Instruction:A0dd2e82-52e7-4030-a396-54525630e75c

Instructions

Modified Dilemma Game

Instructions for:TraineeTrainer

Goal

This exercise supports participants in identifying research integrity principles, virtues and questionable research practices in a hypothetical case. It provides a framework to consider, choose and defend alternative courses of action regarding realistic research integrity dilemmas.

Requirements

You need to have read the instructions before experiencing the exercise.

Moreover, you need to be familiar with:

a) The concept of virtue and its importance for research integrity;

b) The concept of a norm;

c) The concept of a moral dilemma;

d) Section 1 of the European Code of Conduct for Research Integrity.

To fully benefit from this exercise you should 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.

Duration (hours)

2

Participants

20

For whom is this important?

Research integrity trainersTrainers in trainingResearchers

Method

Face to Face Participatory sessions

Part of

VIRT2UE

Steps

1Preparation

2Introduction

3Forming groups

4Playing the game

5Dialogue about the individual choices

6Filling out the tables

7Short presentation of the group discussions

8Plenary debriefs

9Conclusions

What is this about?

The Rotterdam Dilemma Game (RDG) is a game composed of dilemmas concerning a variety of research integrity issues. As the dilemmas are based on real cases, they are recognizable and relevant to those who take part in research activities. The game was developed by the Erasmus University Rotterdam for the use of  researchers, coordinators, supervisors, administrators, reviewers, and all of those who are involved in research at different levels. The game consists of short descriptions of dilemmas, which are grouped in three main categories: researcher position, research strategy and research phase. Players can pick a case which corresponds to the issue they would like to discuss.

The game may be used as an exercise for exchanging experiences, opinions, perspectives and justifications. It could also be used to develop a shared understanding of formally defined principles and the moral content of our actions, as well as of roles of values and norms in decision-making.

The original game developed by the Erasmus University Rotterdam was adapted in the context of VIRT2UE project. The aim of this modification is to raise awareness about virtues and values in research processes and to bring attention to the principles adopted by the European Code of Conduct for Research Integrity. Concordantly, the modified RDG has several alterations, such as focusing on a dialogical approach while exchanging justifications for a moral choice and associating them with the virtues and values presented in the European Code of Conduct for Research Integrity.   

Why is this important?

Reflecting on a variety of moral dilemmas with others in a fun way makes researchers gain awareness about the moral content of their day-to-day decisions and actions. That might lead them to consider and understand other stakeholders’ positions and justifications as well as their own in the light of RI values and the principles outlined in the European Code of Conduct for Research Integrity when faced a specific moral dilemma.

1

Preparation

Watch the video to have an impression of the 'Modified Dilemma Game' of the VIRT2UE Train-the-Trainer program.

If you are playing the app version of the game, your trainer will ask you to download the Dilemma Game app before the session and watch this video for an introduction to using the app.

2

Introduction

At the beginning of the session you will be informed about the background, the aim and the description of the game. You will also be asked to keep information and concerns discussed in relation to the dilemmas confidential.

3

Forming groups

The game can be played plenary or you might be assigned to a group by the trainer. If your trainer prefers to assign you to groups, she/he will instruct you on how to proceed.

4

Playing the game

In playing the game, you will read hypothetical cases concerning research integrity dilemmas. You will need to decide which of the four proposed courses of action to take in relation to the dilemmas.

The trainer might share these dilemmas on a slide or flip board, or she/he might make use of the Dilemma Game app. If using the app, the trainer will guide you through the following steps:

Playing the game (app version)

1. Input the room code provided by the trainer into the app.
2. You will be able to see the first dilemma.
3. The trainer will share the dilemma on a screen with you (lecture mode in the app)
4. Choose one of the four alternative courses of action which best reflects how you would act in the dilemma situation
5. The facilitator will guide you in a discussion about your choices

5

Dialogue about the individual choices

You will be invited to the plenary. The trainer will ask you to reflect on your individual choices and engage in a dialogue with other participants.

6

Filling out the tables

You and your group will be asked fill out tables to identify the principles and practices of the European Code of Conduct for Research Integrity, and scientific virtues, that are relevant to the dilemma at stake.

Table 1: Which principles from European Code for Research Integrity can you identify in each dilemma?

