The Embassy of Good Science - User contributions [en]

Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2

2021-06-18T10:41:26Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to responsible supervision, mentoring and role-modeling
|Instruction Goal=This series of eLearning modules highlights the relevance of supervision, mentoring, and role-modeling in research environments and provides definitions of roles and their corresponding responsibilities.
|Has Requirements=This is one of a four part series. The other three series are: [https://embassy.science/wiki/Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6 "Introduction to Research Integrity"] , [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement concerns the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training; Researchers
|Has Method=eLearning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.

*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsibilities. Furthermore, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Fenneke Blom

We thank Nele Bracke, Stefanie van der Burght, Natalie Evans, Nicole Föger, Tamarinde Haven, Mike Kalichman, Armin Schmolmüller, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices, create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainer
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsabilities. Besides, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2

2021-06-18T10:41:06Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to responsible supervision, mentoring and role-modeling
|Instruction Goal=This series of eLearning modules highlights the relevance of supervision, mentoring, and role-modeling in research environments and provides definitions of roles and their corresponding responsibilities.
|Has Requirements=This is one of a four part series. The other three series are: [https://embassy.science/wiki/Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6 "Introduction to Research Integrity"] , [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement concerns the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training; Researchers
|Has Method=eLearning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.

*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsibilities. Furthermore, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Fenneke Blom

We thank Nele Bracke, Stefanie van der Burght, Natalie Evans, Nicole Föger, Tamarinde Haven, Mike Kalichman, Armin Schmolmüller, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainer
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices, create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainer
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsabilities. Besides, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2

2021-06-18T10:39:14Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to responsible supervision, mentoring and role-modeling
|Instruction Goal=This series of eLearning modules highlights the relevance of supervision, mentoring, and role-modeling in research environments and provides definitions of roles and their corresponding responsibilities.
|Has Requirements=This is one of a four part series. The other three series are: [https://embassy.science/wiki/Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6 "Introduction to Research Integrity"] , [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement concerns the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training; Researchers
|Has Method=eLearning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.

*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsibilities. Furthermore, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Fenneke Blom

We thank Nele Bracke, Stefanie van der Burght, Natalie Evans, Nicole Föger, Tamarinde Haven, Mike Kalichman, Armin Schmolmüller, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainer
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices, create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainer
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsabilities. Besides, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2

2021-06-18T10:37:27Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to responsible supervision, mentoring and role-modeling
|Instruction Goal=This series of eLearning modules highlights the relevance of supervision, mentoring, and role-modeling in research environments and provides definitions of roles and their corresponding responsibilities.
|Has Requirements=This is one of a four part series. The other three series are: [https://embassy.science/wiki/Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6 "Introduction to Research Integrity"] , [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement concerns the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research integrity trainers; Trainers in training; Researchers
|Has Method=eLearning
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.

*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsibilities. Furthermore, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Fenneke Blom

We thank Nele Bracke, Stefanie van der Burght, Natalie Evans, Nicole Föger, Tamarinde Haven, Mike Kalichman, Armin Schmolmüller, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.
|Important Because=Supervision, mentoring, and role-modeling have a strong influence on research work environments. If a research environment is not open or is unsafe, researchers are less likely to raise concerns or admit mistakes. Therefore, contributing to an open, safe and responsible research environment is important to reduce problems such as poor mental health, drop-outs, fraudulent practices, discrimination, and harassment. For this reason, responsible and good supervision, and mentoring might be seen as duties of care to reduce and signal problems.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainer
|Instruction Step Title=Why responsible supervision, mentoring and role modeling?
|Instruction Step Text=This module highlights the importance of good and responsible supervision, mentoring and role-modeling in research environments. Such practices, create open and safe environments where problems like poor mental health, anxiety, discrimination and harassment and fraudulent practices might be reduced.
[[File:Episode1.png|link=http://courses.embassy.science/Responsible_supervision_mentoring_role-modeling/story.html]]
}}
{{Instruction Step Trainer
|Instruction Step Title=Roles and responsibilities in supervision and mentoring
|Instruction Step Text=This module explores the different roles and corresponding responsibilities in research environments, allowing the researchers to recognize themselves in such roles and responsabilities. Besides, a virtue ethics approach is applied to supervision, mentoring and role-modeling with some interactive exercises.
[[File:Episode2.png|link=http://courses.embassy.science/Roles_and_responsibilities_in_supervision_and_mentoring/story.html]]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-05-10T11:19:24Z

