Showing posts with label digital-publishing. Show all posts
Showing posts with label digital-publishing. Show all posts

November 3, 2021

Ten years of "Virtual Reality in Neuroscience Research and Therapy"

Ten years ago today (November 3), me and co-authors Corey Bohil and Frank Biocca published the paper "Virtual Reality in Neuroscience Research and Therapy" in Nature Reviews Neuroscience. Happy Birthday, paper!

Click to enlarge.

This article made the issue cover of the containing issue. A closeup of the cover art (below) is entitled "Virtual Reality Reaches New Heights" by Kirsten Lee. Great image of a digital mountain range.

Click to enlarge.

After 10 years, this publication has been cited about 730 times. Even after 10 years, the citation rate per year is still increasing. Not only does the paper cover examples of human engagement with VR, but examples from model organisms as well. This paper is different than many other reviews of VR in that it does not focus on the latest technology, but more fundamental research questions and applications. 

COURTESY: Google Scholar. Click to enlarge.

About four years later, I single-authored a paper at F1000 Research called "Animal-oriented virtual environments: illusion, dilation, and discovery", a paper that delved into speculation about neural mechanisms in model organisms during VR exposure. This was before the current VR hype came of age, so it was tough to find reviewers for this one. Nevertheless, there is much more to explore in this area.

October 20, 2020

ASAPBio Session on the "Past, Present, and Future of Preprints"

For Open Access Week 2020, Synthetic Daisies will feature an exciting panel discussion on preprints. On Monday (19th), I was part of a panel called "Past, Present, and Future of Preprints", hosted by ASAPBio. I live tweeted the event from the Orthogonal Research and Education Lab Twitter account. If you were not able to attend in person, the recording is on YouTube! The session started with a short introduction from each of our participants: Antonis Rokas, Soumya Swaminathan, Richard Sever, Ross Mounce, and Anjana Badrinarayan.


Yamini Ravichandran and Marco Fumasoni started us off with a short introductory presentation, followed by an introduction by each of our panelists. This part of the session culminated with Marco posing an initial question to the panel.

It turns out that there are many contributing factors to preprint adoption. Some of them involve legacy patterns from manuscript submissions and publications. But preprints also democratizes access to both the production and consumption of scientific literature. It turns out that cultural traditions (within fields and countries), researcher agency, and community incentives are also quite important.

The theme of research culture came up time and time again. But research culture is not only a motivating factor; pro-preprint behaviors can lead to other virtuous practices. For example, Ross Mounce suggests that preprints can encourage a culture of versioning, where different versions of a paper are viewed as important steps in the research process rather than simply being erratum.


There was also a discussion of the role traditional journals play in the research dissemination process. One future direction of preprint culture is to decouple papers from journals. Towards the end of our session, we heard a choice quote from Antonis Rokas and the Rokas Lab.

This combines nicely with observations earlier in the session regarding citation metrics: with the movement towards iteratively-developed preprints with multiple supporting components (open data sets, supplemental figures and notes), there will be a need to distinguish article quality from journal quality. Altmetrics are one path forward, but a more robust system is needed. 

Thanks to everyone for participating! Thanks also go to Sarah Stryeck, Jessica Polka, and of course Iratxe Puebla for being a great community manager! Happy Open Access Week



UPDATE (11/3): A recording of the session is now on YouTube!

October 30, 2019

Pre-trained Models for Developmental Biology

Authors: Bradly Alicea, Richard Gordon, Abraham Kohrmann, Jesse Parent, Vinay Varma
This content is cross-posted to The Node Developmental Biology blog. 


Our virtual discussion group (DevoWormML) has been exploring a number of topics related to the use of pre-trained models in machine learning (specifically deep learning). Pre-trained models such as GPT-2 [1], pix2pix [2], and OpenPose [3] are used for analyzing many specialized types of data (linguistics, image to image translation, and human body features, respectively) and have a number of potential uses for the analysis of biological data in particular. It may be challenging to find large, rich, and specific datasets for training a more general model. This is often the case in the fields of Bioinformatics or Medical Image analysis. Data acquisition in such fields is often restricted due to the following factors:

* privacy restrictions inhibit public access to personal information, and may impose limits on data use.

* a lack of labels and effective metadata for  describing cases, variables, and context.

* missing data points, which require a strategy to normalize and can make the input data useless.

We can use these pre-trained models to extract a general description of classes and features without requiring a prohibitive amount of training data. We estimate that the amount of required training data may be reduced by an order of magnitude. To get this advantage, pre-trained models must be suitable to the type of input data. There are a number of models specialized for language processing and general use, but options are fewer within the unique feature space of developmental biology, in particular. In this post, we will propose that developmental biology requires a specialized pre-trained model. 


This vision for a developmental biology-specific pre-trained model would be specialized for image data. Whereas molecular data might be better served with existing models specialized for linguistic- and physics-based models, we seek to address several features of developmental biology that might be underfit using current models:

* cell division and differentiation events.

* features demonstrating the relationship between growth and motion.

* mapping between spatial and temporal context.

