The Embassy of Good Science - User contributions [en]

Instruction:B4e50646-dc10-4cc6-a85e-260b0757ddc3

2025-05-01T11:49:58Z

0009-0001-9914-1502:

{{Instruction
|Title=Create and use interactive content!
|Has Related Initiative=Initiative:Acbf72e8-0d39-418d-87ec-adda82883666
|Instruction Goal=In this module, you will learn how to:

* Create your own interactive content on the Embassy, using H5P!
* Add the interactive content you have created to training materials!
* Download and reuse the H5P files you have created elsewhere!
|Has Duration=2
|Important For=Researchers; Trainers
}}
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{{Instruction Step Trainee
|Instruction Step Title=Navigate to the H5P section of the Embassy!
|Instruction Step Text=The first step in creating your own interactive content on the Embassy is to navigate to the H5P section of the Embassy.

There are two ways you can do this:

* By selecting "Add Interactive Content" from the Resources page using the Add button; or
* Alternatively, [https://h5p.embassy.science/ click here] to go there directly.
}}
{{Instruction Step Trainee
|Instruction Step Title=Login using your ORCiD
|Instruction Step Text=Next, log in using your ORCiD!

As interactive content is made on a different section of the Embassy platform, '''please note that you will need to log in again''', even if you had already logged in to create otherresources.
}}
{{Instruction Step Trainee
|Instruction Step Title=Select and create your content
|Instruction Step Text=Now we can start making content! Once you have logged in, you should see the option to add content on the left of your screen.

Click this link, and then from the next screen select the "Interactive content" option.

From the following menu, you can now select from one of 30+ different kinds of interactive content to make. Clicking on one of these options will take you to a page where you can begin creating the selected content!

'''Not sure which kind of content to make or how to create it?'''

Once a kind of content has been selected from the list, you will see these buttons at the top of your screen:
[[File:H5p guidance.png|center|thumb|600x600px|'Tutorial' and 'Example' buttons]]

Clicking the 'Tutorial' button will open a video explaining how to create the content type you have selected, and clicking the 'Example' button will take you to a page where you can see what a finished piece of content will look like!

For can also find more examples of H5P content listed [https://h5p.org/content-types-and-applications on the H5P website.]
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File:H5p guidance.png

2025-04-30T14:57:30Z

0009-0001-9914-1502:

h5p guidance

Instruction:5e422498-e670-4fce-bbf9-b2b034df18af

2025-04-30T14:34:07Z

0009-0001-9914-1502:

{{Instruction
|Title=Create and populate an Initiative page for your project!
|Instruction Goal=This module will explain how to make an initiative page for your project, which you can link to courses, modules, and resources across the platform Embassy platform!
[[File:Add_Initiative_Video.mov|600px]]
|Has Duration=1
|Important For=All stakeholders in research; Researchers
}}
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|Important Because=Adding an initiative page for your project is one of the quickest and easiest ways to increase the visibility of your outputs (and hard work!) across the Embassy, and to get the most value from the platform.

}}
{{Instruction Step Trainee
|Instruction Step Title=Log in to the Embassy using your ORCiD
|Instruction Step Text=In order to make an initiative page for your project, you need to be logged into the Embassy using an ORCiD.

If you don't yet have an ORCiD, you can sign up for one [https://orcid.org/register here].

Once you have an ORCiD, follow the steps in the video below to sign in to the Embassy.
|Instruction Step Interactive Content=Resource:H5P-62
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a new Initiative page
|Instruction Step Text=From the tabs at the top of the [[Main Page|Embassy homepage]], click the "Community" tab.

Once there, click the "Initiatives" block to navigate to the Initiatives section of the Embassy.
[[File:Initiatives Section navigation.png|center|thumb|600x600px]]

Once you are at the Initiatives section, click on the "Add Initiative" button in the top right corner to create a new page for your initiative.

[[File:Add Initiative 2.png|center|thumb|600x600px]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Add information to your Initiative page!
|Instruction Step Text=Now that you have a blank Initiative for your project, it's time to add some information! In order to save your initiative page, you need to add at least 3 things: a '''Title''', an '''Image''', and a '''Link.'''

[[File:Initiative Prerequsities.png|center|frameless|600x600px]]

'''Title''' - This should be the title of your project. The title you enter will be used to link to resources across the Embassy platform, so it would be wise to use the shortest title possible!

'''Image''' - The image which will display next to your project name across the Embassy. If your project has a logo or icon, you should use this! Accepted filetypes include jpg/jpeg, png, svg and xml files with a maximum size of 120mb.

'''Link''' - Here you can include a link to your project website, or to a suitable alternative like the repository for your project outputs. This must take the form of a valid URL.

You can also add a description of your project to your initiative page in the "What is this about?" box, but keep it short - the word limit on this section is 75 words.
}}
{{Instruction Step Trainee
|Instruction Step Title=Publish your Initiative page
|Instruction Step Text=Once you have completed the above steps, click the "Save Page" button. Your initiative page is now complete, and you should be able to see it listed in the [[Special:BrowseData/Initiative|Initiative section]]!
}}
{{Instruction Step Trainee
|Instruction Step Title=Link your content to your initiative!
|Instruction Step Text=Once you have published your Initiative page, it's time to link your content across the Embassy to your project!

When adding or editing [[Special:BrowseData/Instruction|Modules]], [[Special:BrowseData/Guide|Courses]], and [[Resources]] to the Embassy, you will have the option to select a "Related Initiative" (see below)
[[File:Related initiative.png|center|thumb|600x600px]]

Select your project from the drop down menu and then save your content. '''Now your content should be listed on your Initiative page, easily accessible for users!'''

To see an example of what this should look like, check out the page for the [[Initiative:76ef100a-e459-4942-bd1f-701f747e8906|ROSiE project]].
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Instruction:5e422498-e670-4fce-bbf9-b2b034df18af

2025-04-30T14:33:25Z

0009-0001-9914-1502:

{{Instruction
|Title=Create and populate an Initiative page for your project!
|Instruction Goal=This module will explain how to make an initiative page for your project, which you can link to courses, modules, and resources across the platform Embassy platform!
|Has Duration=1
|Important For=All stakeholders in research; Researchers
}}
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|Important Because=Adding an initiative page for your project is one of the quickest and easiest ways to increase the visibility of your outputs (and hard work!) across the Embassy, and to get the most value from the platform.

[[File:Add_Initiative_Video.mov]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Log in to the Embassy using your ORCiD
|Instruction Step Text=In order to make an initiative page for your project, you need to be logged into the Embassy using an ORCiD.

If you don't yet have an ORCiD, you can sign up for one [https://orcid.org/register here].

Once you have an ORCiD, follow the steps in the video below to sign in to the Embassy.
|Instruction Step Interactive Content=Resource:H5P-62
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a new Initiative page
|Instruction Step Text=From the tabs at the top of the [[Main Page|Embassy homepage]], click the "Community" tab.

Once there, click the "Initiatives" block to navigate to the Initiatives section of the Embassy.
[[File:Initiatives Section navigation.png|center|thumb|600x600px]]

Once you are at the Initiatives section, click on the "Add Initiative" button in the top right corner to create a new page for your initiative.

[[File:Add Initiative 2.png|center|thumb|600x600px]]
}}
{{Instruction Step Trainee
|Instruction Step Title=Add information to your Initiative page!
|Instruction Step Text=Now that you have a blank Initiative for your project, it's time to add some information! In order to save your initiative page, you need to add at least 3 things: a '''Title''', an '''Image''', and a '''Link.'''

