
showing you exactly how you would do this.
On the top there you would see a work.
This is somebody's journal article and then
there's a label there that says in OA policy,
when you see that label, you know that
it's covered by the open access policy.
It's literally identifying it
as a journal article.
It's determined that it's within
that is after July 1, 2021.
It knows it's in the policy.
One thing I will say about this though is
that the open access policy
is a little bit
vague about what a scholarly article is.
I've talked to Philip about this.
This is the way Harvard
also is approaching it,
is that book chapters are
also considered under that umbrella
of scholarly articles because they are a part
of a larger work
and they're also scholarly in nature.
This is not identified in elements.
If you publish a book chapter
and you don't see that label on it,
you can still deposit it
and it should be covered by the policy.
We do go through and
check it over for copyright issues.
Philip and his team do that.
That is another option for you as well.
Then on the bottom,
this is what a work would look
like when it comes up in experts.
Can you go back? You will
see a link download PDF now that's
linking directly to the VTechWorks as
opposed to the deposited into
the VTechWorks via elements and that's
how it's appearing on my experts profile now.
Next slide. You can get
more information on all of
these guides that we have available.
We have a guide just
for Virginia Tech experts.
I have broader guide on researcher profiles,
detailed profile set of slides.
I believe Jenny might've
already linked to those.
I also have a slides on
the online scholarly presence workshop,
which is about an hour and 15 minutes or so.
That's a much deeper dive into getting
these things set up and making sure
everything is linked together.
That workshop is actually,
I'm going to be teaching it this Thursday.
If you want to register.
We can go to the next slide and I should
have our details about this.
February 23rd is
Introduction online scholarly presence.
You can register.
It does count towards
the NIH responsible conduct
of research credit.
I linked to that there in case
you have questions about that.
We got it set up with
the Research Integrity Office
to get RCR credit.
We also have a few workshops
on just experts themselves,
as well as others on experts and elements.
That link takes you to a search query on
Virginia Tech experts
as well as elements so you
can get registered for
any of those through PDN,
whether or not you want PDN and credit
because some people do impeding credit,
but anybody can register
through PDN to take those.
Anita, would you mind opening
up our browser and going to experts
really quick so we can just look
at it is experts.vt.edu.
Thank you. If you just
go into the search bar and hit Enter,
it should take us to the home,
to all the profiles.
We can see here,
some individuals will have,
like Dr. Philip Agee has more listed there.
Let's open up his profile.
He has a bio listed
and you'll see his is ORCID.
He's linked his ORCID to the account.
He's positioned his degrees.
Some of his other profiles,
those are in the actual
web addresses that he's listed.
Then can you go to the other tabs,
like scholarly and creative works.
We have his works
listed and we also
have metrics listed on these.
Citation metrics, alt metrics,
and you can click on those
to get more information.
This is all publicly available
if he deposited his work,
it would come up with a Download PDF link
as well below there.
I think I see a couple of them
down there as well.
Then if we go up to the top and
we go to the final thing,
or a couple more of the tabs,
there is a research tab
and that tab currently only displays
the research statement because
that normally would
actually import grant data.
But because we have issues
with the potential of
sensitive data coming through on grant data,
so we have that turned off for now.
It's automatically internal for everybody.
The professional tab is
listing a committee work, things like that.
Then the teaching tab,
if they have a teaching statement,
it would display the top and then it has
the courses listed or
workshops or things like
that that you would list.
You don't have to list anything here.
If there is nothing in the tab,
it actually won't display,
so you don't have to worry about that.
But I would highly recommend
typing up a research statement
or summary and then that'll
display there for you.
I will open it up for questions.
I believe we're at
the discussion part anyway,
so but I don't know if there's
specific questions regarding all of this.
Anita Walz: There's a way to export
this to a doc file?
Rachel Miles: What do you mean,
like the profile itself?
Anita Walz: I thought there was a way
that you can just
export it directly to a document.