0000-0001-9101-8705:

{{Instruction
|Title=Virtue Ethics under current research conditions
|Instruction Goal=This series of eLearning modules aims to reflect on the concern that the current research culture may constitute conditions that could undermine values inherent in the scientific endeavour, and make it more likely for researchers to develop some vices.
|Has Requirements=This series is part of the VIRT2UE online materials and should be taken after completing the first two series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]] and [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity".]]

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research itegrity trainers; Researchers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: 

*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.

*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.

*'''The most relevant breach of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violation of research integrity in your discipline you will be invited to write different types of self-justification strategies.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
}}
{{Instruction Step Trainee
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Performative%20Culture%20in%20Research_SCORM.zip here].
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Cognitive%20Dissonance%20&%20Moral%20Distress_SCORM.zip here].
}}
{{Instruction Step Trainee
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Why%20we%20justify%20unethical%20behaviour_SCORM.zip here].
}}
{{Instruction Step Trainee
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/To%20make%20a%20virtue%20of%20necessity_SCORM.zip here].
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:

 

*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.

 

*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.

*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.
<references />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainer
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:86f47366-a189-4395-9301-36ddb6d1fc68

2021-05-10T11:08:48Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction of Virtue Ethics to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexion exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
|Has Requirements=This series of eLearning module is part of the VIRT2UE online materials and should be taken after completing the first series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity]]". After taking this series, trainees are invited to proceed to the next series [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these interactive modules you will learn about and reflect on:

 

*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.

*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts while analysis two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).

*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/What%20is%20Virtue%20Ethics_SCORM.zip here].
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Virtue%20Ethics%20&%20Research%20Integrity_SCORM.zip here].
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Virtues%20in%20Research_SCORM.zip here].
}}
{{Instruction Step Trainee
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

[http://courses.embassy.science/how_virtues_are_taught/story.html Open course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/How%20virtues%20are%20taught_SCORM.zip here].
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven .

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:

 

*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.

*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.

*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
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|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
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Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-05-10T11:05:07Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking eLearning modules you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/What%20is%20research%20integrity_SCORM.zip here].

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Three%20levels%20of%20Research%20Integrity_SCORM.zip here].
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Scope%20of%20Research%20Integrity_SCORM.zip here].
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[[File:Research Integrity in your context.png|link=http://courses.embassy.science/research_integrity_in_your_context/story.html]]

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Research%20Integrity%20in%20your%20context_SCORM.zip here].
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the eLearning modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-05-10T11:04:35Z

0000-0001-9101-8705:

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-04-12T15:00:52Z

0000-0001-9101-8705:

{{Instruction
|Title=Virtue Ethics under current research conditions
|Instruction Goal=This series of eLearning modules aims to reflect on the concern that the current research culture may constitute conditions that could undermine values inherent in the scientific endeavour, and make it more likely for researchers to develop some vices.
|Has Requirements=This series is part of the VIRT2UE online materials and should be taken after completing the first two series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]] and [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity".]]

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research itegrity trainers; Researchers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: 

*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.

*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.

*'''The most relevant breach of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violation of research integrity in your discipline you will be invited to write different types of self-justification strategies.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
}}
{{Instruction Step Trainee
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:

 

*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.

 

*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.

