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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Through a collaborative analysis of real-world exploitation risks with vulnerable populations, the TRUST project developed a code of ethics grounded in four fundamental values: fairness, respect, care, and honesty. The PREPARED project has shown that these four values also apply to research in global crises, such as the COVID-19 pandemic. Through literature reviews in eight languages and by investigating the experiences of marginalised populations during the pandemic, the team identified 144 challenges to research ethics and integrity, which can all be linked to a lack of fairness, respect, care, and honesty. +
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While the aims of the research projects that you encounter are likely to be positive and beneficial, it is essential to recognise that the growing use of XR technologies opens new opportunities for criminal behaviour. Criminal behaviour might take the form of cybercrimes.
Cybercriminals might exploit vulnerabilities in XR software or networks to steal personal information, financial data, or intellectual property. XR technologies might also be exploited for fraudulent activities and scams.
Fraudulent activities could include deceptive advertising, phishing schemes, or through XR-enabled communication channels. Crimes can also be conducted in the virtual world, for example, rape or other forms of virtual assault/violence on an avatar, which, given the bond between a person and their avatar, can be seriously impactful for the victim. Correspondingly, there is ongoing debate about the status of crimes in the virtual world and whether they are equivalent to crimes in the real world.
For instance, concerns about the sexual assault and rape of avatars raise questions about virtual crimes and their impact on users' emotional wellbeing. Issues like violence, murder, or unwanted disappearance of avatars, as well as child crime in XR, demand ethical scrutiny regarding the depiction and consequences of violence in these digital spaces. Furthermore, the involvement of non-human agents, including AI, in violent or criminal acts complicates the attribution of responsibility in virtual environments.
If someone engages in harmful or aggressive behaviour towards another in a virtual environment, do you think they should they incur the same consequences as they would in the real world?
The continuum of immersive experience perceived by human users highlights the impossibility of drawing rigorous or fixed boundaries between the material and the virtual environments at which ethical questions of XR would no longer apply. XR technologies can provide highly immersive experiences, blurring the lines between the virtual and physical worlds. As a result, violent content in XR has the potential to be more emotionally impactful and realistic than traditional media forms, potentially desensitising users to violence or causing psychological distress.
Do you think that violent content in XR is likely to increase, decrease or have no effect upon the tendency for violent behaviours in the real world? There is ongoing debate regarding the impact of violent XR content on user behaviour. Some studies suggest that exposure to violent virtual environments may lead to increased aggression or desensitisation to violence, while others argue that the effects may vary depending on individual factors and context.
Addressing crime in the context of XR requires collaboration between XR developers, platform operators, law enforcement agencies, policymakers, and users. Strategies for addressing XR-related crime may include implementing robust security measures, enforcing community guidelines and codes of conduct, providing user education and awareness programs, and establishing legal frameworks to address virtual crimes that have real-world impacts.
<span lang="EN-GB">As certain implementation issues can be overlooked at the first attempt of the scenario-building exercise, it is recommended to repeat all the steps at least one more time, preferably with the involvement of other actors. The methodology can be reapplied at pre-defined regular intervals to establish an innovative process in your organisation or when new information comes to light. This follow-up can help to overcome any challenges or concerns arising towards the realisation of the determined objectives or to simply revise vital points of the scenario for better results. </span>
<span lang="EN-GB">· How do you promote reflection with the other participants on the most feasible scenario?</span>
<span lang="EN-GB">· How do you ensure that relevant new information concerning the recommendation or results is regularly provided to the participants of the scenario-building exercise?</span> +
The urgent need to conduct research can never be an excuse for putting pressure on potential research participants or their proxies to make hasty decisions about their involvement in a study. Genuine informed consent needs time +
Heidi Beate Bentzen's lecture covers legal aspects of human research data, focusing on identifiability. The first part addresses personal data issues, and the second part discusses anonymous data.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
The Embassy of Good Science: “[[Theme:540c9ba0-bc9c-4311-b3e1-7a650d2b9f0f|Privacy in Research]]”
Data Protection Commission: “[https://www.dataprotection.ie/en/dpc-guidance/anonymisation-pseudonymisation Anonymisation and pseudonymisation]”
Eke, D., Aasebø, I. E., Akintoye, S., Knight, W., Karakasidis, A., Mikulan, E., ... & Zehl, L. (2021). Pseudonymisation of neuroimages and data protection: Increasing access to data while retaining scientific utility. Neuroimage: Reports, 1(4), 100053. https://doi.org/10.1016/j.ynirp.2021.100053 +
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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%2FcimWP1L4tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283135084%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=mx6LNK14iRC744b7LLnUg8jxZ%2FKLXd%2Blo6I8kmwz%2Bwg%3D&reserved=0 https://forms.office.com/e/cimWP1L4tx]
Thank you! +
The [https://rosie-project.eu/ ROSiE] training materials are aimed at the following groups of trainees: (i) students, (ii) early career researchers, (iii) experienced researchers, and (iv) citizen scientists. The ROSiE consortium developed a didactic framework which is learner-centred;based on interests, backgrounds, and learning styles of trainees;and ensures active and collaborative involvement in the learning process. +
The [https://rosie-project.eu/ ROSiE] training materials are aimed at the following groups of trainees: (i) students, (ii) early career researchers, (iii) experienced researchers, and (iv) citizen scientists. The ROSiE consortium developed a didactic framework which is learner-centred;based on interests, backgrounds, and learning styles of trainees;and ensures active and collaborative involvement in the learning process. +
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CRISPR-Cas9 technology also has many implications for agriculture including the precise modification of plant genomes for crop improvement. Here are some examples:
</div></div>'''Improved Nutritional Content'''
CRISPR can be used to enhance the nutritional value of crops, for instance, via micronutrient biofortification of staple crops, to increase nutritional value. Biofortification is relatively new approach to dealing with deficiencies of micronutrients, especially in in low and middle-income countries. See, for example, the [https://www.goldenrice.org/ Golden Rice Project] in the Philippines where a gene has been genetically modified to contain beta carotene, a plant pigment that the body converts into vitamin A.