Successful application of pre-trained models is contingent to our research problem. Most existing pre-trained models operate on two-dimensional data, while data types such as medical images are three-dimensional. A study by Raghu et.al [4] suggests techniques specified by pre-trained models (such as transfer learning by the ImageNet model) applied to a data set of medical images provides little benefit to performance. In this case, performance can be improved using  data augmentation techniques. Data Augmentation, such as  adding versions of the images that have undergone transformations such as magnification, translation, rotation, or shearing, can be used to add variability of our data and improve the generalizability of a given model.


One aspect of pre-trained models we would like to keep in mind is that models are not perfect representations of  the phenomenology we want to study. Models can be useful, but are often not completely accurate. A model of the embryo, for example, might be based on the mean behavior of the phenomenology. Transitional states [5], far-from-equilibrium behaviors [6], and rare events are not well-suited to such a model. By contrast, a generative model that considers many of these features might generally underfit the mean behavior. We will revisit this distinction in the context of “blobs” and “symbols”, but for now, it appears that models are expected to be both imperfect and incomplete.

The inherent imperfection of models is both good and bad news for our pursuit. On the one hand, specialized models cannot be too specific, lest they overfit some aspects of development but not others. Conversely, highly generalized models assume that there are universal features that transcend all types of systems, from physical to social, and from artificial to natural. One example of this is found in complex network models, widely used to represent everything from proteomes to brains to societies. In their general form, complex network models are not customized for specific problems, relying instead on the node and edge formalism to represent interactions between discrete units. But this also requires that the biological system be represented in a specific way to enforce the general rules of the model. For example, a neural network’s focus on connectivity requires representations of a nervous system to be simplified down to nodes and arcs. As opposed to universality, particularism is an approach that favors the particular features of a given system, and does not require an ill-suited representation of the data. Going back to the complex networks example, there are specialized models such as multi-level networks and hybrid models (dynamical systems and complex networks) that solves the problem of universal assumptions.

Another aspect of pre-trained models is in balancing the amount of training data needed to produce an improvement in performance. How much training data can we save by applying a pre-trained model to our data set? We can reformulate this question more specifically to match our specific phenomenon and research interests. To put this in concrete terms, let us consider a hypothetical set of biological images. These images can represent discrete points in developmental time, or a range of biological diversity. Now let us suppose a developmental phenotype for which we want to extract multiple features. What features might be of interest, and are those features immediately obvious? 

In the DevoWorm group (where we mostly deal with embryogenetic data), we have approached this in two ways. The first is to model the embryo as a mass of cells, so that the major features of interest are the shape, size, and position of cells in an expanding and shifting whole. Last summer, we worked on applying deep learning to

* Caenorhabditis elegans embryogenesis. Github: https://github.com/devoworm/GSOC-2019.

* colonies of the diatom Bacillaria paradoxa. Github: https://github.com/devoworm/Digital-Bacillaria.

While these models were effective for discovering discrete structural units (cells, filaments), they were not as effective at directly modeling movement, currents, or transformational processes. The second way we have approached this is to model the process of cell division and differentiation as a spatial and discrete temporal process. This includes the application of representational models such as game theory [7] and cellular automata [8]. This allows us to identify more subtle features that are not directly observable in the phenotype, but are less useful for predicting specific events or defining a distinct feature space. 

Our model must be capable of modeling multiple structural features concurrently, but also sensitive to scenarios where single sets of attributes might yield more information. Ideally, we desire a training dataset that perfectly balances “biologically-typical” motion and transformations with clearly masked shapes representing cells and other phenotypic structures. Generally speaking, the greater degree of natural variation in the training dataset, the more robust the pre-trained model will turn out to be. More robust models will generally be easier to use during the testing phase, and result in a reduction in the need for subsequent training. 


Finally, specialized pre-trained models bring up the issue of how to balance rival strategies for analyzing complex processes and data features. Conventional artificial intelligence techniques have relied on a representation which relies on the manipulation of symbols or a symbolic layer that results from the transformation of raw data to a mental framework. By contrast, modern machine learning methods rely on data to build a series of relationships that inform a classificatory system. While a combination of these two strategies might seem obvious, it is by no means a simple matter of implementation [9]. The notion of “blobs” (data) versus “symbols” (representations) draws on the current debate related to data-intensive representations versus formal (innate) representations [10-12], which demonstrates the timeliness of our efforts. Balancing these competing strategies in a pre-trained model allows us to more easily bring expert knowledge or complementary data (e.g. gene expression data in an analysis of embryonic phenotypes) to bear.

We will be exploring the details of pre-trained models in future discussions and meetings of the DevoWormML group. Please feel free to join us on Wednesdays at 1pm UTC at https://tiny.cc/DevoWorm or find us on Github (https://github.com/devoworm/DW-ML) if you are interested in discussing this further. You can also view our previous discussions on the DevoWorm YouTube channel, DevoWormML playlist (https://bit.ly/2Ni7Fs2).

References:
[1] Radford, A., Wu, J., Child, R., Luan, D., Amodei, D., and Sutskever, I. (2019). Language Models are Unsupervised Multitask Learners. OpenAI, https://d4mucfpksywv.cloudfront.net/better-language-models/language_models_are_unsupervised_multitask_learners.pdf.

[2] Isola, P., Zhu, J-Y., Zhou, T., Efros, A.A. (2017). Image-to-Image Translation with Conditional Adversarial Nets. Proceedings of Conference on Computer Vision and Pattern Recognition (CVPR).