*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.
<references />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainer
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-04-12T15:00:06Z

0000-0001-9101-8705:

{{Instruction
|Title=Virtue Ethics under current research conditions
|Instruction Goal=This series of eLearning modules aims to reflect on the concern that the current research culture may constitute conditions that could undermine values inherent in the scientific endeavour, and make it more likely for researchers to develop some vices.
|Has Requirements=This series is part of the VIRT2UE online materials and should be taken after completing the first two series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]] and [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity".]]

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research itegrity trainers; Researchers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: 

*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.

*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.

*'''The most relevant breach of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violation of research integrity in your discipline you will be invited to write different types of self-justification strategies.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
}}
{{Instruction Step Trainee
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:

 

*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.

 

*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.

*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.
<references />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainer
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-04-12T14:58:49Z

0000-0001-9101-8705:

{{Instruction
|Title=Virtue Ethics under current research conditions
|Instruction Goal=This series of eLearning modules aims to reflect on the concern that the current research culture may constitute conditions that could undermine values inherent in the scientific endeavour, and make it more likely for researchers to develop some vices.
|Has Requirements=This series is part of the VIRT2UE online materials and should be taken after completing the first two series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]] and [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity".]]

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research itegrity trainers; Researchers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: 

*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.

*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.

*'''The most relevant breach of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violation of research integrity in your discipline you will be invited to write different types of self-justification strategies.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
}}
{{Instruction Step Trainee
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:

 

*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.

 

*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.

*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.
<references />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainer
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-04-12T14:56:35Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking eLearning modules you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the eLearning modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-04-12T14:55:59Z

0000-0001-9101-8705:

{{Instruction
|Title=Virtue Ethics under current research conditions
|Instruction Goal=This series of eLearning modules aims to reflect on the concern that the current research culture may constitute conditions that could undermine values inherent in the scientific endeavour, and make it more likely for researchers to develop some vices.
|Has Requirements=This series is part of the VIRT2UE online materials and should be taken after completing the first two series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]] and [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity".]]

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Research itegrity trainers; Researchers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: 

*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.

*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.

*'''The most relevant breach of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violation of research integrity in your discipline you will be invited to write different types of self-justification strategies.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
}}
{{Instruction Step Trainee
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:

 

*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.

 

*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.

*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.
<references />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainer
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.
}}
{{Instruction Step Trainer
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:86f47366-a189-4395-9301-36ddb6d1fc68

2021-04-12T14:55:03Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction of Virtue Ethics to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexion exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
|Has Requirements=This series of eLearning module is part of the VIRT2UE online materials and should be taken after completing the first series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity]]". After taking this series, trainees are invited to proceed to the next series [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.

'''VIRT2UE Online modules privacy statement'''

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the [http://virt2ueconsortium.eu/ VIRT2UE consortium] and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].

'''''All information of users remains client side'''''

At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.

'''''Entering personal information in the modules'''''

At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.

[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
|Has Duration=1
|Important For=Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these interactive modules you will learn about and reflect on:

 

*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.

*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts while analysis two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).

*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

[http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven .

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:

 

*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.

*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.

*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T19:21:02Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity"]] and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking eLearning modules you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the eLearning modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:86f47366-a189-4395-9301-36ddb6d1fc68

2021-03-31T19:20:08Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction of Virtue Ethics to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexion exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
|Has Requirements=This series of eLearning module is part of the VIRT2UE online materials and should be taken after completing the first series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity]]". After taking this series, trainees are invited to proceed to the next series [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]".

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these interactive modules you will learn about and reflect on:

 

*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.

*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts while analysis two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).

*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

[http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven .

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:

 

*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.

*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.

*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-03-31T19:18:27Z

0000-0001-9101-8705:

{{Instruction
|Title=Virtue Ethics under current research conditions
|Instruction Goal=This series of eLearning modules aims to reflect on the concern that the current research culture may constitute conditions that could undermine values inherent in the scientific endeavour, and make it more likely for researchers to develop some vices.
|Has Requirements=This series is part of the VIRT2UE online materials and should be taken after completing the first two series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity"]] and [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of Virtue Ethics to Research Integrity".]]