'''Extended Shelf Life'''
CRISPR technology can be used to prolong the shelf life of fruits and vegetables by modifying genes involved in ripening and decay processes, thereby helping to reduce food waste.
'''Disease Resistance'''
By targeting specific genes responsible for susceptibility to certain diseases, CRISPR can be used to develop plants that are more resilient to pathogens, potentially reducing the need for pesticides.
'''Environmental Adaptation'''
CRISPR technology offers the potential for developing crops that are better suited to changing environmental conditions. For instance, traits like heat or drought tolerance can be enhanced to help withstand extreme weather conditions. +
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. +
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity +
In this step, participants are invited to draw conclusions and develop a plan for action. The facilitator returns to the moral question formulated at the start of the MCD and asks the group to make explicit their conclusions. Reaching consensus is not necessary;the conclusion can also be that there is a plurality of ideas with different practical implications. +
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%2FUsKC9j09Tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cbe3ccf952ee04506e25608dd19dcde06%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638695158651948095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=P5sNoxm3jW6tLABNV7bNiETR3fHQUG2VODMd3wk3r9E%3D&reserved=0 https://forms.office.com/e/UsKC9j09Tx]
Thank you! +
Katılımcılardan diyaloğun değeri ve grup halinde gerçekleştirilecek fikir yürütme/yorumlama süreçlerini teşvik etmede nasıl kullanılabileceği üzerine düşünmelerini isteyin. Araştırmanın hedefleri ile ilgili olarak çıkarılan genel dersler üzerine odaklanın. Bunun için aşağıda örnek olarak verilmiş olan soruları sorabilirsiniz:
* Alıştırmanın hedeflerini göz önünde bulundurarak: bu alıştırmadan neler öğrendiniz? Daha spesifik olarak:
i. Diyalog ve münazara kavramlarının güçlü yanlarına ilişkin farkındalığınız arttı mı?
ii. Diyalog yönteminin fikir yürütme süreçlerinde bir araç olarak nasıl kullanılacağını ve bu şekilde kullanılmasının nasıl teşvik edileceğini öğrenmeniz açısından bu alıştırmanın faydalı olduğunu düşünüyor musunuz?
iii. Alıştırmadan çıkardığınız başka dersler var mı?
* Bu alıştırmadan çıkardığınız dersler gelecekteki eylemlerinizi nasıl etkileyecek?
* Diyaloğu teşvik etmek için nelere ihtiyaç duyarsınız? +
Katılımcılardan panodaki genel tabloya bakmalarını isteyin ve fikir yürütme sürecini desteklemek için aşağıdaki soruları sorun:
o Neler dikkatinizi çekiyor?
o Farklı perspektifler arasında benzerlikler/ farklılıklar var mı? Birbirleriyle çatışıyorlar mı?
o Burada gördüğünüz erdemlerden ECoC’ta bahsedilmiş miydi? Eğer öyleyse hangilerinden bahsedilmişti?
o Bu durumda en önemli erdemi belirleyebilmemiz mümkün müdür? Eğer mümkünse neden bu erdem en önemlisidir?
o Kendinizi vaka sahibinin yerine koyduğunuzda: grubun seçtiği erdeme uygun hareket edebilmek için (somut olarak) neye ihtiyaç duyarsınız? Önünüzde sizi engelleyecek şeyler var mı?
Katılımcıların cevaplarını tahtaya yazın. Farklı renkte kalemler kullanabilir, kelimelerin altını çizebilir ya da kısa notlar alabilirsiniz.