Rachel Miles: With elements, it depends.
With elements, if you are a faculty member,
you might be required to use elements
for your annual evaluation.
If that's the case,
a lot of times you have to
go through the UDC system,
so the University Data Commons and then you
export your EFR there.
That's different from the exports
profile system.
Jenny, I don't know if you're on there,
there's a way to
export things in a CD format.
Because we get this question sometimes
and mainly we only do that for the EFR,
but elements, I don't
know that it has a direct
like let's download a PDF
of everything in here kind of thing.
FEMALE_3: No, not to my knowledge.
But we can check in on that.
Usually, people may want to
download a list of
specific thing so you could
download all your publications or
selected publications in a variety of
formats as an RIS file
or in APA style in a document, for example.
But yeah, we can follow up on that.
But to my knowledge, you can't just
pull out your whole profile as a PDF,
except as Rachel mentioned.
Rachel Miles: But it does make it easy
to export your publications.
If you want to export them to an RIS file,
then you can put them in a reference manager
so you don't have to do the APA citation.
From a reference manager,
you can pretty much pull
out any citation style if you wanted
to do it that way and then copy them
into a CD for yourself.
Trying to see if you have
any other questions on here.
Somebody asked for a step by
step tutorial and some
of the slides that were
linked are definitely really helpful in the,
obviously the workshops as well,
that we do go by it a
lot more slowly and then we can
also go through each step
and take questions as we
go through them as well.
But you can also reach out to me if you
want some help getting started on this.
This is a good place to do
that and ORCID is
one of the things that's important.
You can also export your works from.
If you'd rather start in
elements and then move to ORCID,
you can also export
everything from elements to
an RIS file and then import it into ORCID.
That's also an option.
I haven't played too much with it,
but if it's something that
you'd rather do it that way,
that might be easier.
Obviously, you can still link
your Scopus ID to ORCID,
and I recommend that
everybody does that as well,
especially if you are going to be using ORCID
for publishers and funders.
FEMALE_4: Great. Well thanks so much for this.
It's a lot of information and I think
that we've
learned an amazing amount of things tonight.
Thank you for that. I don't know
if anyone in the class has
any particular comments or questions
or would like to know anything.
[BACKGROUND] Anita,
you'll provide the recording as well.
There are a few students
who couldn't make it tonight.
Anita Walz: Yes, we will.
FEMALE_4: Fabulous.
Anita Walz: Well, thank you very much,
everyone for your participation
and interests.
We hope this is really helpful for
you and helpful for you in
your success and growth as future faculty
and please feel free to
reach out to us with any questions.
My colleagues are very
knowledgeable as you know.
We're available to you.
We want you to be successful and we're
excited about your future in the academy.
Thanks so much for your time.
Amy, thank you so much for getting up so
very early to join us.
It was really a wonderful surprise
to see you today. Thank you.
FEMALE_4: I always enjoyed this and
I learn something new every
time, so that's great.
Thanks everyone and I'll be back
next week and hopefully
in a regular time zone,
not sure which time zone I'll be in.
But if you haven't signed up for
the international grad ed week,
please go to the Canvas site and look
under announcements and put
your name in to talk about
your educational system
in your particular country.
1, 2, 3, 4, 5, 6,
7, 8,
9, 10, 11.
We've got 12 different countries
represented in this class and are
really eager to hear about all
of your experiences there.
What I'll do is
I'm just going to randomly sort
the spreadsheet and just call on
the groups in that random order.
Feel free or actually please coordinate
with the other people in your group so
that you're not repeating information.
It will take a while to get through if
everyone spends a lot of time and I
know you all love to talk about
your countries and all
of your experiences there.
Let me know if you have any questions.
I'll be checking my email and everything.
FEMALE_3: Thank you all. Goodnight.
FEMALE_4: Thanks everyone.
Anita Walz: Thank you.
FEMALE_3: Thank you so much.