Text (Instruction Step Text)
From The Embassy of Good Science
Describe the actions the user should take to experience the material (including preparation and follow up if any). Write in an active way.
- ⧼SA Foundation Data Type⧽: Text
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'''''Target audience:''' Secondary school students, bachelor and master students, doctoral students and early career researchers''
Using the [https://www.path2integrity.eu/ Path2Integrity] learning materials and methods in an adaptable and sustainable manner is the main goal of the Path2Integrity training programme for educators (P2ITE), which aims to improve educators' and teachers' competencies, confidence, and abilities to teach research integrity effectively. This includes engaging and creative teaching and learning techniques like role-playing and storytelling. Path 2 integrity developed a series of [https://www.path2integrity.eu/ri-materials learning cards] focusing on students in high schools ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards S]) on bachelor students, ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards M]) alongside a dedicated handbook and doctoral students ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards Y]). Each set of learning cards comes with a [https://www.path2integrity.eu/ri-materials handbook for educators] ([https://www.path2integrity.eu/ri-materials S-Series handbook], [https://www.path2integrity.eu/ri-materials M-Series handbook], [https://www.path2integrity.eu/ri-materials Y-Series handbook]) +
'''''Target Audience:''' undergraduate students, early career researchers.''
The [https://h2020integrity.eu/ INTEGRITY] project aims to empower students and early career researchers by developing the capacity of participants to identify, consider, and address integrity concerns in research procedures. Empowerment stimulates a pro-active attitude in participants of the courses, helping them to actively address and deal with integrity issues they encounter in their studies or research. The project developed a specific training tool for [https://h2020integrity.eu/toolkit/tools-undergraduate-students/integrity-games/ undergraduate] students, which poses a series of dilemmas about academic integrity. +
'''''Target Audience:''' undergraduate students, early career researchers.''
The [https://h2020integrity.eu/ INTEGRITY] project aims to empower students and early career researchers by developing the capacity of participants to identify, consider, and address integrity concerns in research procedures. Empowerment stimulates a pro-active attitude in participants of the courses, helping them to actively address and deal with integrity issues they encounter in their studies or research. The project developed a specific training tool for [https://h2020integrity.eu/toolkit/tools-undergraduate-students/integrity-games/ undergraduate] students, which poses a series of dilemmas about academic integrity. +
Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom.
Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform +
There are different ways of using AI, not only to generate text, but also to work with your own material (proofreading, changing style, transcription). Researchers should be transparent about how they have used AI tools, as they would be about any other tools and methods. The most important requirement for any researcher is to CHECK the material generated by AI, for example in a systematic review.
Fairness, transparency and ethical considerations are all important factors in AI systems for trainers to consider when teaching, fostering a deeper understanding and commitment to responsible AI among their participants. Although training materials focusing on AI are still in development, this module gives trainers insight on possible material to be used. +
'''''Target audience:''' doctoral students and early career researches, senior researchers, and RE/RI experts''
The [https://h2020integrity.eu/toolkit/tools-researchers-supervisors/ INTEGRITY] project developed training materials for supervisors to encourage reflection on the ethical challenges that supervision brings about. These consist of an online course (SPOC) and a diner pensant script. +
'''''Target audience:''' doctoral students and early career researches, senior researchers, and RE/RI experts''
The [https://h2020integrity.eu/toolkit/tools-researchers-supervisors/ INTEGRITY] project developed training materials for supervisors to encourage reflection on the ethical challenges that supervision brings about. These consist of an online course (SPOC) and a diner pensant script. +
<span lang="EN-US">I</span>t is strongly recommended to circulate the relevant [https://classroom.eneri.eu/node/377 "technology basics" e-modules] among participants prior to the training. Trainers can consult [https://www.irecs.eu/irecs-training-materials this page] to get some guidance on how to navigate the concent of the modules. Trainers should select the most pertinent modules from those developed by the project, aligning their choices with the session's specific topic.