[[File:Initiative Prerequsities.png|center|frameless|600x600px]]

'''Title''' - This should be the title of your project. The title you enter will be used to link to resources across the Embassy platform, so it would be wise to use the shortest title possible!

'''Image''' - The image which will display next to your project name across the Embassy. If your project has a logo or icon, you should use this! Accepted filetypes include jpg/jpeg, png, svg and xml files with a maximum size of 120mb.

'''Link''' - Here you can include a link to your project website, or to a suitable alternative like the repository for your project outputs. This must take the form of a valid URL.

You can also add a description of your project to your initiative page in the "What is this about?" box, but keep it short - the word limit on this section is 75 words.
}}
{{Instruction Step Trainee
|Instruction Step Title=Publish your Initiative page
|Instruction Step Text=Once you have completed the above steps, click the "Save Page" button. Your initiative page is now complete, and you should be able to see it listed in the [[Special:BrowseData/Initiative|Initiative section]]!
}}
{{Instruction Step Trainee
|Instruction Step Title=Link your content to your initiative!
|Instruction Step Text=Once you have published your Initiative page, it's time to link your content across the Embassy to your project!

When adding or editing [[Special:BrowseData/Instruction|Modules]], [[Special:BrowseData/Guide|Courses]], and [[Resources]] to the Embassy, you will have the option to select a "Related Initiative" (see below)
[[File:Related initiative.png|center|thumb|600x600px]]

Select your project from the drop down menu and then save your content. '''Now your content should be listed on your Initiative page, easily accessible for users!'''

To see an example of what this should look like, check out the page for the [[Initiative:76ef100a-e459-4942-bd1f-701f747e8906|ROSiE project]].
}}
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File:Add Initiative Video.mov

2025-04-30T14:32:02Z

0009-0001-9914-1502:

Guide:7d013e85-6a44-4301-a797-362845368575

2025-04-29T15:54:26Z

0009-0001-9914-1502:

{{Guide
|Title=How to use the Embassy!
|Has Related Initiative=Initiative:Acbf72e8-0d39-418d-87ec-adda82883666
|Guide Goal=This course contains information on how best to use the Embassy platform.
}}
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|Guide Step Type Trainee=Section
|Guide Step Section=Adding content
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|Guide Step Element=Instruction:Ead96cbf-8018-4aab-98bf-885636c2613b
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|Guide Step Element=Instruction:31ab16ef-1b93-4249-97d5-a70255df1db3
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|Guide Step Element=Instruction:B4e50646-dc10-4cc6-a85e-260b0757ddc3
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|Guide Step Type Trainee=Section
|Guide Step Section=Link your content together!
}}
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|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:5e422498-e670-4fce-bbf9-b2b034df18af
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Instruction:B4e50646-dc10-4cc6-a85e-260b0757ddc3

2025-04-29T15:47:41Z

0009-0001-9914-1502: Created page with "{{Instruction |Title=Create and use interactive content! |Has Related Initiative=Initiative:Acbf72e8-0d39-418d-87ec-adda82883666 |Instruction Goal=In this module, you will lea..."

{{Instruction
|Title=Create and use interactive content!
|Has Related Initiative=Initiative:Acbf72e8-0d39-418d-87ec-adda82883666
|Instruction Goal=In this module, you will learn how to:

* Create your own interactive content on the Embassy, using H5P!
* Add the interactive content you have created to training materials!
* Download and reuse the H5P files you have created elsewhere!
|Has Duration=2
|Important For=Researchers; Trainers
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Navigate to the H5P section of the Embassy!
|Instruction Step Text=The first step in creating your own interactive content on the Embassy is to navigate to the H5P section of the Embassy.

There are two ways you can do this:

* By selecting "Add Interactive Content" from the Resources page using the Add button; or
* Alternatively, [https://h5p.embassy.science/ click here] to go there directly.
}}
{{Instruction Step Trainee
|Instruction Step Title=Login using your ORCiD
|Instruction Step Text=Next, log in using your ORCiD!

As interactive content is made on a different section of the Embassy platform, '''please note that you will need to log in again''', even if you had already logged in to create otherresources.
}}
{{Instruction Step Trainee
|Instruction Step Title=Select and create your content!
|Instruction Step Text=Now we can start making content! Once you have logged in, you should see the option to add content on the left of your screen.

Click this link, and then from the next screen select the "Interactive content" option.

From the following menu, you can now select from one of 30+ different kinds of interactive content to make. Clicking on one of these options will take you to a page where you can begin creating the selected content!
}}
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Instruction:31ab16ef-1b93-4249-97d5-a70255df1db3

2025-04-29T13:14:31Z

0009-0001-9914-1502:

{{Instruction
|Title=Add Resources to the Embassy!
|Instruction Goal=This module will help you to add your project outputs as resources on the Embassy! Adding resources to the Embassy is the best way to highlight your educational materials, guidelines, and project deliverables in a way that makes them accessible to users across the platform
|Has Duration=1
|Important For=Academic staff
}}
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{{Instruction Step Trainee
|Instruction Step Title=Login to the Embassy using your ORCiD
|Instruction Step Text=In order to add any resources, you need to be logged into the Embassy using an ORCiD.

If you don't yet have an ORCiD, you can sign up for one [https://orcid.org/register here].

Once you have an ORCiD, follow the steps in the video below to sign in to the Embassy.
|Instruction Step Interactive Content=Resource:H5P-62
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a resource page
|Instruction Step Text=From the tabs at the top of the [https://embassy.science/wiki-wiki/index.php/Main_Page Embassy homepage], click the "Resources" tab.

From here, click the "Add" button in the top right corner. This will open a drop-down menu from which you can select the type of resource you want to add.
[[File:Add_Resource.mov|600px]]

The next steps will take you through the different types of resource - what they are, what you need to include in your page to save them successfully, and where you should place your project outputs.
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a Guideline!
|Instruction Step Text=The first type of resource that you can add to the Embassy are guidelines - systematic documents which provide advice or outline recommended practices to help individuals or organizations make informed decisions consistently and responsibly.

Guidelines which are relevant for adding to the Embassy should relate in some way to promoting integrity, transparency, and quality in research. They might offer best practices for handling data management, ethical approval processes, authorship issues, and other research integrity and ethics concerns.

To add a guideline, you need:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the guideline in the "Link" box

For an example of a guideline, take a look at [[Resource:86081665-70a2-47b2-869e-d3ee84a92e9f|the TRUST code.]]

For further inspiration, look at the other [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Guidelines Guidelines].
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{{Instruction Step Trainee
|Instruction Step Title=Add a Case!
|Instruction Step Text=The second type of resource that you can add to the Embassy are cases. Cases of the relevant kind are real or hypothetical scenarios that illustrate an issue related to research integrity and ethics. Your case should provide a detailed account of the situation, and and highlight the central issues and any ethical dilemmas faced, as well as possible resolutions.

Cases are meant to facilitate reflection on what it is to be a good researcher in practice, to think about what went right or wrong, and to explore alternatives, so that we as researchers can learn from our own and each other's mistakes. After all, how can we become better researchers if we never think about what went wrong?

To add a case, you need:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the case in the "Link" box

For some inspiration, check out other [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases].
}}
{{Instruction Step Trainee
|Instruction Step Title=Add an Educational Material!
|Instruction Step Text=The third type of resource that you can add to the Embassy are Educational Materials. Educational materials are resources that are designed to support learning and training in research ethics and integrity. They can include tools, videos, short courses and modules hosted on other platforms. These materials should be aimed at helping researchers, trainers and institutions to understand promote ethical practices and the principles of responsible research conduct.

'''Have you developed educational materials which are hosted on a different website and are open for anyone to use?''' You can describe it and link to it directly on the Embassy!