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Research itegrity trainers; Researchers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these eLearning modules you will learn about and reflect on: 

*'''Your experience of cognitive dissonance in a research related context:''' You will be guided in recognizing the relevance and dynamics of cognitive dissonance within the research process.

*'''The necessity and risks of applying self-justification strategies:''' You will be guided and invited to reflect on the self-justification strategies you might use, and the possible unintended consequences they might lead to, like the development of cognitive biases.

*'''The most relevant breach of research integrity in your discipline and possible self-justification strategies:''' After identifying the most relevant violation of research integrity in your discipline you will be invited to write different types of self-justification strategies.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
}}
{{Instruction Step Trainee
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks to reflect on the effect of a performative culture in research, and whether these may tempt to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.

[http://courses.embassy.science/cognitive_dissonance_and_moral_distress/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules supports users in reflecting on possible circumstances that might undermine a good research and and prevent researchers from developing virtues. By taking these modules learners will:

 

*'''Reflect on their experience of cognitive dissonance'''<ref>''Cognitive Dissonance Theory'' was initiated by Festinger, L. (1957). ''A Theory of Cognitive Dissonance''. Stanford University Press</ref> '''in a research related context.''' Both in explaining and demonstrating the underlying dynamics and relevance of cognitive dissonance for the research process, learners are likely to experience this psychological discomfort, and reflect upon it.

 

*'''Reflect on the necessity and risks of applying self-justification strategies.''' Both in explaining and demonstrating the underlying dynamics informing the application of self-justification strategies in research, learners are invited to reflect on the self-justification strategies they use, and the possible unintended consequences, like the development of cognitive biases.

*'''Select the most relevant breach of research integrity in their discipline and invent self-justification strategies.''' In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that have previously introduced to them with the example of honorary authorship.
<references />
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Performative Culture in Research
|Instruction Step Text=This module starts with the assumption that many researchers may perceive the notion of virtue ethics in conflict with performative pressures in research. Drawing upon the work of Bruce Macfarlane[[#%20ftn1|[1]]], a culture of performativity is explored, as well as the question of whether current research conditions may involve incentives to be boastful. A reflection exercise asks learners to reflect on the effect of a performative culture in research, and whether these may tempt them to act more boastfully.

[http://courses.embassy.science/performative_culture_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainer
|Instruction Step Title=Cognitive Dissonance & Moral Distress in Research
|Instruction Step Text=This module aims to explain and demonstrate the underlying dynamics and relevance of cognitive dissonance for the research process. Along with the example of honorary authorship, it is discussed how conflicting imperatives (or underlying conflicting values) inherent in the current research system may be experienced as cognitive dissonance or moral distress. This module further invites to reflect upon the experience of cognitive dissonance and moral distress in one's research.
}}
{{Instruction Step Trainer
|Instruction Step Title=Why we justify unethical behaviour
|Instruction Step Text=This module aims to both explain and demonstrate the underlying dynamics informing the application of self-justification strategies in research. In a two-step exercise, learners are first required to choose the most relevant violation of research integrity in their discipline. Then, they are asked to write different types of self-justification strategies (e.g. denial of responsibility, trivialization) that has previously been introduced to them with the example of honorary authorship.

[http://courses.embassy.science/why_we_justify_unethical_behaviour/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=To make a virtue of necessity
|Instruction Step Text=This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).

[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Franca Marino, Ana Marusic, Signe Mezinska, Bert Molewijk, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:Cda80c83-0101-4e27-bdc0-87a45846e5ed;Theme:28a0859b-9e52-4af4-97f0-b0f8eeac1f1c
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:86f47366-a189-4395-9301-36ddb6d1fc68
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-03-31T19:13:36Z

0000-0001-9101-8705:

Instruction:43c900ea-a317-4528-8ece-1f3fb3564867

2021-03-31T19:12:16Z

0000-0001-9101-8705:

Instruction:86f47366-a189-4395-9301-36ddb6d1fc68

2021-03-31T18:59:41Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction of Virtue Ethics to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexion exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
|Has Requirements=This series of eLearning module is part of the VIRT2UE online materials and should be taken after completing the first series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to research integrity]]". After taking this series, trainees are invited to proceed to the next series [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics applied under current research conditions]]".

