Instruction:204c2375-0867-4302-845f-cdc99e3d38bc

Instructions

Select your Target Audience and the Related Appropriate Effectiveness Measurement Tools

Instructions for:TraineeTrainer

Related Initiative

BEYOND

Goal

This module will help you to tailor the research integrity trainings you will give to your audience, and to measure their effectiveness.

Duration (hours)

2

For whom is this important?

Research Ethics CommitteesResearch integrity trainers

Part of

BEYOND

Steps

1Secondary School Students

2Bachelor and Master Students

3Doctoral Students and Early Career Researchers

4Research Ethics and Integrity Experts

5Training Materials for Professors and Senior Academics

What is this about?

In this module you will find examples of training materials on research ethics and integrity that can be used to train at specific career stages. In the following we introduce a collection of trainings developed by EU-funded initiatives and indicate, which trainings or parts of them are suitable for 1) secondary schools, 2) bachelor and master students, 3) PhD students and early career researchers, 4) academics and experts in research ethics and integrity, and 5) supervisors. Although we have categorised the training materials by career stage, we recommend that trainers and teachers define the needs and skill level of the group to be trained before selecting the material to be used. This is because career stage often does not reflect the level of skills and competences in terms of research ethics and integrity. The following training resources have been developed by EU-funded initiatives namely: PRINTEGER, ENERI, RID-SSISS, EnTIRE, VIRT2UE, Path2Integrity, INTEGRITY, BRIDGE and ROSiE.

All the training resources presented in this module provide examples of training materials to promote RE/RI and prevent research misconduct from the perspective of individual and institutional responsibilities. Active learning, like case studies, engages learners and helps connect content to real ethical dilemmas. Reflection helps learners explore personal values, making ethical principles and theories more meaningful and guiding individual growth. Role-playing and simulations offer experiential insights, allowing learners to practice decision-making in a safe environment, fostering empathy and ethical confidence. A culturally sensitive approach prepares learners for global collaboration by recognizing diverse ethical norms. Lastly, continuous assessment and constructive feedback reinforce learning, enabling learners to apply ethical principles thoughtfully in real-life scenarios, supporting long-term commitment to research integrity.

Moreover, for each target group this module recommends specific tools and methods to measure the short-, medium- and long-term impact of RE/RI trainings (presented below). While materials and resources have been developed for RE/RI training, they may not always include a plan for the assessment of learning or suggestions on how information about learning can be used as an indicator of training effect.

The same training material presented below are also more extensively presented in MODULE x divided by type of training activity and by the specific EU project responsible for its development. This alternative categorization allows for a more tailored approach, enabling users to quickly identify relevant resources that align with their needs, when they already know what training approaches they wish to use, or seeking further guidance related to using specific teaching approaches rather than seeking resources for a specific target group. By connecting each piece of training material to its originating EU project, we can highlight the distinct contributions of each initiative, showcasing their unique approaches to training.

1

Secondary School Students

The aim of educating secondary school students is to raise their awareness of the ethical and integrity challenges they may face.

Resources for secondary school students include (please see Module x for a more elaborate description and overview of materials divided by topics and target groups):

• The Integrity Teacher Guide for secondary school students' education.
• The Path2integrity Learning cards (Path2Integrity learning cards S) focusing on students in high schools, and a dedicated handbook (S-Series handbook).
• For training effectiveness measurement facilitators can use the following tools for learning output collection and for analysing collected material:

Tool for collecting learning outputs	Details	Analysis instrument **
ProLearning app	ProLearning: www.prolearning.realto.ch	learning analytics
Engagement app	ForgetNot (by EduLog): https://web.htk.tlu.ee/forgetnot	learning analytics
Self-Reflection Form/Compass	App under development, form * (for copying and editing)	SOLO taxonomy, reflection levels, content criteria
Pre-post texts	Collect a short text (e.g. a response to a case or short essay) before the training and after the training	SOLO taxonomy, reflection levels, content criteria
Learning diaries	Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics	SOLO taxonomy, reflection levels, content criteria
Group reports	Ask groups working together to provide a (short) group report (or provide a template with points to work on)	SOLO taxonomy, content criteria
Group discussions	Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)	SOLO taxonomy, content criteria
Group dynamics	CoTrack application: https://www.cotrack.website/en/	learning analytics
Retention check	After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.	SOLO taxonomy, content criteria

For instance, to measure participants’ reactions during or right after the training, ProLearning app or Self-Reflection Form can be used. In addition, if learners worked in groups and provided a group-report, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.

Other information