To add an educational material, you need:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the material in the "Link" box
For inspiration, check out our existing educational materials [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Education here].
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a Scenario!
|Instruction Step Text=The fourth type of resource you can add are scenarios. These are short, '''fictional''' situations that present a challenge or dilemma related to research integrity or ethics. Scenarios are designed to spark reflection, discussion, and learning, and are often used in training or education settings.

Unlike cases, '''scenarios should not be real''', but they should feel realistic and help people think through how to handle ethical issues in research practice.

To add a scenario, you need at least:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the guideline in the "Link" box

For inspiration, check out our existing [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Scenarios scenarios].
}}
{{Instruction Step Trainee
|Instruction Step Title=Add Interactive Content!
|Instruction Step Text=The final kind of resource that you can add to the Embassy are pieces of interactive content, made with H5P! There are many different types of interactive content that you can make with H5P, whether they are games, quizzes, course presentations or interactive videos, all aimed at exploring concepts relating to research ethics and research integrity, and to aid trainers in teaching and facilitating reflection on these topics.

'''We will cover how to create and save your own interactive content in the next section of this course.'''
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Instruction:31ab16ef-1b93-4249-97d5-a70255df1db3

2025-04-29T13:13:54Z

0009-0001-9914-1502:

Instruction:B5d9d0c7-579f-4415-ba3a-dc65836710bb

2025-04-29T07:38:10Z

0009-0001-9914-1502:

{{Instruction
|Title=Critical Thinking, Standpoint & Ethics
|Instruction Goal='''The aim'''

To encourage learners to reflect critically upon their own beliefs and assumptions and to recognise the importance of positionality in the construction of knowledge and approach to ethical analysis.

At the end of this module, learners will be able to:

# Reflect upon their own positionality, where it comes from, how it influences their thinking and personal biases.
# Critically examine the basis of knowledge.
# Appraise the significance of alternative epistemological positions.
# Take a critical approach to ethical analysis.
|Has Duration=1
|Important For=All stakeholders in research
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|Instruction Step Title=Module Introduction
|Instruction Step Text='''Video Transcript'''

According to Burbules and Berk (1999): Where our beliefs remain unexamined, we are not free; we act without thinking about why we act, and thus do not exercise control over our own destinies (p46).

An understanding of where our knowledge, beliefs and assumptions come from, and how we are positioned in relation to our research is vital for an ethical approach to research and analysis. Cultivating a habit of critical reflection is an important step towards gaining this understanding.

In this module you will be asked to think about how knowledge is created, to reflect upon your own beliefs, assumptions and biases, and how these might impact upon research and ethics.
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{{Instruction Step Trainee
|Instruction Step Title=Thinking About Knowing
|Instruction Step Text=[[File:Quiz on wooden blocks.png|center|frameless|600x600px]]

We begin with some questions to start you thinking about where your knowledge comes from. Do you know the answers to these questions?

(Complete the quiz before reading on)

Easy? Maybe, but how did you know the answers?

These questions represent two different kinds of knowledge: '''a priori''' and '''a posteriori'''. To answer questions A. and C., one can employ reasoning, whereas the answers to questions B. and D. stem from observation and experience.
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{{Instruction Step Trainee
|Instruction Step Title=Thinking about Knowing continued
|Instruction Step Text=[[File:Man thinking .png|center|frameless|600x600px]]

Philosopher Immanuel Kant maintained that a priori knowledge is independent of experience. He contrasted this with a posteriori knowledge, which has its sources in experience and observation. In life, most knowledge is of the a posteriori form; it is rooted in experience and observation.

Watch this video to find out why philosophers think there might be a problem with this.

'''The Problem Of Induction'''

Understanding how we construct knowledge helps us to take a critical standpoint and to exercise caution when making assumptions about proof. As well as the above evidence-proof issue, it is also important to acknowledge the impact of the researcher on the creation of knowledge.
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|Instruction Step Title=I Saw It With My Own Two Eyes
|Instruction Step Text=[[File:A pair of eyes.png|center|frameless|600x600px]]

For most people, the ultimate proof that something is true is to see it for themselves. But how reliable are your observations? In the following pages, we will consider three potential influencing factors:

*The sense perception of the observer
*The impacts of the observer
*The viewpoint of the observer
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{{Instruction Step Trainee
|Instruction Step Title=The Sense Perception Of The Observer
|Instruction Step Text=[[File:Eyes.png|center|frameless|600x600px]]

We receive information through one or more of the senses: sight, hearing, smell, touch, and taste, but do we perceive things as they really are? Take a close look at the images below:

{{{!}} class="wikitable"
{{!}}[[File:Swirl.png{{!}}center{{!}}frameless{{!}}300x300px|link=Special:FilePath/Swirl.pngcenterframeless300x300px]]
{{!}}[[File:Man leaning.png{{!}}center{{!}}frameless{{!}}300x300px|link=Special:FilePath/Man_leaning.pngcenterframeless300x300px]]
{{!}}-
{{!}}[[File:Bird in the hand.png{{!}}center{{!}}frameless|link=Special:FilePath/Bird_in_the_hand.pngcenterframeless]]
{{!}}[[File:Rabbit duck.png{{!}}center{{!}}frameless|link=Special:FilePath/Rabbit_duck.pngcenterframeless]]
{{!}}}

How we interpret the information from our senses to have meaning is termed ‘perception’. Two people might be exposed to the same sensory experience, but the way in which they interpret the information can differ. Perception of the same senses can vary from one person to another because each person interprets stimuli differently based on their learning, memory, emotions, and expectations. For instance, if we ask five people to describe a painting, it is likely that the five descriptions will be different, even though the people are all looking at the same painting.
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{{Instruction Step Trainee
|Instruction Step Title=Impacts Of The Observer
|Instruction Step Text=[[File:A drop of water.png|center|frameless|600x600px]]

Researchers in many fields have long known that the act of looking at something can change it. This holds true for people, for animals, and for particles. Below you will see four well known examples of how an observer can have an impact on what they are observing. For this drag and drop exercise, match the impact type to the meaning.

'''Exercise Feedback'''

These phenomena are well known in research. For instance, being observed makes psychiatric patients a third less likely to require sedation (Damsa et al, 2006), or the famous double slit experiment in modern physics. But many people believe that what we see is never what ‘really is’, even in the most highly controlled experimental settings. What do you think?
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{{Instruction Step Trainee
|Instruction Step Title=The Viewpoint Of The Observer
|Instruction Step Text=[[File:A spyglass.png|center|frameless|600x600px]]

Sometimes its not just the presence but the viewpoint which changes the interaction with the observed.

The third influencing factor upon what is observed stems from the viewpoint of the observer. Researchers are not neutral processors of information. As human beings, they bring with them a host of assumptions and preconceptions.

Observation is dependent upon and coloured by our individual senses and our background beliefs and assumptions. In research, many of our background beliefs and assumptions are associated with the paradigm in which we operate, as we consider next.
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{{Instruction Step Trainee
|Instruction Step Title=Scientific Paradigms
|Instruction Step Text=[[File:Glass and iron lattice.png|center|frameless|600x600px]]

'''Video Transcript'''

The concept of scientific paradigms was introduced by Thomas Kuhn in 1962 in the book: The Structure of Scientific Revolutions. By ‘scientific revolution’ Kuhn has in mind a major turning point in the development of science, such as is associated with Copernicus, Newton, or Einstein. Each of these figures initiated a spectacular change of course in the development of science, which is often characterised as a revolutionary change.<div>
According to Kuhn, a scientific revolution is not so much a leap forward as a change of direction. When a scientific revolution occurs, science does not progress more rapidly along a pre-determined path, but rather sets out along a different path altogether.