Bu alıştırmayı ilk kez uyguluyorsanız lütfen katılımcıların diyalog içerisinde fikir yürütmelerini teşvik etmek için yukarıdaki soruları kullanın. ECoC’a işaret etmeyi unutmayın. Kodun bir kopyasını oturuma getirmeniz de mümkündür. Sorular üzerinde çok uzun süre durmayın. Katılımcıların münazara yapmaya başlaması ya da konudan sapması durumunda dikkatlerini tekrar mevzubahis soru üzerine yöneltin.
Katılımcıların tek bir erdem üzerinde fikir birliğine varamaması sorun değildir. Farklı çıkarımları da tabloya yazabilirsiniz.
İPUCU:
Sessiz bir ortam oluşmasından korkmayın. Katılımcıların cevap üzerine düşünmelerine izin verin. Zaman tanıyın ancak bu süre çok da uzamasın,eğer herhangi bir yorum gelmezse başka bir soru ile devam edin. +
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It’s not difficult to imagine a wide range of reactions to an advertisement for this project. Some people might be curious to find out more;others will be concerned about possible implications. Why do you think it might be important for researchers to consider what motivates or deters people from participating in the study? This is vital not only for reaching the target numbers, but also to promote fair recruitment, diversity, and inclusion. It would be pointless and unfair if, for instance, only people who already enjoy using XR for socialisation volunteered to participate. With a recruitment strategy that relies upon self-selection, this is a real possibility. The deterring factors raised above touch on some of the issues identified on the XR ethics checklist. Potential participants might not even be aware of many of the ethics issues, but it is the responsibility of the research ethics committee to ensure that all are addressed appropriately.
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!I’m really curious about XR technologies and I would love to have the opportunity to immerse myself in a virtual world and engage with AI avatars. I would be excited to give it a go.
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There’s no way I’m going to wear those tracking devices. I value my privacy and who knows where that data will end up.<div></div></div></div></div>
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The thought of feeling cut off from reality scares me. Will I feel like I’m in control? What if I have a panic attack?<div></div></div></div></div>
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Loneliness is a problem for me. This study will offer an opportunity to engage more, either with avatars or new people. I wouldn’t mind either way.<div></div></div></div></div>
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I spend a lot of time in virtual worlds anyway. The study will give me an opportunity to reflect on how virtual environments affect my emotions and social wellbeing.<div></div></div></div></div>
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I’ve tried using a VR headset previously. It’s a hassle to set up, uncomfortable wear and it caused terrible motion sickness and headaches.<div></div></div></div></div>
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My disability means that I often feel isolated. But as a person with mobility challenges, I assume I can’t participate.<div></div></div></div></div>
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The idea that interaction with an avatar can help loneliness is warped. It’s not real!<div></div></div></div></div><div></div></div></div></div>
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Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) +
'''1. Main source:'''
Berseth, V. & Letourneau, A. (2025), Climate Change-Conscious Methodologies: Ethical Research in a Changing World. WIREs Clim Change, 16: e933.
https://doi.org/10.1002/wcc.933
'''2. Ethics in disaster / crisis research:'''
Browne, K. E., & Peek, L. (2014). Beyond the IRB: An ethical toolkit for long-term disaster research. International Journal of Mass Emergencies and Disasters, 32(1), 82–120.
https://hazards.colorado.edu/uploads/publications/22_2014%20Browne_Peek.pdf
'''3. Ethical challenges in crisis research governance:'''
Falb, K., Laird, B., Ratnayake, R., Rodrigues, K., & Annan, J. (2019). The ethical contours of research in crisis settings. Disasters, 43(4), 711–726.
https://doi.org/10.1111/disa.12398
'''4. Participatory / non-extractive disaster research:'''
Le Dé, L., Gaillard, J. C., & Friesen, W. (2015). Academics doing participatory disaster research: How participatory is it? Environmental Hazards, 14(1), 1–15.
https://doi.org/10.1080/17477891.2014.957636 +
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) +
'''1. Main source:'''
Berseth, V. & Letourneau, A. (2025), Climate Change-Conscious Methodologies: Ethical Research in a Changing World. WIREs Clim Change, 16: e933.
https://doi.org/10.1002/wcc.933
'''2. Community-based climate research:'''
McNamara, K. E., & Buggy, L. (2017). Community-based climate change adaptation: a review of academic literature. Local Environment, 22(4), 443–460.
https://doi.org/10.1080/13549839.2016.1216954
'''3. Research in crisis / disaster contexts:'''
<span lang="EN-GB">Levac, J., Toal-Sullivan, D. & O`Sullivan, T.L. (2012) Household Emergency Preparedness: A Literature Review. J Community Health 37, 725–733 https://doi.org/10.1007/s10900-011-9488-x</span> +
