What is this about? (Is About)
From The Embassy of Good Science
A short summary providing some details about the theme/resource (max. 75 words)
- ⧼SA Foundation Data Type⧽: Text
U
Understanding artificial intelligence ethics and safety: A guide for the responsible design and implementation of AI systems in the public sector +
A remarkable time of human promise has been ushered in by the convergence of the ever-expanding availability of big data, the soaring speed and stretch of cloud computing platforms, and the advancement of increasingly sophisticated machine learning algorithms.
Innovations in AI are already leaving a mark on government, by improving the provision of essential social goods and services from healthcare, education, and transportation to food supply, energy, and environmental management. These bounties are likely just the start.
The prospect that progress in AI will help government to confront some of its most urgent challenges is exciting, but legitimate worries abound. As with any new and rapidly evolving technology, a steep learning curve means that mistakes and miscalculations will be made and that both unanticipated and harmful impacts will occur.
In order to manage these impacts responsibly and to direct the development of AI systems toward optimal public benefit, The Alan Turing Institute's Public Policy Programme partnered with the [https://www.gov.uk/government/organisations/office-for-artificial-intelligence Office for Artificial Intelligence] and the [https://www.gov.uk/government/organisations/government-digital-service Government Digital Service] to produce guidance on the responsible design and implementation of AI systems in the public sector. +
Read the article by MIT News linked in the first slide of this course (news.mit.edu/2025/explained-generative-ai-environmental-impact-0117). You’ll learn about the energy and resource demands of generative AI, as well as realistic strategies that reduce environmental impacts while maintaining performance. Then, come back and complete the interactive exercises. +
This blog post is about a retracted article about the spread of aerosolised coronavirus that had received noticeable media attention but was suddenly retracted. Neither the publishing journal nor the corresponding author has reacted to requests for further information. +
Every research project that involves humans should balance harms and benefits. +
This is a factual case. Allegations of data fabrication and authorship issues have led to the retraction of a large volume of papers authored by a bone researcher. +
This online course provides an introduction to Responsible Conduct of Research, by providing different examples of ethical issues that students and investigators could face. The online course has six different sections that cover important topics in responsible conduct of research, namely:
*Ethical issues in research
*Interpersonal responsibility
*Institutional responsibility
*Professional responsibility
*Animals in research
*Human participation i research +
The University of Oslo's ethical guidelines cover different general areas such as general principles, individual responsibilities, discrimination and harassment, standards for research integrity, conflicts of interest, end collaboration. +
This Web page outlines how fraudulent documents will be handled by the university. Applicants who attempt to submit fraudulent documents act against the national law, and as such, are liable to criminal prosecution. +
The School of Medicine in Split was established as an independent faculty on 26th March 1997. It is one of the components of the University of Split. +
This detailed ethics handbook, authored by the University of Tartu, was born out of the increased public and political in ethics in Estonia during the early 2000s. At the same time, there were also a variety of views on the essence of what constituted ethics, and what should be included in codes of ethics. This document was thus created to inform both the public and the research community on the importance of codes of ethics and the resources available to develop or modify ethical codes. +
The case is about a factual controversy that surrounded the experimental usage of a heart valve device called a Myxo ring. A doctor accused the inventor of the device of using the Myxo ring on patients with surgical needs without informing them the device is not licensed. The university refused the accusations arguing that the ring is FDA approved. Some conflict of interests issues are also discussed. +
This scenario focuses on training, supervision and mentoring issues that might occur in doctoral education. +
This is a short interview with a research who describes some of the ethical issues that arise from running international clinical trials. The researcher gives the example of the fictional US based company Rx who wants to run a trial in Russia for a certain medication. One reason for such a company to 'outsource' a clinical trial is lower costs in other countries. Questions asked in the case include 'what is the quality of the informed consent?' and 'can you promise participants to receive a certain drug for the study period, but not afterwards?' +
This short text provides important elements to increase empathy in history education: highlighting lesser-told stories which can contribute to the multi-perspectivity, using paired texts (particularly primary sources), sharing stories of young people from history that could inspire students to think about their own role in the world and using role-playing activities so that students can put themselves in the position of someone else from the past. +
Defining learning objectives serves as a cornerstone for creating successful and impactful learning environments. Learning objectives, i.e. what the learners should learn by taking part in the training, guides the choice of the learning process, the content, activities and assessment. This should guide the choice of content, activities and assessment. Using taxonomies for defining learning objectives can help trainers ensure that the teaching is geared towards supporting learning in an adequate way. For instance, if the expectation is that learners can employ research ethics procedures in practice, it may not be sufficient to have learning goals that emphasise memorising or familiarising, but optimally there would be learning goals for application of knowledge as well. Taxonomies are helpful for setting and calibrating training at the proper level. Learning objectives can be defined by using different taxonomies. [https://poorvucenter.yale.edu/BloomsTaxonomy Bloom's taxonomy] categorises educational goals into a hierarchical model, from simple recall of facts to complex evaluation and creation tasks. The [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO] (Structure of Observed Learning Outcomes) taxonomy, on the other hand, describes levels of increasing complexity in a learner's understanding of subjects, ranging from unistructural to extended abstract levels. +
Defining learning objectives serves as a cornerstone for creating successful and impactful learning environments. Learning objectives, i.e. what the learners should learn by taking part in the training, guides the choice of the learning process, the content, activities and assessment. Learning objectives can be defined by using different taxonomies. [https://poorvucenter.yale.edu/BloomsTaxonomy Bloom's taxonomy] categorises educational goals into a hierarchical model, from simple recall of facts to complex evaluation and creation tasks. The [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO] (Structure of Observed Learning Outcomes) taxonomy, on the other hand, describes levels of increasing complexity in a learner's understanding of subjects, ranging from unistructural to extended abstract levels. +
This module introduces a collection of learning cards developed by the EU funded initiative [https://www.path2integrity.eu/ Path2Integrity]. Learning cards are an engaging, interactive tool designed to teach ethics and research integrity by fostering critical thinking and discussion. These tools present real-life scenarios, dilemmas, or guiding questions that challenge learners to apply ethical principles, encouraging collaborative problem-solving and reflection on best practices in research conduct.
The following training material can be used within and/or outside the academic environment. +
This module introduces a collection of learning cards developed by the EU funded initiative [https://www.path2integrity.eu/ Path2Integrity]. Learning cards are an engaging, interactive tool designed to teach ethics and research integrity by fostering critical thinking and discussion. These tools present real-life scenarios, dilemmas, or guiding questions that challenge learners to apply ethical principles, encouraging collaborative problem-solving and reflection on best practices in research conduct.
The following training material can be used within and/or outside the academic environment. +
This study used cases with contrary facts and circumstances for analyzing ethical problems in public health, biomedicine and other disciplines. This approach proved to be a useful tool for ethics analysis. +
Using data not created for research purposes in the context of collaboration with private companies +
This scenario discusses the use of big data in the context of public health research and highlights some research integrity challenges arising as a result of collaborations between researchers and private companies.
Research ethics issues related to the scenario include:
* data reuse,
*replicability of results
*conflicts of interests,
*HARKing,
*informed consent,
*honesty in communication of results,
*reliability of data +
