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
1
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 the last section of the BEYOND trainer guide for an 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:
{| class="wikitable"
|+
!'''Tool for collecting learning outputs'''
!'''Details'''
!'''Analysis instrument **'''
|-
|'''ProLearning app'''
|''ProLearning'': https://www.epfl.ch/labs/chili/dualt/current-projects/realto/
<span lang="EN-GB"></span>
|learning analytics
|-
|'''Engagement app'''
|''ForgetNot'' (by EduLog): https://web.htk.tlu.ee/forgetnot
|learning analytics
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://docs.google.com/forms/d/17ORaVeaLjBYucufYNGF6TNjgtqqNdlk5BhSp5bfM5eA/copy 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.
There is evidence of how such a framework can be used to analyse reflective journals/learning logs (see Bell et al., 2011). We have tested the feasibility of this framework also in the context of REI. Figure 1 illustrates how reflection levels are displayed during a 6-week diary-keeping period related to REI learning. As indicated, some participants (P1–P5) show various levels, but some indicate constant levels. The exploration suggests that it is possible to analyse reflective journals/writing in REI context applying the framework of levels of reflective thinking.
Figure 1. Eexample of analysis results (reflection levels) of learning diaries by 5 training participants (P1-5).
[[File:Img7.png|center|frameless|500x500px]] +
Ethical principles (Kitchener, 1985) can be used to evaluate the characteristics of the ethical dilemma:
[[File:Img9.png|center|frameless|500x500px]]
Figure 1. Ethical principles (Kitchener, 1985).
In the case introduced in the section what is this about the following response may be given by the learners:
Ethical issues that could emerge in this case: underage children, parental consent, procedure of getting the consent, considering the wishes of the child, organising data collection, cooperation with the (pre)school, which is more harmful for the child - being recorded (for the research purposes) or being upset about the procedure of fulfilling the parent’s demands.
Ethical principles that can be at stake in this case:
* respect for autonomy - in this case there is a conflict between the autonomy of the child and the autonomy of the parent - for the researchers there is no simple answer. The procedure of informing should be altered to prevent these situations from happening in the future.
* doing no harm (non-maleficence) - in this case the researchers’ only chance of not harming the children whose parents had not given their consent would have been not proceeding with data collection, but in that case they would be harming the research/society/greater good.
* benefiting others (beneficence) - the research is probably important to the society, but it is not right to harm anyone to benefit others.
* being just (justice) - the researchers must be fair towards the children, their parents, the school, the society - if their rights get into a conflict of interest, new means of data collection must be found.
* being faithful (fidelity) - researchers must respect the wishes of the parents, but also children. +
to set up and collect student responses (anonymously). The tools analyse the collected data instantly and provide teachers with an overview of the impact of the training. In addition to collecting learner reactions, the topics indicated by the app bring those aspects of learning into focus and learners start paying greater attention to them – this may have a more long-term impact on their behaviour.
ProLearning collects learner responses to teacher-generated questions (yes/no or scale 0-100), asks teachers to predict the learner responses and write a short description of the learning situation. Only then can the teacher see the graph outlining learner responses (based on groups) in relation to their own predictions. If the teacher’s prediction of the performance of a group of learners is seen as the expected learning outcome, then the use of this tool can provide a measure of the alignment or discrepancy between the expected effectiveness and the learners’ performance.
In addition, engagement in activities may have an impact on how well people acquire competencies. For measuring engagement, an application ForgetNot (by EduLog) is available. In the application, learners can provide their feedback on three aspects of the training: how they were engaged in the activities (behavioural aspect of learning), how they felt (emotional aspect of learning) and how relevant the knowledge was for them (cognitive aspect of learning). All these aspects are relevant in case of successful learning. The responses accumulate based on the group and provide information to the facilitator how the training format was perceived by learners.
Both applications are suitable for any educational context, including HE. Data collected by tools provide an overview of the group advancement and is more suitable to evaluate short-term effects of training on the Kirkpatrick level 1 (learner reactions). It is more suitable to use this tool to evaluate shot-term trainings or specific activities during the training sessions. Both tools are freely available online and the teacher needs to create an account to create inquiry sessions and see the results. Students do not need to create an account they can join with the session code provided by the teacher.
MMLA tools use statistics to analyse collected information and create graphs to illustrate the results. Teachers need to be able to read the graphs and draw conclusions based on the data. Modifications can be made to the training format and implementation based on the results.
MMLA tools may be most suitable for beginners and short trainings where collecting reactions fast is relevant. But they can also be used with more advanced level learners.
The tools are available at:
ProLearning: [http://www.prolearning.realto.ch www.prolearning.realto.ch]
ForgetNot (by EduLog): https://web.htk.tlu.ee/forgetnot
While pre- and post-test are very common as a training effectiveness measure, we are proposing a pre- and post-text measure.
Of course, tests are easy to implement and analyse (if statistics is used), but the improvement of the average scores may not provide the entire picture of the learning process. In addition, post-post texts can be used as a measure implemented several months after the training to assess the retention of the competencies – this may also provide insights into the potential change in the learner’s behaviour or practices (Kirkpatrick’s levels 2 and 3).