[3] Cao, Z., Hidalgo, G., Simon, T., Wei, S-E., and Sheikh, Y. (2018). OpenPose: Realtime Multi-Person 2D Pose Estimation using Part Affinity Fields. arXiv, 1812.08008.

[4] Raghu, M., Zhang, C., Kleinberg, J.M., and Bengio, S. (2019). Transfusion: Understanding Transfer Learning for Medical Imaging. arXiv, 1902.07208.

[5] Antolovic, V., Lenn, T., Miermont, A., Chubb, J.R. (2019). Transition state dynamics during a stochastic fate choice. Development, 146, dev173740. doi:10.1242/dev.173740.

[6] Goldenfeld, N. and Woese, C. (2011). Life is Physics: Evolution as a Collective Phenomenon Far From Equilibrium. Annual Review of Condensed Matter Physics, 2, 375-399. doi:10.1146/annurev-conmatphys-062910-140509.

[7] Stone, R., Portegys, T., Mikhailovsky, G., and Alicea, B. (2018). Origins of the Embryo: Self-organization through cybernetic regulation. Biosystems, 173, 73-82. doi:10.1016/j.biosystems.2018.08.005.

[8] Portegys, T., Pascualy, G., Gordon, R., McGrew, S., and Alicea, B. (2016). Morphozoic: cellular automata with nested neighborhoods as a metamorphic representation of morphogenesis. In “Multi-Agent Based Simulations Applied to Biological and Environmental Systems“. Chapter 3 in "Multi-Agent-Based Simulations Applied to Biological and Environmental Systems", IGI Global.

[9] Garnelo, M. and Shanahan, M. (2019). Reconciling deep learning with symbolic artificial intelligence: representing objects and relations. Current Opinion in Behavioral Sciences, 29, 17–23.

[10] Zador, A.M. (2019). A critique of pure learning and what artificial neural networks can learn from animal brains. Nature Communications, 10, 3770.

[11] Brooks, R.A. (1991). Intelligence without representation. Artificial Intelligence, 47, 139–159.

[12] Marcus, G. (2018). Innateness, AlphaZero, and Artificial Intelligence. arXiv, 1801.05667.

Resources:
* Model Zoo: pre-trained models for various platforms: https://modelzoo.co/

* DevoZoo: developmental data for model training and analysis: https://devoworm.github.io/


* Popular papers on medical image segmentation along with code:  https://paperswithcode.com/area/medical/medical-image-segmentation




October 25, 2019

OAWeek: share your own case study!

This post is part of a series published over the course of OAWeek 2019.


Do you use, share, or have an opinion about open data? The Data Reuse Initiative would like to hear from you! In honor of OAWeek 2019, we are looking for personal and research group testimonials on how you share or otherwise practice open data. Submit at your leisure (there is no deadline), but we would like to hear from you!

RULES:
* submit a testimonial (under 200 words) by submitting a pull request to our Github repository or submit to this Google Form.

* if you choose to submit an image (screenshot, diagram, or cartoon), please issue a pull request on Github.

* if you cannot access either of the links, or need help with your submission, please [contact us](mailto:balicea@openworm.org).

October 24, 2019

OA Week: Digital Badges on Open Data

This post is part of a series published over the course of OAWeek 2019. Today's post will preview a series of digital badges related to Data Reuse. These badges were designed in conjunction with the new Data Reuse Initiative.


Overview of Data Reusability I. Click to enlarge.

The first digital badge (Data Reusability I) provides the learner with some practical skills in data sharing. The practical examples are mostly biology-oriented, but is useful for learners from a wide range of fields. Activities include work with a selected article from the journal Genome Biology, posting a sample data set to Figshare, and working with data sets published on the Dryad repository. While these activities provide just a taste of the work involved in sharing data, it nonetheless imparts some key skills in interacting with and publishing data in an open fashion. 


Overview of Data Reusability II. Click to enlarge.

The second digital badge (Data Reusability II) provides a tutorial that reviews public data sharing competencies in more depth. For this set of exercises, we have used the Mozilla Data Sharing Planning Template as a model for best practices community standards. Earners of this badge will develop competencies in metadata creation, data cleaning/processing, documenting data set provenance, assigning credit for the published work, and enabling easy and reproducible reuse of the data set. Check them out!

October 22, 2019

OA Week: History of Open Access

This post is part of a series published over the course of OAWeek 2019.

Timeline of scientific output from [1]. Click to enlarge.

This post will walk us through the History of Open Access (with a focus on Open Science) infographic mentioned in our inaugural blog post for this series. Randall Munroe [1] has previously summarized the progression of open science as a function of the scope of scientific output. The events and milestones for the featured historical overview were confirmed by internet search and synthesized from a survey of various tools and publications common in the field. This post characterizes the historical eras according to a developmental biology theme: from the embryo to developmental plasticity to an adult stage of life-history.

History of Open Access (1942-present), color-coded by historical era. Yellow: early, blue: transitional, green: contemporary. Click to enlarge. For a citable version and an alternate display type, please see [2].

1942-1999: Embryonic Ideas and Tools (early). Click to enlarge.