[[File:Image irecs training.png|thumb|Guidance for irecs training materials available at https://www.irecs.eu/irecs-training-materials]] +
<span lang="EN-US">'''Introduce yourself and share the plan for the session presented below:'''</span>
*<span lang="EN-US">Ice-breaker</span>
*<span lang="EN-US">Short introductory lecture</span>
*<span lang="EN-US">Case discussion in smaller groups</span>
*<span lang="EN-US">Plenary discussion</span>
'''Introduce the ''Learning Objectives -'' a<span lang="EN-US">fter the session participants are able to:</span>''' <div>
#''<span lang="EN-US">Weigh the potential harms and benefits of different areas of gene editing. </span>''
#''<span lang="EN-US">Reflect upon some of the ethics issues (like dual use/misuse or long-term ethical and societal implications) associated with gene editing.</span>''
#''<span lang="EN-US">Recognize ethical and safety concerns associated with gene editing techniques and their applications.</span>''
</div><span lang="EN-US">'''Use a warm up question to introduce the topic:'''</span>
<span lang="EN-US">Use this as an interactive exercise before starting with the session. Ask participants one of these questions, encouraging participants to share their answers with the group:</span> <div>
*''<span lang="EN-US">What’s one word that comes to mind when you think of gene editing?</span>''
*<span lang="EN-US">''What's one aspect of gene editing that makes you feel excited or uneasy?''</span>
</div><span lang="EN-US">'''Briefly introduce the topic:'''</span><div>
''<span lang="EN-US">Gene editing is a transformative and evolving technology that has a big potential for addressing problems in healthcare, agriculture, among others. However, it also raises critical ethical questions since it can have severe societal and environmental long-term consequences. Since the CRISPR-Cas9 became a reality, many debates about human enhancement and justice issues regarding access to the technology have surrounded gene editing.</span>''
</div><div>
''<span lang="EN-US">This training session is designed to equip participants with the knowledge and tools to navigate the complex ethical issues that arise from gene editing. By exploring and discussing real cases, participants will develop a deeper understanding of the challenges and responsibilities associated to gene editing.</span>''
</div><div>
'''<u><span lang="EN-US">Trainer Tip</span></u><span lang="EN-US">:</span>''' <span lang="EN-US">Use this moment to create a '''welcoming''' and '''open''' environment, emphasizing that the session wants to '''encourage ethical reflection''' in an open and '''safe''' space.</span>
</div><div></div>
[[File:A_child_using_building_blocks.jpeg|600px]]
Watch the video below to learn about Hunter syndrome, its treatments and effects.
[[File:Irecs_What_is_Hunter_syndrome.mp4|600px|thumb|centre]]
====Video Transcript====
What is Hunter syndrome?
Hunter syndrome is a rare genetic disorder that primarily affects males. It is part of a group of diseases known as mucopolysaccharidoses or MPS, which are caused by the body's inability to break down certain complex sugars called glycosaminoglycans or GAGs. For people with Hunter syndrome, a lack of the enzyme iduronate-2-sulfatase or IDS, means that GAGs build up inside the body leading to a wide variety of symptoms including developmental issues, physical problems and mental decline. For example:
*Physical development impacts like coarse facial features, thickened skin, enlarged tongue, and joint stiffness.
*Developmental delays in children affecting motor skills, speech, and learning.
*Respiratory problems with frequent respiratory infections, sleep apnoea, and other breathing difficulties.
*Hearing loss.
*Enlarged liver and spleen, leading to abdominal distension.
*Heart problems with heart valve abnormalities and other cardiac issues.
*Skeletal abnormalities like joint stiffness, short stature, and abnormal bone development.
*The onset of the disease is usually between the ages of 2 and 4 years and developmental decline is usually evident between the ages of 18 and 36 months.
There is currently no cure for Hunter syndrome, but treatments can help to manage the symptoms and improve quality of life. Options include:
Enzyme replacement therapy (ERT). Regular, often weekly, infusions of a synthetic version of the missing enzyme can help reduce the buildup of GAGs. However, the enzyme is not able to pass the blood-brain-barrier, so this form of treatment does not help to protect against brain damage.