The learner would provide a text (either an essay or short reflection of a case) prior to the training, after that participates in training activities and then submits another text (can again be a short essay or discussion of a case). Optionally, another text can be produced several months after the end of the training. If the same analysis tool is used, the long-term impact can be measured.
This measure is suitable for HE context and in all disciplines. The measure is simple to implement. Common analysis tools make the work simpler and the progress levels comparable. The text can be evaluated based on the SOLO taxonomy and the reflection levels. Content criteria, like ethical principles, ethical analysis, ethical approaches can also be sought for in the texts. It may be challenging to use it in case of large groups as reading and analysis may take time. It may be difficult to find the learners months after the end of training.
Ethics sections in doctoral dissertations can also be analysed as ‘pre- and post-texts’ if the final product can be compared to earlier drafts.
The tool is suitable for use in training for all target groups in HE context. +
While national REI surveys (barometers) may not address training directly, they can be used as macro-level long-term reflections of the state of REI in a given context, and as such they may also be reflections of whether training efforts, in a broad sense, have been efficient (Kirkpatrick’s level 4). As the evaluation of training effect cannot be tied to specific training at this macro-level, it may provide indications of the extent of challenges, which could have or can be alleviated through training, and point a direction of training needs. For instance, surveys usually collect information about participation in trainings and ask how confident researchers feel in dealing with ethical issues during their research (statistical data analysis).
In addition, national as well as institutional surveys may provide an opportunity to collect cases of questionable practices and future trainings could address those topics. For collecting cases researchers consider confusing or problematic, open answer questions could be added in the surveys.
In addition, the health of the entire research community can be evaluated by monitoring the leadership aspect in the surveys. For analysing this aspect, a REI Leadership framework (Tammeleht et al., 2022, submitted) can be used. The meta-analysis provides information about the wider impact of research practices in researcher institutions, but also helps institutional leaders support everyone in their organisation to obtain ethical research practices.
This tool is suitable for use in training with ECRs and active researchers. +
Hier ist nur der H5P-Inhalt zum Testen. +
Test +
This training consists of group discussion of ethics cases and aims at developing REI leadership competencies. The training utilises the conversation format described in the posters and includes 6 steps.
These can be used to structure group conversations among colleagues, team-members, etc.). The posters can be either presented in printed form or on a slide-deck.
Decide if you want to use the physical posters or only slides, print the posters if necessary. You may also choose and change the cases.
Please have a look at the slides below. +
<span lang="EN-US">In this episode, Lucy Sabin, Josephine Chambers, and Rianne Janssen engage in a conversation about transformative research and explain how this approach to research challenges the assumption that simply producing knowledge leads to societal change. Instead, this approach asks researchers to confront hidden narratives about their role, engage creatively with imagination, and recognize research as an emotional, ethical, and relational practice—not just a rational one. Through storytelling, creative expression, and reflection (e.g., the Omelas analogy), participants explore tensions between engaging societal agendas and preserving critical, imaginative independence.</span>
<span lang="EN-US">Listening to this podcast we learn that transformation can happen on two levels: externally in systems and policies, and internally in researchers’ values, motivations, and identities. Taking this approach and reflecting on one's own research practices can recenter humanity in research, showing that imagination, creativity, and self-awareness are vital for shaping futures.</span> +
<span lang="EN-GB">Listen to the third episode of “Earth to Research” and learn how research and innovation can be re-imagined in the context of ecological crisis.</span> +
Please <span lang="EN-US">read through the introductory PowerPoint presentation “From disconnection to planetary stewardship" <span lang="EL">(Please click on the bottom right of the slides to expand it to full screen and improve your experience).</span></span> +
Please go through the PowerPoint presentation (summary from chapter 6 of the Coloring Connections, [https://zenodo.org/records/14258538 Verdonk et al., 2024]). <span lang="EL"><span lang="EN-US">(Please click on the bottom right of the slides to expand it to full screen and improve your experience).</span></span> +
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) +
Please go through the PowerPoint presentation . <span lang="EL"><span lang="EN-US">(Please click on the bottom right of the slides to expand it to full screen and improve your experience).</span></span> +
The BEYOND approach - ‘it’s not the apple, but the orchard’ - reflects the idea that integrity is upheld as a collaborative effort. This is why it is important that training also models the collaborative way. Cases have the capacity to open up discussion space for the complexities of integrity and ethics in research, again, guiding learners to think of the full complexity, not just individuals, but also other systemic levels, including meso and macro levels, that is organisation, research community, and national, international and global context. Scaffolding provides a technique acknowledging where the individual or even a team or research community is at and designing the next steps to facilitate learning and development eventually leading to better alignment with the highest ethical and integrity standards. The point of departure is that there is always room for improvement, even in the strongest of research communities and the work starts with acknowledging status quo and identifying the next goals, which are within reach, irrespective of whether we envision the learning of individuals or communities. With these approaches;case-based and collaborative learning and scaffolding we believe training is well geared towards nurturing the orchard.
