Act I · Setting the stage

Scene 1 · Reproducibility and replicability

Learning outcomes…

• [RRP01] Recognise the importance of (computational) reproducible research as a fundamental pillar of open science.

• [RRP02] Compare and contrast the {Re}* terms (reproduce, replicate, recreate, etc) within the context of each participant’s own discipline.

Content…

• We recognize the importance of reproduction and replication as part of the scientific method and open science.

• We introduce the concepts of reproducibility and replicability.

• We compare reproduction practices and standards required/perceived in different disciplines or areas of knowledge.

Organisation & materials

[Estimated time: 2 hours]

1. Of the examples of Learner Personas, with which one do you identify the most, even if it doesn’t quite fit your profile?

2. Review the concepts of reproducibility, replication, and computational reproducibility in Reproducibility: historical notes & concept (slides) .

3. Reflect on the extent to which these terms (reproduction, replication, robustness, generalisation) are widespread in your own discipline or area of research. Which is more predominant in your discipline? And in your research? Of the journals you publish or flag-ship journals in your discipline, do they request articles that support computational reproducibility, empirical reproducibility, or statistical reproducibility? (hint: check The Turing Way’s definitions page (The Turing Way Community 2019)).

4. (Optional) If you’re still hesitant to embrace reproducibility, Five Selfish Reasons to Work Reproducibly by Dr. Florian Markowetz], based on his paper (Markowetz 2015), will convince you!

Assignments

• Indicate the Learner Persona with whom you best identify (activity 1) in the Learner Persona Survey in AV.

• Write a message (min 150 words) to answer the questions posed in Activity 3 above to the forum Reflection on reproducibility/replicability in your discipline and in your own research in AV. Please, indicate in the message your discipline or area of knowledge.