Yes, that magazine that turns up once a month and we never read! And I can’t remember exactly why or how this happened, but I’m counting it as an academic output (because they are few and far between at the moment!). Marcus Munafò reached out to ask how I used open data as a research methods teacher. In the article titled Why aren’t we doing more with open research? Marcus talks about the gap between broad support for open research in principle and how patchy its uptake still is in practice, especially once you factor in time pressure, incentives, and training. My small contribution focused on how open datasets, shared code, and transparent workflows can make research methods feel more concrete, less intimidating, and more honest for students. I’ve reproduces this below but make sure to read the full article here: Link
I’m constantly seeking ways to show how what might seem like ‘dry’ statistical and methodological content can lead to genuinely meaningful, real-world impact. To me, open research is the best way to achieve this. Showing students real data and real ethical considerations, presented alongside a well-written article, is unparalleled in demonstrating that the skills they are developing could soon lead to similarly impactful research of their own.
However, finding suitable datasets or protocols for these topics can be incredibly time-consuming. I often encounter studies with incomplete metadata, unclear variables, or insufficient documentation, making their analyses difficult to interpret, even for me, let alone for students. A central database of open protocols, complete with transparent ethical outlines, participant recruitment details, and well-labelled datasets, would save hours of searching and preparation.
Of course, creating and maintaining such a resource is not without challenges. Ensuring privacy, addressing consent requirements, and curating consistent metadata standards all demand significant effort, and incorporating tags that allow us to find the materials we need for our teaching. For this reason, I commend Marcus and his colleagues for undertaking such an endeavour. I believe it’s worth it. In particular, this resource will be valuable for both A-level students and undergraduate students.
By integrating high-quality, open materials into our teaching, we can empower future researchers to view openness not merely as an abstract ideal, but as a practical, transformative approach that enhances both the rigour, reach and accessibility of psychological science.
Richard M Clarke (PhD) 