In the early period, there was an emergence of tools, ideas, and attempts to synthesize independent efforts. Early efforts such as the World Data System, MedLine, and Project Gutenberg served as inspiration for later efforts (particularly the development of MedLine into PubMed). Tools such as digital preprints (arXiv) and the internet (HTML, XML) served to provide the infrastructure of open science. Even tools such as Cyc (extraction of scientific rules from data) served to enable greater openness in the practice of science. The end of this era is marked by "Exploring the Development of the Independent, Electronic Scholarly Journal", a survey of open access journals in what coincides with the early internet era.


2000-2008: Institutional Plasticity (transitional). Click to enlarge.



The transitional period (or institutional plasticity) was a time for creating many of the institutions and established norms of the open science community. Many foundational ideas were either established (Creative Commons, digital object identifiers) or came to fruition (Human Genome Project) during this period. It is also of note that at least four declarations of practice were published during this period.


2009-present: A Juvenile No More! (contemporary). Click to enlarge.


The contemporary period has been defined by even more sophisticated tools (Altmetrics), quasi-historical summaries of past work for future development (Reinventing Discovery, The Future of OA), and the discussion of institutional standards at a greater level of specialization (FAIR Principles). This era is also marked by the use of open science to practice collaborative open science (Polymath Project), putting all of the pieces developed in previous eras into place.

NOTES:
[1] Munroe, R. (2013). The Rise of Open Access. Science, 342(6154), 58-59. doi:10.1126/science. 342.6154.58

[2] Alicea, B. (2019). History of Open Access Infographic. Figshare, doi:10.6084/m9.figshare. 9975713

October 21, 2019

Open Access Week 2019: Introduction

Welcome to OAWeek 2019! This year's features are being published in conjunction with the Orthogonal Research and Education Laboratory, the eLife Ambassadors program, and the associated Data Reuse Initiative.

The first feature for this year is an infographic called the History of Open Access [1]. Our history begins in 1943 with some Philosophy of Science [2], and proceeds through key innovations, publications, and institutions the span the late 20th and early 21st centuries. Below is a preview of the infographic, and will be discussed in more detail on Tuesday the 22nd.

History of Open Access infographic (Omega version).

The second feature is a series of digital badges (microcredentials) on Open Data practice [3]. The first badge in the series walks the learner through several lessons on how to identify, locate, and work with open datasets. The second badge walks the learner through preparing an open data set for publication. This lesson is based on the Mozilla Data Reuse Planning Template which help people adhere to best practices when making data public and shareable. These badges will be released on Thursday the 24th. Then, on Friday the 25th, we will give you the chance to make your own contributions (details to come). So join us for our week of celebrating Open Access!



NOTES:
[1] Figshare, doi:10.6084/m9.figshare.9975713

[2] Robert Merton, The Sociology of Science: theoretical and empirical investigations.

[3] Molloy, J.C. (2011). The Open Knowledge Foundation: Open Data Means Better Science. PLoS Biology, 9(12), e1001195.

April 4, 2019

April is Documentation Month!

This content is cross-posted from OpenWorm Foundation blog.
Based on popular demand, April will be “Docs Month” within the OpenWorm Foundation. The month will be filled with reevaluating our organizational docs, in addition to putting together a proposal (in conjunction with INCF) for the inaugural Google Season of Docs
If you have a technical writing background, we can work on a community contribution, which can include (but is not limited to) the following current organizational needs:
1) building an OpenWorm Wiki, which might reference special topics and within the subprojects. 
2) website redesign so as to make it easy to find key information (e.g. people, how to get to Slack, Github, Docker and Blender models). 
3) help refine a reference document started by Senior Contributor Gopal Sarma. 
4) an inventory of projects and docs that align with current organizational goals. 
5) a reorganization of all project docs, mainly merging DevoWorm, NeuroML, Geppetto, and other assorted docs into one location. 
6) help with the educational curriculum. 
7) find and write specs for “casual contributor-friendly” contributions.
Let's get working! 
UPDATE (4/26): We submitted an application by the deadline that incorporates many of these elements. If you are interested in learning more, please join our Slack team and join the #documentation channel, or contact me via e-mail.

October 26, 2018

OAWeek 2018: Barriers to Practice

In our final OAWeek post, I will present the current barriers to "open" practice. While there are many potential barriers to living up to the principles of complete openness, there are four major reasons why people or institutions make the decision to be open and their reasons for doing so. These include (but are not limited to): technological, financial, formal conventions, and learning curve.



Technological. The past few years have seen a boom in innovations and digital tools that enable open access, open science, and open source. Based on the above figure, we can see that the all areas of the conventional scientific process have been touched by this revolution. Distribution, publishing, notetaking, bibliographies, and engaging the broader community have all been impacted by new tools and (more importantly) their adoption by a critical mass of scientists. The development of formal pipelines for organizing this proliferation of tools into actionable steps [1] has also been a technological advance. Despite this convergence, this is not a single "killer app" that will solve the open problem. Nor should there be, as killer apps are often concentrated in the hands of single entities that are vulnerable to profiteering. Importantly, open-enabling technologies must be available to smaller research groups, particularly generators of smaller datasets [2], to get the most out of the scientific community's efforts.

