Wissenschaft lebt vom offenen Austausch von Erkenntnissen. Die Open-Science-Bewegung prägt weltweit die Wissenschaft, Wissenschaftspolitik und -förderung in immer stärkerem Maße. Um die Wissenschaftler:innen der TU-Bergakademie Freiberg regelmäßig über die für den Forschungsalltag wichtigsten Open-Science-Themen zu informieren, hat die Universitätsbibliothek Freiberg einen neuen Service eingerichtet: den Open-Science-Snack. Zugeschnitten auf das Fächerspektrum und die vorhandenen Infrastrukturen der TU Bergakademie Freiberg enthält jeder „Snack“ einen Kurzbeitrag zu einem bestimmten Open-Science-Thema mit Links zu weiterführenden Informationen sowie einen Überblick zu den aktuellen wissenschaftspolitischen Entwicklungen und Fördervorgaben im Kontext von Open Science. Ergänzt werden die Beiträge zum Teil durch eine kurze Vorstellung von Repositorien, Open-Access-Zeitschriften oder -Büchern.

In der ersten Ausgabe des Open-Science-Snacks blicken wir zurück auf den Beginn der Open-Access-Initiative und die „Berliner Erklärung“ als Meilenstein der Open-Science-Bewegung, die 2023 ihr 20-jähriges Jubiläum feiert.

There has been growing interest in the role of motivation in motor learning, and specifically how autonomy, competence, and intrinsic motivation may directly benefit the skill acquisition process. Within the autonomy branch of the motivation pillar in OPTIMAL theory, supporting a learner’s basic psychological need for autonomy contributes to a virtuous cycle that enhances expectancies for success (i.e., perceptions of competence) and in turn facilitates motor performance and learning. Although many experiments have concluded support for OPTIMAL theory, these studies have often relied on small sample sizes, have not been pre-registered, and have consistently failed to include appropriate measures that assess key predictions in the theory. The purpose of this dissertation was to address these methodological limitations and test core predictions in the OPTIMAL theory regarding the direct and causal role of autonomy-supportive practice conditions—control over practice and instructional language—on motor performance and learning. Experiments 1 and 2 (Chapter 2) critically tested between the information-processing and motivation-based (i.e., OPTIMAL theory) explanations of the self-controlled learning advantage by providing participants in choice and yoked groups with error or graded feedback (Experiment 1) and binary feedback (Experiment 2). Results showed no self-controlled learning advantage and exercising choice in practice did not increase perceptions of autonomy, competence, or intrinsic motivation, nor did it improve error estimation accuracy. Although these findings are difficult to reconcile with either explanation, they are consistent with a growing body of evidence suggesting self-controlled conditions are not advantageous for motor learning. Experiment 3 addressed a methodological limitation of past self-controlled learning research by including a novel yoked group that was explicitly told they were being denied choice and that their observation schedule was created by another participant. Results showed no self-controlled learning advantage despite finding higher perceptions of autonomy in the choice group. These findings are consistent with Experiments 1 and 2, and further questions the causal role of autonomy-support on motor learning and the robustness of the so-called self-controlled learning advantage. Experiment 4 investigated the influence of different instructional language styles on skill acquisition. Throughout practice participants received task instructions that used either autonomy-supportive or controlling language. Results showed no performance differences in acquisition or retention despite finding higher perceptions of autonomy and competence in the autonomy-supportive group. These findings are inconsistent with key predictions in OPTIMAL theory regarding the role of autonomy in motor learning. / Dissertation / Doctor of Philosophy (PhD) / Practice environments that provide learners with autonomy have been argued to be more effective for learning new motor skills compared to more controlling environments. Two techniques that can be used to create autonomy-supportive learning environments are giving learners control over a feature of their practice or the language used when giving task instructions. This dissertation addresses knowledge gaps and several methodological limitations of previous literature by measuring key psychological variables, the use of novel experimental groups, large N studies, modern statistical techniques, and open science practices. Findings showed that under many conditions perceptions of autonomy and competence can be impacted positively; however, these psychological benefits do not reliably translate into superior motor performance or learning. Collectively, results of this dissertation challenge mainstream perspectives regarding a direct and causal role of motivational influences on motor skill acquisition.

Digitale oder digitalisierte Tonaufnahmen sind zunehmend gefragte, wichtige Quellen für die Wissenschaft und als Dokumente des kulturellen Erbes auch für eine breite Öffentlichkeit von großem Interesse. Die Online-Bereitstellung frei zugänglicher Audiodokumente als Open Cultural Heritage erweist sich für Bibliotheken und Archive in der Praxis jedoch häufig als schwierig. Der Beitrag umreißt die besonderen Herausforderungen bei der Digitalisierung und Bereitstellung von Tondokumenten und skizziert – auch anhand von Praxisbeispielen – verschiedene Wege, auf denen Sammlungen den Anforderungen von Open Science gerecht werden können. / Digital or digitized sound recordings are increasingly demanded, and important sources for science. As documents of cultural heritage, they are also of great interest to the general public. However, providing freely accessible audio documents online as Open Cultural Heritage is often difficult for libraries and archives in practice. The article sketches the specific challenges of digitizing and publishing sound documents and outlines – also on the basis of practical examples – different ways in which collections can meet the requirements of open science.

Im Sinne der Berliner Erklärung bekennt sich die TU Bergakademie Freiberg in ihrer neuen Open-Access-Policy zu den Prinzipien des offenen Zugangs zu wissenschaftlichen Ergebnissen. Sie ermuntert Ihre Angehörigen, diese Prinzipien zu unterstützen und gibt Handlungsempfehlungen. Die Policy bildet einen Baustein im Kontext von Open Science, in welchem der barrierearme, rechtssichere Umgang, die Weiterverarbeitung und Langzeitarchivierung von Forschungsdaten, Bildungsmaterialien, Software u.a. geregelt werden muss.

Mit dem Ziel, den Open-Science-Gedanken zu unterstützen und die Forschungsleistungen der Freiberger Wissenschaftler:innen besser sichtbar und zugänglicher zu machen, hat die TU Bergakademie Freiberg seit 2022 verschiedene Policies und Leitlinien verabschiedet. Diese Ausgabe des Open-Science-Snacks fasst deren Zweck und Nutzen noch einmal zusammen und ordnet sie in den wissenschaftspolitischen Kontext ein.

Die aktuelle Ausgabe gibt einen Überblick über das Potenzial von Open Educational Resources (OER) in der Hochschullehre und die förderpolitischen Maßnahmen, um dieses zu unterstützen. Es werden einige wichtige Beispiele für Initiativen wie OERSI und Twillo aufgeführt. Außerdem wird auf die Fortschritte in Sachsen eingegangen.

This presentation was given at the 2011 Open Access Week program, “The Future of Data: Open Access and Reproducibility” on October 25, 2011. Open Access Week is a world-wide event where academic institutions explore Open Access – the ideal of free, full-text, immediate, online access to peer-reviewed scholarship and research results so new ideas and information can be obtained rapidly and freely by everyone. Open Data is the idea that data should be freely available to anyone to use and reuse without access restrictions, licenses, copyright, patents and charges for use. For many scientists, integrating data is becoming a necessity.

Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field’s current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.

Yes / In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship. / UKRI/ESRC rapid call grant, ealth Research Board Applying Researchinto Policy and Practice Fellowship, John Templeton Foundation (grant ID: 62631), Northern Ireland Department for the Economy Research Studentship