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{{Instruction
 
{{Instruction
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|Title=Introduction of virtue ethics to research integrity
+
|Title=Introduction of Virtue Ethics to Research Integrity
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|Instruction Goal=This module provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in interactive exercises, or reflect on the relevance of these concepts for their daily research practice by drawing on their prior experience.
+
|Has Related Initiative=Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e
−
|Has Requirements=This module is part of the VIRT2UE online course and should be taken after completing the first introductory module: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to research integrity]]". After taking this module trainees are invited to proceed to the next module [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics applied under current research conditions]]".
+
|Instruction Goal=This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexive exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
 +
|Has Requirements=This is the second of a four part series. The other three series are: [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|"Introduction to Research Integrity]]" and [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|"Virtue ethics under current research conditions]]" and [https://embassy.science/wiki/Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2 "Introduction to responsible supervision, mentoring and role-modeling".]
  
 
You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
 
You need to have a background in research (i.e. be employed as researchers) or be a trainer/educator/teacher who has had experience in research in the past.
 +
 +
'''VIRT2UE Online modules privacy statement'''
 +
 +
This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the VIRT2UE consortium and made freely and openly available on the [https://github.com/the-embassy-of-good-science Github platform].
 +
 +
'''''All information of users remains client side'''''
 +
 +
At no point during the use of the VIRT2UE online modules is any personal information collected or saved. Information entered into the modules remains ‘client side’ and is not sent back to servers, nor made available for use by third parties.
 +
 +
'''''Entering personal information in the modules'''''
 +
 +
At some places in the modules the user is invited to type input in open fields. Information entered into these fields is not sent back to any server. None of the entered information can be traced back to the user. It is not obligatory to use these fields. Users can also choose to document their responses elsewhere, for instance on paper.
 +
 +
[https://embassy.science/wiki/Special:Contact Contact us] if you have any further questions.
 
|Has Duration=1
 
|Has Duration=1
−
|Important For=Researchers; Research integrity trainers; Trainers in training
+
|Important For=Research integrity trainers; Researchers; Trainers in training
 
|Has Method=eLearning
 
|Has Method=eLearning
−
|Has Related Initiative=Initiative:72c17801-2e2b-4c06-adb9-f81cb0c77704
 
 
}}
 
}}
 
{{Custom TabContent Trainee Open}}
 
{{Custom TabContent Trainee Open}}
 
{{Instruction Steps Foldout Trainee}}
 
{{Instruction Steps Foldout Trainee}}
 
{{Instruction Perspective Trainee
 
{{Instruction Perspective Trainee
−
|Is About=By taking this interactive module you will learn about and reflect on:  
+
|Is About=By taking these interactive modules you will learn about and reflect on:
 +
 
 +
*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''':                                                            After watching an introductory video on virtue ethics, you can self-assess your knowledge of the most relevant characteristics of virtue ethics.
 +
*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]'''                                                          After an introduction to the concepts you will be asked to apply these concepts whilst analyzing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other a moral dilemma.
 +
*'''Your own aspirations to become a more virtuous researcher:'''  After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).
 +
*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
 +
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
 +
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.
 +
 
 +
Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
 +
}}
 +
{{Instruction Step Trainee
 +
|Instruction Step Title=What is Virtue Ethics?
 +
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.
 +
 
 +
[[File:What is Virtue Ethics.jpg|link=http://courses.embassy.science/what_is_virtue_ethics/story.html]]
 +
 
 +
 
 +
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/What%20is%20Virtue%20Ethics_SCORM.zip here]
 +
}}
 +
{{Instruction Step Trainee
 +
|Instruction Step Title=Virtue Ethics & Research Integrity
 +
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre[[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[#%20ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.
 +
 
 +
[[File:Virtue Ethics and Research Integrity.jpg|link=http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html]]
  
−
<br />
 
  
−
*'''Key characteristics of [https://staging.embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''':                                                            After watching an introductory video on virtue ethics, you will answer answer a set of questions that aim to summarize the most relevant characteristics of virtue ethics.
+
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Virtue%20Ethics%20&%20Research%20Integrity_SCORM.zip here]
 +
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.
  
−
*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]'''                                                          After an introduction to the concepts you will be asked to apply these concepts while analysis  two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.
+
[[#%20ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 +
}}
 +
{{Instruction Step Trainee
 +
|Instruction Step Title=Virtues in Research
 +
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.
  
−
*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers at the end of the module, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).
+
[[File:Virtues in Research.jpg|link=http://courses.embassy.science/virtues_in_research/story.html]]
  
−
*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.
+
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Virtues%20in%20Research_SCORM.zip here]
−
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
 
−
|Has Practical Tips=Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input (A print-out solution is planned, but is not available yet).
 