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these interactive modules you will learn about and reflect on:

 

*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.

*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts while analysis two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).

*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

[http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven .

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:

 

*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.

*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.

*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:86f47366-a189-4395-9301-36ddb6d1fc68

2021-03-31T18:59:13Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction of Virtue Ethics to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexion exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
|Has Requirements=This series of eLearning module is part of the VIRT2UE online materials and should be taken after completing the first series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to research integrity]]". After taking this series, trainees are invited to proceed to the next series [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics applied under current research conditions]]".

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these interactive modules you will learn about and reflect on:

 

*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.

*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts while analysis two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).

*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

[http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven .

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:

 

*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.

*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.

*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
}}
{{Instruction Step Trainer
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:86f47366-a189-4395-9301-36ddb6d1fc68

2021-03-31T18:46:07Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction of Virtue Ethics to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexion exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
|Has Requirements=This series of eLearning module is part of the VIRT2UE online materials and should be taken after completing the first series: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to research integrity]]". After taking this series, trainees are invited to proceed to the next series [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics applied under current research conditions]]".

You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking these interactive modules you will learn about and reflect on:

 

*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.

*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts while analysis two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).

*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Virtue Ethics?
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtue Ethics & Research Integrity
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.

[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
}}
{{Instruction Step Trainee
|Instruction Step Title=Virtues in Research
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

[http://courses.embassy.science/virtues_in_research/story.html Open course]
----[[#%20ftnref1|[1]]] Macfarlane, B. (2010). ''Researching with integrity: The ethics of academic enquiry''. Routledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=How virtues are taught
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

[http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven .

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This interactive e-learning module provides an introduction to virtue ethics and its relevance for research integrity. By taking this module learners will need to:

 

*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.

*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.

*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own obituary/laudatio, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.

*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=Experience the online module
|Instruction Step Text=[http://courses.embassy.science/introduction_of_virtue_ethics_to_research_integrity/sto Open the course]
[[File:Introduction for virtue ethics.png|left|thumb|267x267px]]
 
}}
{{Instruction Remarks Trainer
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53;Theme:Af676916-8a83-443a-aece-66abb3e9054f;Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34
|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:30:22Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of virtue ethics to research integrity"]] [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|and "Virtue ethics applied under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking eLearning modules you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the eLearning modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:28:53Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of virtue ethics to research integrity"]] [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|and "Virtue ethics applied under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking eLearning modules you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the eLearning modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

 [http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:28:00Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of virtue ethics to research integrity"]] [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|and "Virtue ethics applied under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking this interactive module you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the eLearning modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

 [http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:26:48Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of virtue ethics to research integrity"]] [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|and "Virtue ethics applied under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking this interactive module you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

 [http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
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|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
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|Involves=VIRT2UE
|Has Location=Europe
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Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:25:31Z

0000-0001-9101-8705:

{{Instruction
|Title=Introduction to Research Integrity
|Instruction Goal=This series of eLearning modules provides an introduction to the main principles of research integrity, describes the guidance outlined in the European Code of Conduct for Research Integrity (ECoC), and asks you to apply the ECoC to your own context.
|Has Requirements=This series is part of the VIRT2UE online materials and is designed to be used with the two following series: [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|"Introduction of virtue ethics to research integrity"]] [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|and "Virtue ethics applied under current research conditions]].

You should have experience of research in practice (e.g. be employed as a researcher) or be a trainer/educator/teacher who has had experience in research in the past.
|Has Duration=1
|Important For=Junior researchers; Researchers; Research integrity trainers; Trainers in training
|Has Method=eLearning
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee
|Is About=By taking this interactive module you will learn about: 

* '''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. 
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.