101 Innovations in Scholarly Communication. ORIGINAL SOURCE: https://innoscholcomm.silk.co/  License: CC-BY.

Financial. While many tools are relatively cheap to use, other aspects of open science can be quite costly to individual scientists or even laboratories. In Wednesday's post on the three "opens", the various models of open access were discussed. Depending on which route to open access and/or open science is chosen, there are costs associated with manuscript, data archiving, curation, and annotation. A successful "open" strategy should include a consideration of these costs to ensure sustainability over the long term. There are also issues with the cost and public funding of large-scale community resources such as open access journals, preprint servers, data repositories that must be solved without making their use unaffordable or (by extension) unavailable. One open question is the incentive structure for sharing resources and making them accessible. This is particularly true for datasets, which require incentives related to research efficiency, social prestige, and intellectual growth [3]. Such incentives can also help to reinforce higher reproducibility standards and overall levels of scientific integrity [4]. 

An example of a set of formal conventions chosen from a large number of potential tools. COURTESY: Nate Angell, Joint Roadmap for Open Science Tools. License: CC-0.

Formal Conventions. Another barrier to "open" is cultural practice. In moving from concept to finished product, we do so by following a set of internalized practices. While science requires much formal training, many scientific practices are taught implicitly during the course of laboratory and scholarly research. Several recent studies characterize openness as a matter of evolving norms [5, 6] which define openness in terms of collegiality, and does not punish non-open endeavors. One critical aspect to encouraging open practices is education. However, there does seem to be a generational shift in attitudes and educational opportunities surrounding open practices. This has occurred at the same time information and computational technologies have emerged that encourage sharing and transparency. Whether this will change standards and expectations in a decade is unclear -- although governments and funding agencies are now embracing open access and open science in ways they previously have not.

Learning curve as compared to the diffusion of innovations [7]. COURTESY: Wikimedia.

Learning Curve. With all of the potential tools and steps in making research open, there is a learning curve for both individual scientists and small organizations (e.g. laboratory). While the learning curve for some practices (e.g. preprint posting) are trivial, other "open" practices (e.g. transparent protocol and methods) require more commitment and formal training. The learning curve is one major factor in the difference between merely "making things open" and making things accessible. In the domain of open datasets, accessibility can be hampered due to the fragmentation of resources across many obscure locations rather than a highly-discoverable set of repositories with fixed identifiers [8]. There are two additional barriers to accessibility and/or practice adoption: difficulty of learning and cultural learning. Difficulty in learning a specific tool or programming language does make a difference in how open practices are, and the harder or more time consuming a certain task is, the less likely the associated practice will be adopted. Cultural learning involves being exposed to a specific practice and then adopting that practice. This generally has little relation to difficulty, and depends more on personal and institutional preference. It is important to keep both of these in mind, both for adopting an "open" strategy and expectations of members of the broader community.


NOTES:
[1] Toelch, U. and Ostwald, D. (2018). Digital open science: Teaching digital tools for reproducible and transparent research. PLoS Biology, 16(7), e2006022. doi:10.1371/journal.pbio.2006022.

[2] Ferguson, A.R., Nielson, J.L., Cragin, M.H., Bandrowski, A.E., and Martone, M.E. (2014). Big Data from Small Data: Data-sharing in the ‘long tail’ of neuroscience. Nature Neuroscience, 17(11), 1442-1448. doi:10.1038/nn.3838.

[3] Gardner, D. et.al (2003). Towards Effective and Rewarding Data Sharing. Neuroinformatics, 1(3), 289-285. AND Piwowar, H.A., Becich, M.J., Bilofsky, H., Crowley, R.S. (2008). Towards a Data Sharing Culture: Recommendations for Leadership from Academic Health Centers. PLoS Medicine, 5(9), e183. doi:10.1371/journal.pmed.0050183.

[4] Gall, T., Ioannidis, J.P.A., Maniadis, Z. (2017). The credibility crisis in research: Caneconomics tools help? PLoS Biology, 15(4), e2001846. doi:10.1371/journal.pbio.2001846.

[5] Pham-Kanter, G., Zinner, D.E., and Campbell, E.G. (2014). Codifying Collegiality: recent developments in data sharing policy in the life sciences. PLoS One, 9(9), e108451. doi:10.1371/ journal.pone.0108451.

[6] Fecher, B., Friesike, S., and Hebing, M. (2015). What Drives Academic Data Sharing? PLoS One, 10(2), e0118053. doi:10.1371/journal.pone.0118053.

[7] Rogers, E. (1962). Diffusion of Innovations. Free Press of Glencoe, New York.

[8] Culina, A., Woutersen-Windhouwer, S., Manghi, P., Baglioni, M., Crowther, T.W., Visser, M.E.  (2018). Navigating the unfolding open data landscape in ecology and evolution. Nature Ecology and Evolution, 2, 420–426. doi:10.1038/s41559-017-0458-2

October 24, 2018

OAWeek 2018: Open Access, Open Science, Open Source

For this OAWeek post, we will discuss the connections between open access, open science, and open source. As an organizing principle, I will introduce each concept with a working definition, and then discuss relationships with other "open" concepts.


Open Access: availability to the general public, research output can be distributed freely without restrictions.