#<br /> Symptomatic treatments for specific issues including physical therapy for joint problems, medications for respiratory and heart problems, and surgical interventions for specific complications.
#<br /> Despite treatment, those with severe disease usually die in their teens. Those with a milder form of Hunter syndrome might live with more gradual deterioration in health until middle age.
Start the session by welcoming everyone and introducing yourself, followed by an overview of the learning objectives and training program.
'''Learning objectives'''
By taking part in this activity, participants work towards the following learning objectives and become:
1. knowledgeable on basic concepts associated with biobanking and ethical issues
2. able to indicate what ethical issues are pressing regarding biobanking
<span lang="EN-US">3. able to reflect upon some of the ethical issues associated with biobanking</span>
'''Training program'''
*Mindmap on Biobanking
*Mini Lecture on Biobanking and Technology Basics
*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues </span>
*<span lang="EN-US">Reflection </span>
*<span lang="EN-US">Statements </span>
*Mindmap and closing
To warm up and engage participants, you can start with an ice-breaker question.
For example, you can use on of the scenarios below:
''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''
''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?'' <br />
Collect some answers and facilitate a short dialogue among the trainees.
<span lang="EN-US">TIER2's Decision Aid provides clarity on the meaning, relevance, and feasibility of ‘reproducibility’ for researchers to aid them in identifying what type of reproducibility is relevant for their research and indicate what they must consider regarding how feasible such ‘reproducibility’ would be for them.</span> +
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. +
"Many research fields are currently reckoning with issues of poor levels of reproducibility. Some label it a "crisis", and research employing or building Machine Learning (ML) models is no exception. Issues including lack of transparency, data or code, poor adherence to standards, and the sensitivity of ML training conditions mean that many papers are not even reproducible in principle. Where they are, though, reproducibility experiments have found worryingly low degrees of similarity with original results. Despite previous appeals from ML researchers on this topic and various initiatives from conference reproducibility tracks to the ACM's new Emerging Interest Group on Reproducibility and Replicability, we contend that the general community continues to take this issue too lightly. Poor reproducibility threatens trust in and integrity of research results. Therefore, in this article, we lay out a new perspective on the key barriers and drivers (both procedural and technical) to increased reproducibility at various levels (methods, code, data, and experiments). We then map the drivers to the barriers to give concrete advice for strategies for researchers to mitigate reproducibility issues in their own work, to lay out key areas where further research is needed in specific areas, and to further ignite discussion on the threat presented by these urgent issues."
Find the full paper here: [https://arxiv.org/abs/2406.14325 Reproducibility in Machine Learning-based Research: Overview, Barriers and Drivers]
References:
Semmelrock, H., Ross-Hellauer, T., Kopeinik, S., Theiler, D., Haberl, A., Thalmann, S., & Kowald, D. (2024). Reproducibility in Machine Learning-based Research: Overview, Barriers and Drivers. ''arXiv preprint arXiv:2406.14325''. +
Want to contribute to the Embassy of Good Science? It's simple! All you need is an ORCiD login and you can get started right away.
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">
<span class="video-button-label">ORCiD Login</span>
<span class="video-button-duration">0:47 min</span>
</div> +
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. +
To make a module, you must first navigate to the training section of the Embassy. You can do this using the tabs at the top of the home page. +
'''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. +
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. +
[[File:M1..png|center|frameless|600x600px]]
This project proposes to use AI and machine learning (ML) algorithms to analyse large datasets of malaria transmission in rural regions of Sub-Saharan Africa. Data will be collected on environmental variables, human behaviour, and mosquito population dynamics to build predictive models. The goal is to use AI to identify hotspots of malaria transmission, optimise intervention strategies, and contribute to global malaria eradication efforts.
This is a hypothetical case but draws inspiration from current discussions regarding ethics dumping and the fair and equitable use of AI technologies in research.
As you work through the module, we invite you to consider the ethics issues that are associated with this type of study from a variety of perspectives as well as how they might be addressed by a research ethics committee. +