*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about your own responsibilities as researchers and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system.
|Important Because=This series of eLearning modules provide a basic understanding of the concepts used in the training to ensure that trainees start with a common terminology and knowledge.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
}}
{{Instruction Step Trainee
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]

 
}}
{{Instruction Step Trainee
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

[http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainee
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
}}
{{Instruction Step Trainee
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainee
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainee}}
{{Custom TabContent Trainer Open}}
{{Instruction Steps Foldout Trainer}}
{{Instruction Perspective Trainer
|Is About=This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:

 

*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices.
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
}}
{{Instruction Step Trainer
|Instruction Step Title=What is Research Integrity?
|Instruction Step Text=Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.

[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Three levels of Research Integrity
|Instruction Step Text=This module explores research integrity on three levels, the individual researcher, research culture, as well as the research system. Drawing largely upon the recent report “What researchers think about the culture they work in” by WELLCOME for Shift Learning (2020)[[#%20ftn1|[1]]], different aspects of research integrity are discussed. This discussion is further complemented by the introduction of the Hong Kong Principles for Assessing Researchers[[#%20ftn2|[2]]].

[http://courses.embassy.science/three_levels_of_research_integrity/story.html Open the course]
----[[#%20ftnref1|[1]]] Moran, H., Karlin, L., Lauchlan, E., Rappaport, S. J., Bleasdale, B., Wild, L., & Dorr, J. (2020). Understanding Research Culture: What researchers think about the culture they work in. ''Wellcome Open Research, 5''(201), 201.

[[#%20ftnref2|[2]]] Moher, D., Bouter, L., Kleinert, S., Glasziou, P., Sham, M. H., Barbour, V., ... & Dirnagl, U. (2020). The Hong Kong Principles for assessing researchers: Fostering research integrity''. PLoS Biology, 18''(7), e3000737.
 
}}
{{Instruction Step Trainer
|Instruction Step Title=Scope of Research Integrity
|Instruction Step Text=This module explores the difference between responsible conduct of research, research misconduct, and questionable research practices. This differentiation is exemplified explicitly and/or implied, e.g. regarding the prevalence and impact of research misconduct and breaches of responsible research practices. Publication pressure, and its implications on the integrity of research is discussed as one major driver of breaches of research integrity. This discussion is complemented by an exercise to foster reflection about the effect of publication pressure.

 [http://courses.embassy.science/scope_of_research_integrity/story.html Open the course]
}}
{{Instruction Step Trainer
|Instruction Step Title=Research Integrity in your context
|Instruction Step Text=This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.

 [http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course]
}}
{{Instruction Remarks Trainer
|Has Remarks='''List of contributors:'''

Armin Schmolmüller, Fenneke Blom.

We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Natalie Evans, Nicole Föger, Teodora Konach, Laura Hartman, Ana Marusic, Erika Löfström, Daniel Pizzolato, and Guy Widdershoven for their constructive feedback during the process of developing!

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
}}
{{Custom TabContent Close Trainer}}
{{Related To
|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
|Related To Theme=Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
|Related To Instruction=Instruction:86f47366-a189-4395-9301-36ddb6d1fc68;Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
}}
{{Tags
|Involves=VIRT2UE
|Has Location=Europe
}}

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:17:15Z

0000-0001-9101-8705:

Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6

2021-03-31T18:15:16Z

0000-0001-9101-8705:

File:Research Integrity in your context.png

2021-03-31T17:59:29Z

0000-0001-9101-8705:

Screenshot

File:Three levels of Research Integrity.png

2021-03-31T17:56:07Z

0000-0001-9101-8705:

Screenshot

File:Scope of Research Integrity.png

2021-03-31T17:54:10Z

0000-0001-9101-8705:

Screenshot

File:What is research integrity.png

2021-03-31T17:51:05Z

0000-0001-9101-8705:

Screenshot

User:0000-0001-9101-8705

2021-03-31T17:43:49Z

0000-0001-9101-8705: create user page