 
}}
 
}}
 
{{Instruction Step Trainee
 
{{Instruction Step Trainee
−
|Instruction Step Title=Take the online module
+
|Instruction Step Title=How virtues are taught
−
|Instruction Step Text=[http://courses.embassy.science/introduction_of_virtue_ethics_to_research_integrity/story.html Open the course][[File:Introduction for virtue ethics.png|frameless|[http://courses.embassy.science/introduction_of_virtue_ethics_to_research_integrity/story.html Open the course]|left|282x282px]]
+
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. 
−
<br />
+
 
 +
[[File:How Virtues are Taught.jpg|link=http://courses.embassy.science/how_virtues_are_taught/story.html]]
 +
 
 +
 
 +
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/How%20virtues%20are%20taught_SCORM.zip here]
 
}}
 
}}
 
{{Instruction Remarks Trainee
 
{{Instruction Remarks Trainee
−
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
+
|Has Remarks='''List of contributors:'''
 +
 
 +
'''''Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.'''''
 +
 
 +
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!
 +
 
 +
This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
 
}}
 
}}
 
{{Custom TabContent Close Trainee}}
 
{{Custom TabContent Close Trainee}}
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{{Instruction Steps Foldout Trainer}}
 
{{Instruction Steps Foldout Trainer}}
 
{{Instruction Perspective Trainer
 
{{Instruction Perspective Trainer
−
|Is About=This interactive e-learning module provides an introduction to virtue ethics and its relevance for research integrity. By taking this module learners will need to:
+
|Is About=This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:
  
 
<br />
 
<br />
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*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.
 
*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.
  
−
*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own obituary/laudatio, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.
+
*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.
  
 
*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
 
*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.
−
|Important Because=It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
+
|Important Because=It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.
−
|Has Practical Tips=Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
+
|Has Practical Tips=There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.
 +
 
 +
Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
 +
}}
 +
{{Instruction Step Trainer
 +
|Instruction Step Title=What is Virtue Ethics?
 +
|Instruction Step Text=This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.
 +
 
 +
 
 +
[http://courses.embassy.science/what_is_virtue_ethics/story.html Open course]
 +
}}
 +
{{Instruction Step Trainer
 +
|Instruction Step Title=Virtue Ethics & Research Integrity
 +
|Instruction Step Text=This module draws upon the notion of communal practices by Alasdair MacIntyre [[#%20ftn1|[1]]] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[[# ftn2|[2]]], one of which portrays a moral conflict, the other one a moral dilemma.
 +
 
 +
 
 +
 
 +
[http://courses.embassy.science/virtue_ethics_and_research_integrity/story.html Open course]
 +
----[[#%20ftnref1|[1]]] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.
 +
 
 +
[[# ftnref2|[2]]] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game
 +
<br />
 
}}
 
}}
 
{{Instruction Step Trainer
 
{{Instruction Step Trainer
−
|Instruction Step Title=Experience the online module
+
|Instruction Step Title=Virtues in Research
−
|Instruction Step Text=Click on the link
+
|Instruction Step Text=This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.
  
−
[http://courses.embassy.science/introduction_of_virtue_ethics_to_research_integrity/story.html http://courses.embassy.science/introduction_of_virtue_ethics_to_research_integrity/sto]
+
[http://courses.embassy.science/virtues_in_research/story.html Open course]
 +
}}
 +
{{Instruction Step Trainer
 +
|Instruction Step Title=How virtues are taught
 +
|Instruction Step Text=This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course]
 
}}
 
}}
 
{{Instruction Remarks Trainer
 
{{Instruction Remarks Trainer
−
|Has Remarks=This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
+
|Has Remarks='''List of contributors:'''
 +
 
 +
Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.
 +
 
 +
We thank Rosemarie Bernabe, Fenneke Blom, Birgit Buschbom, Ana Sofia Carvalho, Natalie Evans, Nicole Föger, Laura Hartman, Teodora Konach, Erika Löfström, Ana Marusic, Signe Mezinska, Daniel Pizzolato, and Jan Helge Solbakk for their constructive feedback during the process of developing!
 +
 
 +
This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
 
}}
 
}}
 
{{Custom TabContent Close Trainer}}
 
{{Custom TabContent Close Trainer}}
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{{Related To}}
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{{Related To
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|Related To Resource=Resource:5bbdd729-8f96-432a-a0ee-56510e343d01
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|Related To Theme=Theme:Af676916-8a83-443a-aece-66abb3e9054f; Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34; Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53
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|Related To Instruction=Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6; Instruction:43c900ea-a317-4528-8ece-1f3fb3564867
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{{Tags
 
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|Involves=VIRT2UE
 
|Involves=VIRT2UE
 
|Has Location=Europe
 
|Has Location=Europe
 
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}}

Latest revision as of 15:28, 16 April 2024

Icon-back.svgInstructions

Introduction of Virtue Ethics to Research Integrity

Instructions for:TraineeTrainer
Related Initiative
VIRT2UE
Goal
This series of eLearning modules provides an introduction to virtue ethics, and highlights the relevance of virtue ethics for research integrity. Learners are invited to self-assess newly gained knowledge, relate and apply the concepts in reflexive exercises, or reflect on the relevance of these concepts for their daily research practice by drawing upon their prior experience.
Requirements

This is the second of a four part series. The other three series are: "Introduction to Research Integrity" and "Virtue ethics under current research conditions" and "Introduction to responsible supervision, mentoring and role-modeling".