A typology of different forms of Open Access publishing.

As a publishing phenomenon, open access can take a number of forms [1, 2]. Aside from a distinction between peer-reviewed and non peer-reviewed materials, Open Access publishing is color-coded as green (self-archiving) or golden (archival at the publisher's site for a fee) [3]. There is also a version of golden open access called diamond open access, the difference being that diamond open access does not require the author to pay a fee to the publisher [4]. Self-archival can be done through a personal server (website), a preprint site such as bioRxiv, or a site that allows for public hosting of documents (ResearchGate, Figshare). Golden open access usually requires an APC fee, the funds for which go to the publisher. While cheaper, self-archival requires adherence to a set practices that ensure ease of access.

In a narrow sense then, open access is a publishing issue seemingly unconnected to open science and particularly open source. Yet in fact, open access is both critical to and an enabling factor in open science and open source. Aside from making materials open (free or affordable), they mush also be made accessible. There are many other benefits to open access [5], but the most important of which is that they enable access to many different components of a set of scientific results.


Open Science: make research and data (scholarly outputs) publically accessible. This requires efforts to make scholarly outputs transparent and accessible, which should enable reproducibility.


Open Science is an extension of open access in that not only is the manuscript made public, but the research products are made public as well [6, 7]. An open pipeline (or system) might include any number of the following: version-controlled manuscript editing, preprints, preregistration of study design, open datasets, demonstrable analyses, open source code, social media engagement, post-publication review, and open manuscript review. While it is up to the scientist or scientific organization what components to utilize, each component has value to both the scientist [8] and the scientific audience.

One way to make the benefits of being open explicit without violating the rights of scientists to their original work is to adopt an open license. While there are a number of options for both open science and open source, one popular type of license is Creative Commons (CC) [9]. There are many types of CC license, but one commonly used in open science is CC-BY (or alternatively CC-BY-NC). The BY license allows others to distribute and/or recombine your work with acknowledgement of the original author (you). BY-NC licenses explicitly disallow commercial derivatives.


A successful open science strategy is more than simply the production of science and the least publishable unit. Open science also includes access to educational materials, such as screencasts, lecture notes, and even course development [10]. As a suitable example, Open Science MOOC provides all of their course modules at the level of a consumable lesson and a Github repository of sharable lesson plans.


Open Source: make source code publically available and editable. Software architecture is licensed so that it can be modified in collaborative fashion.

In many ways, open source (OS) can be considered a crucial component of open science, as the ability to collaboratively and transparently solve problems is a key part of the ethos. Yet open source has its own set of concerns surrounding project-building and the management of contributors. The development of open source software is not simply the production of free software, as there are significant version control and human resource issues that go into OS [11]. Open source projects (such as Wikimedia Foundation or Linux Foundation) tend to operate at a much larger scale than open science collaborations. In the case of hybrid open science/open source organizations (such as the OpenWorm Foundation), there are a number of management concerns that also draw from making research methods and data transparent.

Open Source provides not only an avenue to transparency, but also as a tool for collaboration. An open source infrastructure that provides version-control [12] and source code annotation in the public domain can serve to enable public discussion and encourage future development outside of a specific project or set of experiments. The ability to open up code used in analysis and simulation aids in the peer review process. For published methods, open source provides a means for people to improve upon and use the code base. Open source efforts such as the open hardware movement allows labs to share standardized plans for DIY lab equipment, lowering the costs of science.


NOTES:
[1] Jeffrey, K.G. (2006). Open Access: an introduction. ERCIM News. https://www.ercim.eu/publication/Ercim_News/enw64/jeffery.html.

[2] Suber, P. (2012). Open Access. MIT Press, Cambridge, MA

[3] Kienc, W. (2015). Green OA vs. Gold OA. Which one to choose? Open Science blog, June 3.

[4] Kelly, J.M. (2013). Green, Gold, and Diamond?: A Short Primer on Open Access. Jason M. Kelly blog, January 27.

[5] PLoS. Why Open Access? https://www.plos.org/open-access.

[6] Guide to Open Science Publishing. F1000Research.

[7] McKiernan, E.C., Bourne, P.E., Brown, C.T., Buck, S., Kenall, A., Lin, J., McDougall, D., Nosek, B.A., Ram, K., Soderberg, C.K., Spies, J.R., Thaney, K., Updegrove, A., Woo, K.H., and Yarkoni, T. (2016). How open science helps researchers succeed. eLife. 2016; 5: e16800. doi:10.7554/eLife. 16800.001.

[8] Ali-Khan, S.E., Jean, A., MacDonald, E., Gold, E.R. (2018). Defining Success in Open Science. MNI Open Research, 2, 2. doi:10.12688/mniopenres.12780.

[9] Creative Commons. About the licenses. https://creativecommons.org/licenses/

[10] Jhangiani, R. and Biswas-Diener, R. (2017). Open: the philosophy and practices that are revolutionizing education and science. Ubiquity Press. doi:10.5334/bbc.

[11] Fogel, K. (2017). Producing Open Source Software: how to run a successful free software project. Version 2.3088 http://producingoss.com/

[12] Blischak, J.D., Davenport, E.R, and Wilson, G. (2016). A Quick Introduction to Version Control with Git and GitHub. PLoS Computational Biology, 12(1), e1004668. doi:10.1371/journal.pcbi. 1004668.