Researchers who share a paradigm will also share certain basic beliefs; they share a particular understanding of what science is all about, and how it can be pursued. In essence, they share a way of seeing the world. Once there is convergence on a paradigm, there is a framework in which problems can be solved, researchers in the field have a clear idea of where the problems lie, and of what might count as a solution to them. The researchers speak a common language.
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=What Is A Paradigm?
|Instruction Step Text=[[File:Glass and iron lattice 2.png|center|frameless|600x600px]]

Since Kuhn, use of the word ‘paradigm’ has been broadened and nowadays people apply it in many different settings, but these are the key lessons.
}}
{{Instruction Step Trainee
|Instruction Step Title=A View From Somewhere
|Instruction Step Text=[[File:Man overlooking view.png|center|frameless|600x600px]]

Kuhn suggested that all scientific knowledge is ‘situated’ knowledge and cannot represent a ‘view from nowhere’. We all view the world from within a particular set of social and epistemic practices. According to Kuhn, scientists working within different paradigms are effectively working in different worlds. But how do we know which paradigm we are working in?
}}
{{Instruction Step Trainee
|Instruction Step Title=Which Paradigm Are You Working In?
|Instruction Step Text=[[File:A view of mountains high up on a hill.png|center|frameless|600x600px]]

Which paradigm are you working in? Look at the descriptions on the end points of each question, and try to work out where you and your research project might fall along each continuum. Are you more of a realist or more of a relativist? Is your approach to knowledge generation more positivist or interpretivist? Do these aspects fit with the methodological stance that you take in your research?

Most people operate somewhere between the extremes. Additionally, it is possible to alter one’s positionality in response to different contexts. For instance, when addressing a research question which requires broad statistics, one might take a more positivist stance; when in-depth inquiry of a qualitative nature is required, one might take a more interpretivist stance. The important point is that we are cognisant of our perspective and its influence upon the knowledge that we create.
}}
{{Instruction Step Trainee
|Instruction Step Title=Identifying Personal Assumptions And Biases
|Instruction Step Text=[[File:Wooden figures joined by lines.png|center|frameless|600x600px]]

In the final part of this module, we consider how we might become more cognisant of our embedded beliefs and assumptions through critical reflection. This in turn can help us to take a critical approach to ethical analysis. To begin with, we ask you to undertake an exercise.
[[File:Chair.png|center|frameless|700x700px]]

Our understanding of the world may have as much to do with our minds as with the world.

Write a short description of the image above. What do you notice? What do you think has happened here? Where do you think it might be? Please note any other thoughts that come to mind in relation to the image.
}}
{{Instruction Step Trainee
|Instruction Step Title=Critical Reflection
|Instruction Step Text=[[File:Man thinking.png|center|frameless|600x600px]]

Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Stein, 2000, p1).

Now return to your description of the image above and reflect on the following questions:

* What assumptions are implicit in my account and where do they come from?
* What does my account imply about my basic ideals or values and my personal emotional, social, cultural, historical, or political assumptions?
* What might be the perspective of others and how/why is mine different?
}}
{{Instruction Step Trainee
|Instruction Step Title=Activity Feedback
|Instruction Step Text=[[File:Influence text.png|center|frameless|600x600px]]

Describing an image may seem like a simple cognitive activity. However, our impressions of an image or any other resource are influenced by a wide range of factors, including those listed by Fook (2006). Engaging in critical reflection through developing the habit of noticing our reactions, and recognising where they come, from will enable a greater awareness of our own assumptions. In the above activity, you have engaged with the first stage two components of critical reflection as described by Fook (2006). In the next section of the module, we explore a model to aid Fook’s second stage third and fourth components of re-evaluation and reworking of concepts and practice based on critical reflection and analysis.
}}
{{Instruction Step Trainee
|Instruction Step Title=Taking A Self-Aware And Critical Approach To The Analysis Of Ethics Issues
|Instruction Step Text=[[File:Self awareness blocks.png|center|frameless|600x600px]]

When considering complex ethics issues, critical analysis ensures that decisions are based upon well-founded information and sound arguments rather than speculation or faulty logic. This will include in-depth consideration of an issue from multiple perspectives. To be critical in this regard, means that one recognises and questions the basis of assertions, unfounded assumptions, flaws in logic, generalisations and so on. Additionally, when undertaking critical analysis, it is vital that one is mindful of potential sources of bias through engagement in critical reflection.

What might this look like in practise?

In this module we have introduced a lot of complex ideas. Of course, it’s not possible to gain an in-depth understanding from this brief introduction. It takes time to develop the appropriate skills for critical thinking in ethics. If you want to delve into the subject further, please see the recommendations on the ‘further resources’ page.

[https://classroom.eneri.eu/node/207 Next Page]
}}
{{Instruction Step Trainee
|Instruction Step Title=End Of Module Quiz
|Instruction Step Text=[[File:Quiz blocks.png|center|frameless|600x600px]]

You can try these questions to see whether your learning from this module addresses the intended learning outcomes. No one else will see your answers. No personal data is collected.
}}
{{Instruction Step Trainee
|Instruction Step Title=Module Evaluation
|Instruction Step Text=[[file:person_sat_at_computer_in_office.jpg|center|frameless|600x600px]]

Thank you for taking this irecs module!

Your feedback is very valuable to us and will help us to improve future training materials.

We would like to ask for your opinions:

1. To improve the irecs e-learning modules

2. For research purposes to evaluate the outcomes of the irecs project

To this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer.

Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below.

This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FK5LH08FyvQ&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283127814%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=shLTj7qPsGmGj0JOoPRZV2LhKbl5XOOhAbo7F%2FWzW7s%3D&reserved=0 https://forms.office.com/e/K5LH08FyvQ]

Thank you!
}}
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Guide:7b20ddd9-7782-4e69-b39e-ae0dcc2cda7a

2025-04-28T15:41:04Z

0009-0001-9914-1502:

{{Guide
|Title=irecs Learning Resources
|Guide Goal=The irecs learning materials have been developed to support learning about the ethics issues associated with research and development of emerging technologies.

They focus upon four technologies:

* Artificial intelligence in healthcare
* Gene editing
* Biobanking
* Extended reality

Here you will find the modules that have been designed for self-directed online learning. They are all open access; there is no charge for accessing the irecs learning materials.

The irecs resources do not have to be studied in any particular order. Users of these resources are encouraged to construct their own path by selecting the modules that are most applicable to their own learning needs.
}}
{{Custom TabContent Trainee Open}}
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{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Stage 1 - Introduction to Research Ethics and Integrity
}}
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|Guide Step Element=Instruction:7d76dca8-1a71-4e79-9bf4-6044b8dd79f9
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{{Guide Step Trainee
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|Guide Step Element=Instruction:Af3938c2-f140-4852-904e-ab7aa7e88417
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|Guide Step Element=Instruction:B5d9d0c7-579f-4415-ba3a-dc65836710bb
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{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Stage 2 - Emerging Technologies: Basics & Ethics Issues
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Section
|Guide Step Section=Case Studies
}}
{{Guide Step Trainee
|Guide Step Type Trainee=Instruction
|Guide Step Element=Instruction:5e0e41cd-f7b5-4108-a0b1-9107a89ec20f
}}
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Instruction:B5d9d0c7-579f-4415-ba3a-dc65836710bb

2025-04-28T15:40:12Z

0009-0001-9914-1502:

{{Instruction
|Title=Critical Thinking, Standpoint & Ethics
|Instruction Goal='''The aim'''

To encourage learners to reflect critically upon their own beliefs and assumptions and to recognise the importance of positionality in the construction of knowledge and approach to ethical analysis.