Table 2. Which research misbehaviors can you identify in this dilemma?

Table 3. Which scientific virtues are important when deciding on a course of action?

7

Short presentation of the group discussions

You, as a group, will be asked to present a brief summary of what has just been discussed in your group. You may assign a member as a spokesman to shortly present the results of your discussion.

8

Plenary debriefs

After the presentation, you may be invited to actively listen to what others have to say and share their views openly. While playing the game with several small groups, a plenary debrief may be useful to allow room for you to ask questions to each other and identify dilemmas, justifications for choices, and even more general themes.

9

Conclusions

You will be asked to reflect on the process, and to evaluate if the learning objectives were met. You will be invited to have a brief dialogue on what you might have just learned as a group. You may be asked to seek answers to questions such as the following:

• Was it easy or difficult to identify the relevant principles and virtues in the chosen dilemma?
• Did this exercise help you with identifying and connecting to formally defined principles, such as those in the European Code of Conduct for Research Integrity?
• Did most of the players agree or disagree with the final choice?
• What were the main points of contention?
• How come people disagreed (e.g. differences in experience, training, background, values, norms…)?
• Was any alternative option proposed?
• Did anybody change her/his mind as a result of the discussion?
• What is needed in order to do the moral good in your work setting? What were the most convincing arguments used in the discussion?
• On which areas do you feel there is insufficient consensus?
• How to best address such future dilemmas in your daily work?

Remarks

List of contributors:

Mustafa Volkan Kavas, Joana Araújo, Ana Sofia Carvalho, Giulia Inguaggiato and Margreet Stolper

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.

Steps

1Preparation

2Conclusion - 15 min

3Evaluation

4Select the cases

5Select a format for the case

6Introduction – 5 min

7Forming groups – 5 min

8Explaining the rules and letting participants play the game – 15 min

9Dialogue about the individual choices - 10 min

10Filling out the tables – 15 min

11Plenary debriefs – 15 min

What is this about?

The Rotterdam Dilemma Game (RDG) is a game composed of dilemmas concerning a variety of research integrity issues. The game targets a diverse population of researchers and is designed to foster conversations about moral dilemmas that researchers might face during their career. RDG can be used for various purposes. For example, it can be used as an educational tool in a course setting with a group of young researchers to increase awareness of research integrity issues or it can be played by team members working at the same lab or institution to gain insight in each other’s perspectives on research integrity dilemmas.

The modified RDG has been developed within the scope of the VIRT2UE project to provide a focus on the virtues and values which are important for researchers in day-to-day activities and to bring attention to the principles and content of the European Code of Conduct for Research Integrity.

Why is this important?

Reflecting on a variety of moral dilemmas in a fun way makes researchers gain awareness about the moral content of their day-to-day actions and decisions. This might lead them to consider other stakeholders’ positions and justifications as well as their own, when faced with day to day moral dilemma. Moreover, the modified version of the RDG helps participants to reflect on their preferred course of action in light of the principles and practices presented in the European Code of Conduct for Research Integrity.

Practical Tips

Selection of the format: playing the game in small groups or plenary

The exercise is suitable to be used both in bigger groups or with several small groups. Bear in mind that it is usually fun to play a game in bigger groups. If you would like to use the game to build connections among participants that might be a preference. Consider whether to form homogeneous or heterogeneous groups before the actual training. The former would rule out communication problems arising from different backgrounds - such as career stage - whereas the latter might create room for diverse viewpoints.

If you prefer to work with one big group and are experiencing the exercise face to face, consider using the corners of the room where you play the game representing the four choices of action (A, B, C and D). Then you can ask everybody to stand up and position themselves at the corner representing the option they have selected. In that case, as a trainer you need to be active in facilitating the group discussion. Using corners allows people to use their own bodies which might open up space for expressing emotions.

On the other hand, if you prefer to work with smaller groups please make sure that you assign the same dilemmas to all the groups so that they can discuss the result of the sub-group work in plenary.

1

Preparation

Read the instructions. Please note that there are some differences between the original game and the modified RDG in terms of aims and applications. In the following steps the procedures for the use of the modified version are explained. This version requires participants not merely to play the game, but at the same time to reflect on their justifications, analyze their and others’ discussion processes, and work together to relate the case at hand with the elements of the European Code of Conduct and research integrity virtues. This version therefore takes longer, and is more demanding.