October 22, 2018

Welcome to Open Access Week 2018!

Welcome to Open Access Week! Orthogonal Research and Education Laboratory is contributing to the week's activities through three blogposts: in this post, we will briefly discuss Open Annotation, while Wednesday will feature "Open Access, Open Science, and Open Source" and Friday will feature "Barriers to Practice".


Synthetic Daisies blog celebrated Open Access Week in 2016 (Working with Secondary Datasets, How Am I Doing, Altmetrics?) and 2017 (Version-Controlled Papers, Open Project Management). All posts will be tagged with #OAweek for easy retrieval.

To kick off the discussion, we will now quickly discuss Open Annotation and the role it can play in enabling literature searches, peer-review, and collaboration. Two of the most well-known open annotation tools are Hypothes.is and Fermat's Library. A few posts from the Hypothes.is blog serve to establish the benefits and potential of open annotation and how it is currently being implemented on the web.

According to [1], open annotation can serve as a framework for new practices such as collective document review. This is a common function of collaborative document systems such as Overleaf and Authorea. However, the Hypothes.is vision for seems to be building a so-called "ecosystem" for commenting that can be used for peer review, reader notes, or links to relevant additional readings [1, 2]. In such a system, comments can be transferred across versions of a document, from draft to preprint to published manuscript [1].

Under the hood, open annotation relies upon standards such as the W3C Open Annotation data model. Once implemented, this allows for a separation of the discussion (annotations) from the main page [2]. This provides opportunities for meta-browsing [3] and distributed discussion threads that can be centralized in a common repository. There are also many opportunities for novel uses of open annotation, ranging from collaborative note-taking to adding references and data to an existing paper.

NOTES:
[1] Staines, H. (2017). Making Peer Review Transparent with Open Annotation. Hypothes.is blog, http://web.hypothes.is/blog/transparent-peer-review.

[2] Gerben (2014). Supporting Open Annotation. Hypothe.is blog, https://web.hypothes.is/blog/ supporting-open-annotation/.

[3] Wiesman, F., van den Herik, H.J., and Hasman, A. (2004). Information retrieval by metabrowsing. Journal of the American Society for Information Science and Technology, 55(7), 565-578.

September 10, 2018

OpenWorm: Royal Society B special issue now live!

Worm images courtesy of the OpenWorm browser (Drs. Christian Grove and Padraig Gleeson)

Regular readers of this blog might recall that the OpenWorm Foundation spearheaded a workshop (From Connectome to Behavior) at the Royal Society (London) in January 2018. This workshop generated a lot of social media content and internal (to OpenWorm Slack) discussion of the presented topics.

Since then, the participants have been hard at work putting together a special issue (now live in Royal Society B) that presents in more detail what was discussed at the meeting. Lots of great papers on interesting topics ranging from network theory to movement models, and from foraging behavior to quantitative phenotyping.

Many of these papers feature ongoing work related to the OpenWorm Foundation, including the Geppetto, c302, and Sibernetic projects. There is also an OpenWorm overview paper that provides a current state of the initiative. Enjoy!

December 1, 2017

Coherence and Relevance in Scientific Communities

          During the past year, Synthetic Daisies featured a series of posts on relevance theory and intellectual coherence within research communities [1]. In this post, I would like to use a set of small datasets to demonstrate how relevance plays a role in shaping scientific practice [2]. We are using a syntactic approach (or word frequency) to infer changes over time in specific scientific fields. 


          This is done using a list of words extracted from titles of accepted papers at the NIPS (Neural Information Processing Systems) conference from various years past. The NIPS conference (annual) represents a set of fields (Neural Modeling, Artificial Intelligence, Machine Learning) that has experienced rapid innovation and vast methodological change over the past 20 years [3]. To get a handle on patterns that represent a more stable field, data from GECCO (Genetic and Evolutionary Computation Conference). While there is plenty of innovation in this area of CS research, the short-term wholesale turnover of methods is much less prominent.

          Our approach involves ranking words used in paper titles in terms of frequency, and then comparing these rankings between different time intervals. Title words are in many ways more precise than keywords in that titles tend to be descriptive of specific methods and approaches. Each list has the top 15 results for each year listed. Changes in rank are represented by lines between their location in each pairwise list, and words that newly appear or disappear from the list project to a black dot underneath the ranked lists. 

          The working hypothesis is that periods of rapid change are characterized by very little carry-over between two neighboring time-points. Basic descriptive terms specific to the field should remain, but all other terms in the earlier list will be replaced a new set of terms. 

NIPS Conference Accepted Papers for 10-year intervals.

          The first graph shows the change in top terms (relevance) across 10-year intervals. As expected for such a fast-moving field, the terms exhibit an almost complete turnover for each interval (4/15 terms are continuous between 1994 and 2007, and 5/15 terms are continuous between 2007 and 2016). The only three terms that are present in both 1994 and 2016 are "learning", "model", and "neural". These are consistent with the basic descriptive terms in our working hypothesis.

NIPS Conference Accepted Papers for 3-year intervals.