At the end of this module, learners will be able to:

# Reflect upon their own positionality, where it comes from, how it influences their thinking and personal biases.
# Critically examine the basis of knowledge.
# Appraise the significance of alternative epistemological positions.
# Take a critical approach to ethical analysis.
|Has Duration=1
|Important For=All stakeholders in research
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Module Introduction
|Instruction Step Text='''Video Transcript'''

According to Burbules and Berk (1999): Where our beliefs remain unexamined, we are not free; we act without thinking about why we act, and thus do not exercise control over our own destinies (p46).

An understanding of where our knowledge, beliefs and assumptions come from, and how we are positioned in relation to our research is vital for an ethical approach to research and analysis. Cultivating a habit of critical reflection is an important step towards gaining this understanding.

In this module you will be asked to think about how knowledge is created, to reflect upon your own beliefs, assumptions and biases, and how these might impact upon research and ethics.
|Instruction Step Interactive Content=Resource:H5P-114
}}
{{Instruction Step Trainee
|Instruction Step Title=Thinking About Knowing
|Instruction Step Text=[[File:Quiz on wooden blocks.png|center|frameless|600x600px]]

We begin with some questions to start you thinking about where your knowledge comes from. Do you know the answers to these questions?

(Complete the quiz before reading on)

Easy? Maybe, but how did you know the answers?

These questions represent two different kinds of knowledge: '''a priori''' and '''a posteriori'''. To answer questions A. and C., one can employ reasoning, whereas the answers to questions B. and D. stem from observation and experience.
}}
{{Instruction Step Trainee
|Instruction Step Title=Thinking about Knowing continued
|Instruction Step Text=[[File:Man thinking .png|center|frameless|600x600px]]

Philosopher Immanuel Kant maintained that a priori knowledge is independent of experience. He contrasted this with a posteriori knowledge, which has its sources in experience and observation. In life, most knowledge is of the a posteriori form; it is rooted in experience and observation.

Watch this video to find out why philosophers think there might be a problem with this.

'''The Problem Of Induction'''

Understanding how we construct knowledge helps us to take a critical standpoint and to exercise caution when making assumptions about proof. As well as the above evidence-proof issue, it is also important to acknowledge the impact of the researcher on the creation of knowledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=I Saw It With My Own Two Eyes
|Instruction Step Text=[[File:A pair of eyes.png|center|frameless|600x600px]]

For most people, the ultimate proof that something is true is to see it for themselves. But how reliable are your observations? In the following pages, we will consider three potential influencing factors:

*The sense perception of the observer
*The impacts of the observer
*The viewpoint of the observer
}}
{{Instruction Step Trainee
|Instruction Step Title=The Sense Perception Of The Observer
|Instruction Step Text=[[File:Eyes.png|center|frameless|600x600px]]

We receive information through one or more of the senses: sight, hearing, smell, touch, and taste, but do we perceive things as they really are? Take a close look at the images below:

{{{!}} class="wikitable"
{{!}}[[File:Swirl.png{{!}}center{{!}}frameless{{!}}300x300px|link=Special:FilePath/Swirl.pngcenterframeless300x300px]]
{{!}}[[File:Man leaning.png{{!}}center{{!}}frameless{{!}}300x300px|link=Special:FilePath/Man_leaning.pngcenterframeless300x300px]]
{{!}}-
{{!}}[[File:Bird in the hand.png{{!}}center{{!}}frameless|link=Special:FilePath/Bird_in_the_hand.pngcenterframeless]]
{{!}}[[File:Rabbit duck.png{{!}}center{{!}}frameless|link=Special:FilePath/Rabbit_duck.pngcenterframeless]]
{{!}}}

How we interpret the information from our senses to have meaning is termed ‘perception’. Two people might be exposed to the same sensory experience, but the way in which they interpret the information can differ. Perception of the same senses can vary from one person to another because each person interprets stimuli differently based on their learning, memory, emotions, and expectations. For instance, if we ask five people to describe a painting, it is likely that the five descriptions will be different, even though the people are all looking at the same painting.
}}
{{Instruction Step Trainee
|Instruction Step Title=Impacts Of The Observer
|Instruction Step Text=[[File:A drop of water.png|center|frameless|600x600px]]

Researchers in many fields have long known that the act of looking at something can change it. This holds true for people, for animals, and for particles. Below you will see four well known examples of how an observer can have an impact on what they are observing. For this drag and drop exercise, match the impact type to the meaning.

'''Exercise Feedback'''

These phenomena are well known in research. For instance, being observed makes psychiatric patients a third less likely to require sedation (Damsa et al, 2006), or the famous double slit experiment in modern physics. But many people believe that what we see is never what ‘really is’, even in the most highly controlled experimental settings. What do you think?
}}
{{Instruction Step Trainee
|Instruction Step Title=The Viewpoint Of The Observer
|Instruction Step Text=[[File:A spyglass.png|center|frameless|600x600px]]

Sometimes its not just the presence but the viewpoint which changes the interaction with the observed.

The third influencing factor upon what is observed stems from the viewpoint of the observer. Researchers are not neutral processors of information. As human beings, they bring with them a host of assumptions and preconceptions.

Observation is dependent upon and coloured by our individual senses and our background beliefs and assumptions. In research, many of our background beliefs and assumptions are associated with the paradigm in which we operate, as we consider next.
}}
{{Instruction Step Trainee
|Instruction Step Title=Scientific Paradigms
|Instruction Step Text=[[File:Glass and iron lattice.png|center|frameless|600x600px]]

'''Video Transcript'''

The concept of scientific paradigms was introduced by Thomas Kuhn in 1962 in the book: The Structure of Scientific Revolutions. By ‘scientific revolution’ Kuhn has in mind a major turning point in the development of science, such as is associated with Copernicus, Newton, or Einstein. Each of these figures initiated a spectacular change of course in the development of science, which is often characterised as a revolutionary change.<div>
According to Kuhn, a scientific revolution is not so much a leap forward as a change of direction. When a scientific revolution occurs, science does not progress more rapidly along a pre-determined path, but rather sets out along a different path altogether.

Researchers who share a paradigm will also share certain basic beliefs; they share a particular understanding of what science is all about, and how it can be pursued. In essence, they share a way of seeing the world. Once there is convergence on a paradigm, there is a framework in which problems can be solved, researchers in the field have a clear idea of where the problems lie, and of what might count as a solution to them. The researchers speak a common language.
</div>
}}
{{Instruction Step Trainee
|Instruction Step Title=What Is A Paradigm?
|Instruction Step Text=[[File:Glass and iron lattice 2.png|center|frameless|600x600px]]

Since Kuhn, use of the word ‘paradigm’ has been broadened and nowadays people apply it in many different settings, but these are the key lessons.
}}
{{Instruction Step Trainee
|Instruction Step Title=A View From Somewhere
|Instruction Step Text=[[File:Man overlooking view.png|center|frameless|600x600px]]

Kuhn suggested that all scientific knowledge is ‘situated’ knowledge and cannot represent a ‘view from nowhere’. We all view the world from within a particular set of social and epistemic practices. According to Kuhn, scientists working within different paradigms are effectively working in different worlds. But how do we know which paradigm we are working in?
}}
{{Instruction Step Trainee
|Instruction Step Title=Which Paradigm Are You Working In?
|Instruction Step Text=[[File:A view of mountains high up on a hill.png|center|frameless|600x600px]]

Which paradigm are you working in? Look at the descriptions on the end points of each question, and try to work out where you and your research project might fall along each continuum. Are you more of a realist or more of a relativist? Is your approach to knowledge generation more positivist or interpretivist? Do these aspects fit with the methodological stance that you take in your research?