Before the session:

If using the Dilemma Game app:

- Ask participants to download the app

- Ask participants to watch the introductory video

2

Select the cases

Examine the Rotterdam Dilemma Game cases and familiarize yourself with the classification criteria.   Select the dilemmas you want to discuss. If using the Dilemma Game app, start a new 'room' in group mode, creating a name for the room and specifying that it will be used for a 'lecture'. You will then be able to select the cases.

Please note that cases are grouped per topic. If the training is specifically aimed at reflecting on issues such as research processes, roles of different parties or publication ethics, the trainer might pick cases which correspond to those topics. Besides, while selecting the cases, take the attributes of the trainee group into account as well. For example, if you are going to play the game with a group of PhD students, then you should pick the cases suitable for them.

3

Select a format for the case

The exercise is suitable to be used both in bigger groups or with several small groups. If you aim for more reflection in your training, go for small groups. If you would like to create awareness in participants first, then facilitate the exercise with bigger groups. Please make sure to decide on this beforehand (see Practical Tips for more instructions).

4

Introduction – 5 min

Introduce yourself. Briefly inform participants about the background, the aim, and the description of the game. Emphasize that the information shared during the exercise should be kept confidential.

5

Forming groups – 5 min

Divide participants into groups (e.g. of around 5 participants in each). Keep in mind that the game can also be played plenary if this fits the groups’ aims (please see Practical Tips).

6

Explaining the rules and letting participants play the game – 15 min

Explain how the game is played by mentioning the rules, the materials to be used, and steps to be followed. If using the app, the steps will include:

Playing the game (app version)

1. Providing participants with the room code provided by the app.
2. Share your screen in lecture mode, introduce the first dilemma.
3. Invite the participants to choose one of the four alternative courses of action which best reflects how they would act in the dilemma situation.
4. Collect the responses via the app. When all responses have been received, display the proportions choosing a, b, c, or d in lecture mode.

Emphasize that participants can ask technical questions to you any time, and let participants know how much time they will have to discuss the dilemma(s).

7

Dialogue about the individual choices - 10 min

Invite participants to the to reflect on their individual choices and engage in a conversation with each other using the dialogical attitude. Provide a framework to create awareness of the socially desirable answer. You can support this by introducing the following questions:

a. What would you do? Why?

b.    What would you ideally do? Why?

8

Filling out the tables – 15 min

Ask participants to work in groups to fill out the below tables. You may suggest groups to assign a member as a spokesman to shortly present their discussions in the next step.

9

Plenary debriefs – 15 min

Ask a brief summary of what has just been discussed in the group(s). A plenary debrief may be useful to allow room for questions justifications or more general themes. Invite participants to actively listen to what others have to say and share their views openly.  

10

Conclusion - 15 min

Ask the group to reflect on the process, and to evaluate if the learning objectives were met. Foster a brief dialogue on what might have been learned as a group.

In this step the facilitator may ask participants questions such as:

-      Was it easy or difficult to identify the relevant principles and virtues in the chosen dilemma?

-      Did this exercise help you with identify and connect to formally defined principles (e.g. from the European Code of Conduct for Research Integrity)?

-      Did most of the players agree or disagree with the final choice?

-      What were the main points of contention?

-      Why did people disagreed (e.g. differences in experience, training, background, values, norms…)?

-      What were the other options?

-      Was any alternative option proposed?

-      Did anybody change her/his mind as a result of the discussion?

-      Why would you NOT follow the morally ideal course of action?

-      What is needed to act morally in your work setting? What were the most convincing arguments used in the discussion?

-      On which areas do you feel there is insufficient consensus?

-      How can you best address future dilemmas in your daily work?

- How can shared values and principles be fostered?

11

Evaluation

Ask participants to shortly evaluate the session and your facilitation. In this step you may ask participants questions such as:

-      Were the instructions clear enough?

-      Do you think that the case was appropriate?

-      Would you have any suggestions to do the session differently?

-      What do you think the strong aspects of this session are?

- Are there any points to improve?

Remarks

List of contributors:

Mustafa Volkan Kavas, Joana Araújo, Ana Sofia Carvalho, Giulia Inguaggiato and Margreet Stolper

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.

Other information