          The second graph demonstrates changes in top terms (relevance) between 2010 and 2016, using intervals of three years. As expected, there is more continuity between terms (8/15 terms are continuous between 2010 and 2013, and 11/15 terms are continuous between 2013 and 2016). The 2013-2016 interval is interesting in that two of the terms new to the 2016 list ("optimal" and "gradient") are descriptors of a word that was lost from the 2013 list ("algorithm"). This suggests that there was much coherence in research topics within this interval as compared the 2010-2013 intervals.

GECCO Conference Accepted Papers for 1-year intervals.

          For both one-year intervals, 11/15 terms are preserved from one interval to the next. The terms that exhibit this continuity are consistent with the idea of basic descriptive terms. This might be seen as the signature of stability within communities, as it matches what is observed between 2013 and 2016 for the NIPS data.

          In keeping with the idea of scientific revolutions [4], we might adjust our view of paradigm shifts as revolutions in relevance. This serves as an alternative to the "big person" view of history, where luminaries such as Newton or Einstein singularly make big discoveries that change the course of their field and upend prevailing views. In this case, revolutions occur when communities shift their discourse, sometimes quite rapidly, to new sets of topics. This seems to be the case with various samplings of the NIPS data.

          For papers presented at NIPS and GECCO, what is relevant in a particular year is made salient to the audience of people who attend the conference. Whether or not this results in a closed feedback loop (people perpetually revisiting a focused set of topics) is dependent on other social dynamics.


UPDATE (12/7):
A preprint is now available! Check it out here: How to find a scientific revolution: intellectual field formation and the analysis of terms. Psyarxiv, doi:10.17605/OSF.IO/RHS9G (2017).


NOTES:
[1] For more information, please see the following posts: Excellence vs. Relevance. July 2 AND Breaking Out From the Tyranny of the PPT, April 17 AND Loose Ends Tied, Interdisciplinarity, and Consilience. June 18.

[2] Lenoir, R. (2006). Scientific Habitus: Pierre Bourdieu and the Collective Individual. Theory, Culture, and Society, 23(6), 25-43.

[3] For more about the experience and history of NIPS, please see: Surmenok, P. (2017). NIPS 2016 Reviews. Medium.

[4] Kuhn, T.S. (1962). The Structure of Scientific Revolutions. University of Chicago Press, Chicago, IL.

October 26, 2017

Open Access Week 2017: Version-Controlled Papers

The subject of a recent workshop [1], the next-generation scientific paper will include digital tools that formalize things such as version control and data sharing/access. Orthogonal Laboratory is developing a method for version-controlled documents that integrates formatting, bibliographic aspects, and content management. While this is not a novel approach to writing and composition [2], this post will cover how to apply a version-controlled strategy to presenting a scientific workflow. Below are brief sketches of our system for generating next-generation papers.

The first element is the process through which a document is generated, styled, and published (assigned a unique digital identifier or doi):


The key element of our system is a version control repository. We are using Bitbucket, but Github or a more specialized platforms such as Authorea or Penflip might also be sufficient. The idea is to build documents using the the Markdown language [3], then incorporate stylistic elements using CSS and HTML. VScode is used to manage spellcheck and grammar in the Markdown documents (containing the authored content). Reference management is done via Zotero, but again, any open source alternative will do.

The diffs function [4] of version control can be used to operate on final versions of Markdown files for the purpose of alternating between document versions. The idea is to not only find a consensus between collaborators, but to use branches strategically to push alternative versions of content to the doi as desired. This combinatorial editing framework could be desirable in appealing to different audiences or stressing specific aspects of the work at different points in time. Note that this is distinct from the editorial function of pulls and merges, which are meant to be more "under the hood".


Pandoc serves as a conversion tool, and can style documents according to particular specifications. This includes conventions such as APA style, or document formats such as LaTeX or pdf [5]. Additional components include code and data repositories, supplemental materials, and post-publication peer review.

Orthogonal Lab generally uses a host such as Figshare to generate dois for such content, but there are other hosts that generate version-specific dois as well. It is worth noting that Github-hosted academic journals are beginning to appear. Two examples are ReScience and Journal of Open Science Software. What we are providing (for our community and yours) is a means to generate styled documents (technical papers, blogposts, formal publications) in a version-controlled format. This also means papers can be dynamic rather than static: content at a given doi can be updated as desired.


NOTES:
[1] Perkel, J. (2017). C. Titus Brown: Predicting the paper of the future. Nature TechBlog, June 1.

[2] Eve, M.P. (2013). Using git in my writing workflow. August 18. Also, much of this functionality is accessible in Overleaf using TeX and a GUI interface.

[3] Cifuentes-Goodbody, N. (2016). Academic Writing in Markdown. YouTube. AND Sparks, D. and Smith, E. Markdown Field Guide, MacSparky.

[4] Diffs are also useful in comparing different versions of a published document as events unfold. Newsdiffs performs this function quite nicely on documents containing unfolding news.

[5] A few references for further reading:

a) Building your own Document Processor Tools:
Building Publishing Workflows with Pandoc and Git. Simon Fraser University Publishing.

b) Git + Diffs = Word Diffs:
Diff (and collaborate on) Microsoft Word documents using GitHub. Ben Balter blog.

c) Using Microsoft Word with Git. Martin Fenner blog.

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