Most people operate somewhere between the extremes. Additionally, it is possible to alter one’s positionality in response to different contexts. For instance, when addressing a research question which requires broad statistics, one might take a more positivist stance; when in-depth inquiry of a qualitative nature is required, one might take a more interpretivist stance. The important point is that we are cognisant of our perspective and its influence upon the knowledge that we create.
}}
{{Instruction Step Trainee
|Instruction Step Title=Identifying Personal Assumptions And Biases
|Instruction Step Text=[[File:Wooden figures joined by lines.png|center|frameless|600x600px]]

In the final part of this module, we consider how we might become more cognisant of our embedded beliefs and assumptions through critical reflection. This in turn can help us to take a critical approach to ethical analysis. To begin with, we ask you to undertake an exercise.
[[File:Chair.png|center|frameless|700x700px]]

Our understanding of the world may have as much to do with our minds as with the world.

Write a short description of the image above. What do you notice? What do you think has happened here? Where do you think it might be? Please note any other thoughts that come to mind in relation to the image.
}}
{{Instruction Step Trainee
|Instruction Step Title=Critical Reflection
|Instruction Step Text=[[File:Man thinking.png|center|frameless|600x600px]]

Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Stein, 2000, p1).

Now return to your description of the image above and reflect on the following questions:

* What assumptions are implicit in my account and where do they come from?
* What does my account imply about my basic ideals or values and my personal emotional, social, cultural, historical, or political assumptions?
* What might be the perspective of others and how/why is mine different?
}}
{{Instruction Step Trainee
|Instruction Step Title=Activity Feedback
|Instruction Step Text=[[File:Influence text.png|center|frameless|600x600px]]

Describing an image may seem like a simple cognitive activity. However, our impressions of an image or any other resource are influenced by a wide range of factors, including those listed by Fook (2006). Engaging in critical reflection through developing the habit of noticing our reactions, and recognising where they come, from will enable a greater awareness of our own assumptions. In the above activity, you have engaged with the first stage two components of critical reflection as described by Fook (2006). In the next section of the module, we explore a model to aid Fook’s second stage third and fourth components of re-evaluation and reworking of concepts and practice based on critical reflection and analysis.
}}
{{Instruction Step Trainee
|Instruction Step Title=Taking A Self-Aware And Critical Approach To The Analysis Of Ethics Issues
|Instruction Step Text=[[File:Self awareness blocks.png|center|frameless|600x600px]]

When considering complex ethics issues, critical analysis ensures that decisions are based upon well-founded information and sound arguments rather than speculation or faulty logic. This will include in-depth consideration of an issue from multiple perspectives. To be critical in this regard, means that one recognises and questions the basis of assertions, unfounded assumptions, flaws in logic, generalisations and so on. Additionally, when undertaking critical analysis, it is vital that one is mindful of potential sources of bias through engagement in critical reflection.

What might this look like in practise?

In this module we have introduced a lot of complex ideas. Of course, it’s not possible to gain an in-depth understanding from this brief introduction. It takes time to develop the appropriate skills for critical thinking in ethics. If you want to delve into the subject further, please see the recommendations on the ‘further resources’ page.

[https://classroom.eneri.eu/node/207 Next Page]
}}
{{Instruction Step Trainee
|Instruction Step Title=End Of Module Quiz
|Instruction Step Text=[[File:Quiz blocks.png|center|frameless|600x600px]]

You can try these questions to see whether your learning from this module addresses the intended learning outcomes. No one else will see your answers. No personal data is collected.
}}
{{Instruction Step Trainee
|Instruction Step Title=Module Evaluation
|Instruction Step Text=[[file:person_sat_at_computer_in_office.jpg|center|frameless|600x600px]]

Thank you for taking this irecs module!

Your feedback is very valuable to us and will help us to improve future training materials.

We would like to ask for your opinions:

1. To improve the irecs e-learning modules

2. For research purposes to evaluate the outcomes of the irecs project

To this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer.

Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below.

This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FK5LH08FyvQ&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283127814%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=shLTj7qPsGmGj0JOoPRZV2LhKbl5XOOhAbo7F%2FWzW7s%3D&reserved=0 https://forms.office.com/e/K5LH08FyvQ]

Thank you!
}}
{{Instruction Remarks Trainee}}
{{Custom TabContent Close Trainee}}
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Instruction:B5d9d0c7-579f-4415-ba3a-dc65836710bb

2025-04-28T15:38:29Z

0009-0001-9914-1502:

{{Instruction
|Title=Critical Thinking, Standpoint & Ethics
|Instruction Goal='''The aim'''

To encourage learners to reflect critically upon their own beliefs and assumptions and to recognise the importance of positionality in the construction of knowledge and approach to ethical analysis.

At the end of this module, learners will be able to:

# Reflect upon their own positionality, where it comes from, how it influences their thinking and personal biases.
# Critically examine the basis of knowledge.
# Appraise the significance of alternative epistemological positions.
# Take a critical approach to ethical analysis.
|Has Duration=1
|Important For=All stakeholders in research
}}
{{Custom TabContent Trainee Open}}
{{Instruction Steps Foldout Trainee}}
{{Instruction Perspective Trainee}}
{{Instruction Step Trainee
|Instruction Step Title=Module Introduction
|Instruction Step Text='''Video Transcript'''

According to Burbules and Berk (1999): Where our beliefs remain unexamined, we are not free; we act without thinking about why we act, and thus do not exercise control over our own destinies (p46).

An understanding of where our knowledge, beliefs and assumptions come from, and how we are positioned in relation to our research is vital for an ethical approach to research and analysis. Cultivating a habit of critical reflection is an important step towards gaining this understanding.

In this module you will be asked to think about how knowledge is created, to reflect upon your own beliefs, assumptions and biases, and how these might impact upon research and ethics.
|Instruction Step Interactive Content=Resource:H5P-114
}}
{{Instruction Step Trainee
|Instruction Step Title=Thinking About Knowing
|Instruction Step Text=[[File:Quiz on wooden blocks.png|center|frameless|600x600px]]

We begin with some questions to start you thinking about where your knowledge comes from. Do you know the answers to these questions?

(Complete the quiz before reading on)

Easy? Maybe, but how did you know the answers?

These questions represent two different kinds of knowledge: '''a priori''' and '''a posteriori'''. To answer questions A. and C., one can employ reasoning, whereas the answers to questions B. and D. stem from observation and experience.
}}
{{Instruction Step Trainee
|Instruction Step Title=Thinking about Knowing continued
|Instruction Step Text=[[File:Man thinking .png|center|frameless|600x600px]]

Philosopher Immanuel Kant maintained that a priori knowledge is independent of experience. He contrasted this with a posteriori knowledge, which has its sources in experience and observation. In life, most knowledge is of the a posteriori form; it is rooted in experience and observation.

Watch this video to find out why philosophers think there might be a problem with this.