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

VIRT2UE Online modules privacy statement

This privacy statement regards the VIRT2UE online modules. The modules are part of the VIRT2UE training program. They are produced by the VIRT2UE consortium and made freely and openly available on the Github platform.

All information of users remains client side

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

Entering personal information in the modules

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

Contact us if you have any further questions.
Duration (hours)
1
For whom is this important?
Research integrity trainersResearchersTrainers in training
Method
eLearning
Part of
Icon-virt2ue 2.svg
VIRT2UE
Steps
1What is Virtue Ethics?
2Virtue Ethics & Research Integrity
3Virtues in Research
4How virtues are taught

What is this about?

By taking these interactive modules you will learn about and reflect on:

  • Key characteristics of virtue ethics: After watching an introductory video on virtue ethics, you can self-assess your knowledge of the most relevant characteristics of virtue ethics.
  • Moral conflict and a moral dilemma: After an introduction to the concepts you will be asked to apply these concepts whilst analyzing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other a moral dilemma.
  • Your own aspirations to become a more virtuous researcher: After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).
  • The influence of moral exemplar(s) on moral development and the cultivation of virtues: After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously.

Why is this important?

It is crucial for participants to complete the online course in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.

Practical Tips

There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after you have closed the browser window/tab. This has two major implications: (1) Whenever you close your browser window/tab, your progress will not be saved and you will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case you aim to save your reflections, you are kindly asked to copy/paste your input in a separate document and save it on your computer, BEFORE you submit your input.
1
What is Virtue Ethics?

This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.

What is Virtue Ethics.jpg


If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package here

2
Virtue Ethics & Research Integrity

This module draws upon the notion of communal practices by Alasdair MacIntyre[1] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[2], one of which portrays a moral conflict, the other one a moral dilemma.

Virtue Ethics and Research Integrity.jpg


If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package here

[1] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury. [2] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game

3
Virtues in Research

This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity.

Virtues in Research.jpg

If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package here

4
How virtues are taught

This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.

How Virtues are Taught.jpg


If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package here

Remarks

List of contributors:

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

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

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.
Steps
1What is Virtue Ethics?
2Virtue Ethics & Research Integrity
3Virtues in Research
4How virtues are taught

What is this about?

This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:


  • Demonstrate a basic understanding of key characteristics of virtue ethics. After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.
  • Distinguish between a moral conflict and a moral dilemma. In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.
  • Identify with their own aspirations to become a more virtuous researcher. In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.
  • Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues. In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously.

Why is this important?

It is crucial for participants to complete the online modules in advance of the face-to-face training in order to acquire a shared understanding of the program’s core concepts.

Practical Tips

There are subtitles available. You may enable them by clicking on "CC" at the lower left corner of the player.

Please note that no information will be saved or stored after users have closed the browser window/tab. This has two major implications: (1) Whenever users close their browser window/tab, their progress will not be saved and they will have to start the module anew. It is not necessary to complete the course in one go, but recommended to leave the browser window/tab open (and the computer/laptop running). (2) In case users aim to save their reflections, they are kindly asked to copy/paste their input in a separate document and save it on their computer.
1
What is Virtue Ethics?

This module is comprised of an introductory video on virtue ethics, and a subsequent multiple-choice quiz that aims to summarize the most relevant characteristics of virtue ethics. The quiz provides instant feedback on whether the responses are correct or not.


Open course

2
Virtue Ethics & Research Integrity

This module draws upon the notion of communal practices by Alasdair MacIntyre [1] and introduces relevant concepts, such as difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas. In an exercise, the application of these differentiations and the transfer of knowledge into distinguishing two cases from the Rotterdam Dilemma Game[2], one of which portrays a moral conflict, the other one a moral dilemma.


Open course

[1] MacIntyre, A. C. (2014). After virtue. London: Bloomsbury.

[2] Erasmus University Rotterdam. (n.d.). Retrieved January 30, 2020, from Erasmus University Rotterdam website: https://www.eur.nl/en/about-eur/strategy-and-policy/integrity/research-integrity/dilemma-game


3
Virtues in Research

This module offers a definition of a virtue, and introduces virtues that are relevant for research . Along the historic example of Galileo Galilei, five virtues are discussed in more detail in its relevance for research integrity. Open course

4
How virtues are taught

This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. Open course

Remarks

List of contributors:

Armin Schmolmüller, Rien Janssens MJPA, Guy Widdershoven.

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

This training has been developed by the VIRT2UE project, which has received funding form the European Union’s H2020 research programme under grant agreement N 741782.

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The EnTIRE and VIRT2UE projects have received funding from the European Union’s Horizon 2020 research programme under grant agreements N 741782 and N 787580.

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