The BEYOND Trainer Guide goes beyond simply listing training materials;it adds value by explaining various pedagogical approaches that can be applied to enhance the use of different materials. It shows how learning taxonomies can be applied to create learning-focused training (as opposed to mere information transmission) irrespective of which materials produced in EU-funded projects that are implemented. We have structured the material according to target group, so that trainers can easily identify materials that are suitable for the target group they are training.
Additionally, the content is also structured according to the type of learning activities to support those trainers who wish to work using specific activities but may hesitate whether they are suitable for a particular target group, or simply would like to know more about the activity itself.
To summarise, the BEYOND approach is manifested in the Trainer Guide as:
- A proposal for a research-based approach to an ‘orchard pedagogy’
- Suggestions for measuring training effect to gain an indication of the preparedness of the research community to develop a culture of integrity
Facilitation for using existing research ethics and integrity training resources by providing two alternative structures for trainers, including one, which addresses various actors in ‘the orchard’ through a career-level approach. We wish trainers and other readers, as well as learners taking part in trainings and learning activities utilising the resources referred to in the BEYOND Trainer Guide, a joyful journey through the orchard!
Eğitimin üç ayağı bulunmaktadır:
1) Online materyaller
2) Yüz yüze toplantılar (iki oturuma bölünmüştür)
3) Eğitimi alanların kendi çalışma ortamlarında gerçekleştireceği uygulamalar
Katılımcılar toplam 60 saat eğitim alacaklardır (aşağıda genel bir özet sunulmuştur).
{| class="wikitable" border="1" cellspacing="0" cellpadding="0" width="578"
| width="123"|
| width="400"|İçerik
| width="55"|Süre
|-
| width="123"|Online ders
| width="400"|Araştırma doğruluğu ve erdem etiğine giriş, ECoC ve eğitimde üzerinde durulacak temel kavramlar + kişisel deneyimler üzerine fikir yürütme
| width="55"|4 sa.
|-
| width="123"|Hazırlık çalışmaları
| width="400"|Yüz yüze eğitime hazırlık için yapılacak ödevlerin tamamlanması
| width="55"|5 sa.
|-
| width="123"|İlk (yüz yüze) grup oturumu
| width="400"|Alıştırmaların deneyimlenmesi ve bu alıştırmaları kolaylaştırıcı olarak yönetmek üzerine fikir yürütme
| width="55"|16 sa.
|-
| width="123"|Ara dönem uygulama çalışması
| width="400"|Katılımcıların alıştırmaları kendi kurumlarında/ ortamlarında uygulaması ve bir sonraki oturuma hazırlanma
| width="55"|27 sa.
|-
| width="123"|İkinci (yüz yüze) grup oturumu
| width="400"|Deneyimler üzerine fikir yürütme ve tartışma + Seçilen alıştırmaları uygulama + Alıştırmaların katılımcıların kendi çalışma ortamlarında didaktik olarak uygulanması üzerine tartışma
| width="55"|8 sa.
|}Toplam: 60 sa.
Eğitmen olarak, eğitim verdiğiniz kişilerin hazırlık materyallerini zamanında aldığından emin olmanız ve ilk katılımlı oturum için gerekli zamanı ayırmanız gerekmektedir. +
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?''
Collect some answers and facilitate a short dialogue among the trainees. +
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.
The SOLO taxonomy (Biggs & Collins, 1982;Biggs & Tang, 2007) can be applied in REI teaching and learning to structure, design, and assess learning outcomes.
*It categorizes levels of understanding from simple to complex.
*The taxonomy helps educators identify whether learners are merely recognizing ethical issues or integrating and applying them in sophisticated ways.
*Learning tasks and assignments should be designed to elicit responses that demonstrate understanding at the intended SOLO level.
*Facilitators are responsible for aligning assignments with the learning outcomes they aim to assess.
The taxonomy, therefore, serves as both a framework for assessment and a guide for instructional design in REI contexts. +
Kendi çalışma ortamınızda alıştırmaları kolaylaştırıcı olarak yönetmeye hazırlanmak için:
a. Talimatları içeren kılavuzları ve video ya da okuma metinleri gibi diğer ilgili materyalleri gözden geçirin;b. Alıştırma için gerekli materyalleri hazırlayın (örn., Alıştırmanın katılımcılarına gönderilecek PowerPoint sunumları ve/veya formlar)
Lütfen alıştırmalarda bazı uyarlamalar yapmak durumunda kalabileceğinizi unutmayın. Örneğin, kurumunuzda bir denetçi/ ombudsman olarak görev yapıyorsanız katılımcılardan araştırma doğruluğuna ilişkin kendi deneyimlerini paylaşmalarını istemeniz çekinceyle karşılanabilir. Bu nedenle böyle bir durumda sadece kurgusal vakalar üzerinden ilerlemeyi tercih edebilirsiniz (örn., <u>[https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game Rotterdam İkilem Oyunu]</u> ya da <u>[https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases İyi Bilim Elçiliğinin]</u> web sitesindeki vakalar bölümünden alınmış örnekleri kullanabilirsiniz). +