'''The Problem Of Induction'''

Understanding how we construct knowledge helps us to take a critical standpoint and to exercise caution when making assumptions about proof. As well as the above evidence-proof issue, it is also important to acknowledge the impact of the researcher on the creation of knowledge.
}}
{{Instruction Step Trainee
|Instruction Step Title=I Saw It With My Own Two Eyes
|Instruction Step Text=[[File:A pair of eyes.png|center|frameless|600x600px]]

For most people, the ultimate proof that something is true is to see it for themselves. But how reliable are your observations? In the following pages, we will consider three potential influencing factors:

*The sense perception of the observer
*The impacts of the observer
*The viewpoint of the observer
}}
{{Instruction Step Trainee
|Instruction Step Title=The Sense Perception Of The Observer
|Instruction Step Text=[[File:Eyes.png|center|frameless|600x600px]]

We receive information through one or more of the senses: sight, hearing, smell, touch, and taste, but do we perceive things as they really are? Take a close look at the images below:

{{{!}} class="wikitable"
{{!}}[[File:Swirl.png{{!}}center{{!}}frameless{{!}}300x300px|link=Special:FilePath/Swirl.pngcenterframeless300x300px]]
{{!}}[[File:Man leaning.png{{!}}center{{!}}frameless{{!}}300x300px|link=Special:FilePath/Man_leaning.pngcenterframeless300x300px]]
{{!}}-
{{!}}[[File:Bird in the hand.png{{!}}center{{!}}frameless|link=Special:FilePath/Bird_in_the_hand.pngcenterframeless]]
{{!}}[[File:Rabbit duck.png{{!}}center{{!}}frameless|link=Special:FilePath/Rabbit_duck.pngcenterframeless]]
{{!}}}

How we interpret the information from our senses to have meaning is termed ‘perception’. Two people might be exposed to the same sensory experience, but the way in which they interpret the information can differ. Perception of the same senses can vary from one person to another because each person interprets stimuli differently based on their learning, memory, emotions, and expectations. For instance, if we ask five people to describe a painting, it is likely that the five descriptions will be different, even though the people are all looking at the same painting.
}}
{{Instruction Step Trainee
|Instruction Step Title=Impacts Of The Observer
|Instruction Step Text=[[File:A drop of water.png|center|frameless|600x600px]]

Researchers in many fields have long known that the act of looking at something can change it. This holds true for people, for animals, and for particles. Below you will see four well known examples of how an observer can have an impact on what they are observing. For this drag and drop exercise, match the impact type to the meaning.

'''Exercise Feedback'''

These phenomena are well known in research. For instance, being observed makes psychiatric patients a third less likely to require sedation (Damsa et al, 2006), or the famous double slit experiment in modern physics. But many people believe that what we see is never what ‘really is’, even in the most highly controlled experimental settings. What do you think?
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{{Instruction Step Trainee
|Instruction Step Title=The Viewpoint Of The Observer
|Instruction Step Text=[[File:A spyglass.png|center|frameless|600x600px]]

Sometimes its not just the presence but the viewpoint which changes the interaction with the observed.

The third influencing factor upon what is observed stems from the viewpoint of the observer. Researchers are not neutral processors of information. As human beings, they bring with them a host of assumptions and preconceptions.

Observation is dependent upon and coloured by our individual senses and our background beliefs and assumptions. In research, many of our background beliefs and assumptions are associated with the paradigm in which we operate, as we consider next.
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|Instruction Step Title=Scientific Paradigms
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'''Video Transcript'''

The concept of scientific paradigms was introduced by Thomas Kuhn in 1962 in the book: The Structure of Scientific Revolutions. By ‘scientific revolution’ Kuhn has in mind a major turning point in the development of science, such as is associated with Copernicus, Newton, or Einstein. Each of these figures initiated a spectacular change of course in the development of science, which is often characterised as a revolutionary change.<div>
According to Kuhn, a scientific revolution is not so much a leap forward as a change of direction. When a scientific revolution occurs, science does not progress more rapidly along a pre-determined path, but rather sets out along a different path altogether.

Researchers who share a paradigm will also share certain basic beliefs; they share a particular understanding of what science is all about, and how it can be pursued. In essence, they share a way of seeing the world. Once there is convergence on a paradigm, there is a framework in which problems can be solved, researchers in the field have a clear idea of where the problems lie, and of what might count as a solution to them. The researchers speak a common language.
</div>
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|Instruction Step Title=What Is A Paradigm?
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Since Kuhn, use of the word ‘paradigm’ has been broadened and nowadays people apply it in many different settings, but these are the key lessons.
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{{Instruction Step Trainee
|Instruction Step Title=A View From Somewhere
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Kuhn suggested that all scientific knowledge is ‘situated’ knowledge and cannot represent a ‘view from nowhere’. We all view the world from within a particular set of social and epistemic practices. According to Kuhn, scientists working within different paradigms are effectively working in different worlds. But how do we know which paradigm we are working in?
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{{Instruction Step Trainee
|Instruction Step Title=Which Paradigm Are You Working In?
|Instruction Step Text=[[File:A view of mountains high up on a hill.png|center|frameless|600x600px]]

Which paradigm are you working in? Look at the descriptions on the end points of each question, and try to work out where you and your research project might fall along each continuum. Are you more of a realist or more of a relativist? Is your approach to knowledge generation more positivist or interpretivist? Do these aspects fit with the methodological stance that you take in your research?

Most people operate somewhere between the extremes. Additionally, it is possible to alter one’s positionality in response to different contexts. For instance, when addressing a research question which requires broad statistics, one might take a more positivist stance; when in-depth inquiry of a qualitative nature is required, one might take a more interpretivist stance. The important point is that we are cognisant of our perspective and its influence upon the knowledge that we create.
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|Instruction Step Title=Identifying Personal Assumptions And Biases
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In the final part of this module, we consider how we might become more cognisant of our embedded beliefs and assumptions through critical reflection. This in turn can help us to take a critical approach to ethical analysis. To begin with, we ask you to undertake an exercise.
[[File:Chair.png|center|frameless|700x700px]]

Our understanding of the world may have as much to do with our minds as with the world.

Write a short description of the image above. What do you notice? What do you think has happened here? Where do you think it might be? Please note any other thoughts that come to mind in relation to the image.
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|Instruction Step Title=Critical Reflection
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Critical reflection is the process by which adults identify the assumptions governing their actions, locate the historical and cultural origins of the assumptions, question the meaning of the assumptions, and develop alternative ways of acting (Stein, 2000, p1).

Now return to your description of the image above and reflect on the following questions:

* What assumptions are implicit in my account and where do they come from?
* What does my account imply about my basic ideals or values and my personal emotional, social, cultural, historical, or political assumptions?
* What might be the perspective of others and how/why is mine different?
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|Instruction Step Title=Activity Feedback
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Describing an image may seem like a simple cognitive activity. However, our impressions of an image or any other resource are influenced by a wide range of factors, including those listed by Fook (2006). Engaging in critical reflection through developing the habit of noticing our reactions, and recognising where they come, from will enable a greater awareness of our own assumptions. In the above activity, you have engaged with the first stage two components of critical reflection as described by Fook (2006). In the next section of the module, we explore a model to aid Fook’s second stage third and fourth components of re-evaluation and reworking of concepts and practice based on critical reflection and analysis.
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{{Instruction Step Trainee
|Instruction Step Title=Taking A Self-Aware And Critical Approach To The Analysis Of Ethics Issues
|Instruction Step Text=[[File:Self awareness blocks.png|center|frameless|600x600px]]

When considering complex ethics issues, critical analysis ensures that decisions are based upon well-founded information and sound arguments rather than speculation or faulty logic. This will include in-depth consideration of an issue from multiple perspectives. To be critical in this regard, means that one recognises and questions the basis of assertions, unfounded assumptions, flaws in logic, generalisations and so on. Additionally, when undertaking critical analysis, it is vital that one is mindful of potential sources of bias through engagement in critical reflection.

What might this look like in practise?

In this module we have introduced a lot of complex ideas. Of course, it’s not possible to gain an in-depth understanding from this brief introduction. It takes time to develop the appropriate skills for critical thinking in ethics. If you want to delve into the subject further, please see the recommendations on the ‘further resources’ page.

[https://classroom.eneri.eu/node/207 Next Page]
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{{Instruction Step Trainee
|Instruction Step Title=End Of Module Quiz
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You can try these questions to see whether your learning from this module addresses the intended learning outcomes. No one else will see your answers. No personal data is collected.
}}
{{Instruction Step Trainee
|Instruction Step Title=Module Evaluation
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Thank you for taking this irecs module!

Your feedback is very valuable to us and will help us to improve future training materials.

We would like to ask for your opinions:

1. To improve the irecs e-learning modules

2. For research purposes to evaluate the outcomes of the irecs project

To this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer.

Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below.

This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FK5LH08FyvQ&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283127814%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=shLTj7qPsGmGj0JOoPRZV2LhKbl5XOOhAbo7F%2FWzW7s%3D&reserved=0 https://forms.office.com/e/K5LH08FyvQ]

Thank you!
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They focus upon four technologies:

* Artificial intelligence in healthcare
* Gene editing
* Biobanking
* Extended reality

Here you will find the modules that have been designed for self-directed online learning. They are all open access; there is no charge for accessing the irecs learning materials.

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See the video below for detailed instructions on how to use your ORCiD to log into the Embassy.

<div class="video-button" data-href="https://www.youtube.com/embed/8s2hroYxT3I">
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|Instruction Step Text=The ideal theme page for the Embassy presents a research integrity and ethics topic in a clear, concise, and engaging manner. Here are some tips to help you craft content that aligns with our style:
#'''Select a Relevant Topic''': Choose a subject relevant to research integrity and ethics (and which hasn't already been covered). Make sure it fits within one of the main categories: [https://embassy.science/wiki-wiki/index.php/Principles_&_Aspirations Principles & Aspirations], [https://embassy.science/wiki-wiki/index.php/Good_Practices Good Practices], or [https://embassy.science/wiki-wiki/index.php/Misconduct_&_Misbehaviors Misconduct & Misbehaviors].
#'''Write a Concise Introduction''': Begin with a brief overview that outlines the topic and highlights its significance in the context of good scientific practices. The tone here should be accessible and inviting!
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By following these tips, you can create informative and engaging theme pages that align with our mission to promote research integrity and ethics.
}}
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#'''Write a Concise Introduction''': Begin with a brief overview that outlines the topic and highlights its significance in the context of good scientific practices. The tone here should be accessible and inviting!
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#'''Link to Related Resources''': Add links to relevant guidelines, cases, educational materials, and other resources available on the Embassy. This provides interested readers with opportunities for deeper exploration and practical application, and allows users to make the most of what the Embassy has to offer!
#'''Use an Objective Tone''': Your theme page should try present information about your topic as factually and impartially as possible. You should avoid including personal opinions and support statements with credible sources wherever possible.
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By following these tips, you can create informative and engaging theme pages that align with our mission to promote research integrity and ethics.
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|Guide Step Element=Ethics of Extended reality (medical or non-medical), lecture
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Guide:999afd1a-d200-4cff-952b-2b4daa735474

2025-04-09T10:08:05Z

0009-0001-9914-1502: Undo revision 10855 by 0000-0001-7723-2641 (talk)

{{Guide
|Title=Training for Senior Researchers/RECs on XR Ethics
|Has Related Initiative=Initiative:Ce2c53d3-722d-48f5-8e0d-140306b56c6e
|Guide Goal=This trainer's guide supports trainers in delivering trainings on XR ethics.

It provides training formats for topical sessions and interactive training activities designed for researchers in XR, ethics review experts (REC members in both medical and non-medical fields), and appraisal scheme experts.
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Instruction:31ab16ef-1b93-4249-97d5-a70255df1db3

2025-04-09T08:11:20Z

0009-0001-9914-1502:

{{Instruction
|Title=Add Resources to the Embassy!
|Instruction Goal=This module will help you to add your project outputs as resources on the Embassy! Adding resources to the Embassy is the best way to highlight your educational materials, guidelines, and project deliverables in a way that makes them accessible to users across the platform
|Has Duration=1
|Important For=Academic staff
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{{Instruction Step Trainee
|Instruction Step Title=Login to the Embassy using your ORCiD
|Instruction Step Text=In order to add any resources, you need to be logged into the Embassy using an ORCiD.

If you don't yet have an ORCiD, you can sign up for one [https://orcid.org/register here].

Once you have an ORCiD, follow the steps in the video below to sign in to the Embassy.
|Instruction Step Interactive Content=Resource:H5P-62
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a resource page
|Instruction Step Text=From the tabs at the top of the [https://embassy.science/wiki-wiki/index.php/Main_Page Embassy homepage], click the "Resources" tab.

From here, click the "Add" button in the top right corner. This will open a drop-down menu from which you can select the type of resource you want to add.
[[File:Add_Resource.mov|600px]]

The next steps will take you through the different types of resource - what they are, what you need to include in your page to save them successfully, and where you should place your project outputs.
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a Guideline!
|Instruction Step Text=The first type of resource that you can add to the Embassy are guidelines - systematic documents which provide advice or outline recommended practices to help individuals or organizations make informed decisions consistently and responsibly.

Guidelines which are relevant for adding to the Embassy should relate in some way to promoting integrity, transparency, and quality in research. They might offer best practices for handling data management, ethical approval processes, authorship issues, and other research integrity and ethics concerns.

To add a guideline, you need:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the guideline in the "Link" box

For an example of a guideline, take a look at [[Resource:86081665-70a2-47b2-869e-d3ee84a92e9f|the TRUST code.]]

For further inspiration, look at the other [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Guidelines Guidelines].
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a Case!
|Instruction Step Text=The second type of resource that you can add to the Embassy are cases. Cases of the relevant kind are real or hypothetical scenarios that illustrate an issue related to research integrity and ethics. Your case should provide a detailed account of the situation, and and highlight the central issues and any ethical dilemmas faced, as well as possible resolutions.

Cases are meant to facilitate reflection on what it is to be a good researcher in practice, to think about what went right or wrong, and to explore alternatives, so that we as researchers can learn from our own and each other's mistakes. After all, how can we become better researchers if we never think about what went wrong?

To add a case, you need:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the guideline in the "Link" box

For some inspiration, check out other [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases].
}}
{{Instruction Step Trainee
|Instruction Step Title=Add an Educational Material!
|Instruction Step Text=ipsum
}}
{{Instruction Step Trainee
|Instruction Step Title=Add a Scenario!
|Instruction Step Text=The fourth type of resource you can add are scenarios. These are short, '''fictional''' situations that present a challenge or dilemma related to research integrity or ethics. Scenarios are designed to spark reflection, discussion, and learning, and are often used in training or education settings.

Unlike cases, '''scenarios should not be real''', but they should feel realistic and help people think through how to handle ethical issues in research practice.

To add a scenario, you need at least:

*A Title
*Some text in the "What is this about?" box
*Some selections in the "For whom is this important?" box
*A URL to the guideline in the "Link" box

For inspiration, check out our existing [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Scenarios scenarios].
}}
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|Instruction Step Title=Add Interactive Content!
|Instruction Step Text=ipsum
}}
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Instruction:31ab16ef-1b93-4249-97d5-a70255df1db3

2025-04-09T08:02:34Z

0009-0001-9914-1502:

Guide:7d013e85-6a44-4301-a797-362845368575

2025-04-09T07:53:03Z

0009-0001-9914-1502:

{{Guide
|Title=How to use the Embassy!
|Guide Goal=This course contains information on how best to use the Embassy platform
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