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
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> +
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) +
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> +
Incorporating gender, health, and climate justice in your research: A reflexive question card exercise +
Please go through the summary PowerPoint presentation about the rationale for incorporating gender, health, and climate dimensions together.
These themes (gender and social positioning, health equity, climate justice, reflexivity, and intersectionality) help uncover hidden power dynamics in research.
The goal is not to memorise definitions, but to reflect on how these issues relate to their own research.
<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!
The ethical conduct of research is crucial for maintaining the integrity of science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training Responsible Conduct of Research] (RCR) advances scientific goals, fosters a collaborative research environment, and builds public trust in scientific advances that benefit society. Conversely, unethical research practices such as data fabrication and falsification lead to the dissemination of false hypotheses and unreliable data, which harms the search for valid knowledge. Similarly, plagiarism and harassment undermine respect and trust among researchers, while fraudulent or socially irresponsible research weakens public trust and support for science. [https://oir.nih.gov/sourcebook/ethical-conduct/responsible-conduct-research-training The goals of RCR training] include developing a culture of integrity in science and improving knowledge and awareness about the conduct of research.
RCR training and education should be continuous and extend beyond the academic programme throughout a scientist's career. This education can take place in a variety of contexts, such as seminars, workshops, conferences on research ethics and informal mentoring sessions, training courses and laboratory meetings where ethical behaviour and practises are discussed.
As described by van den Hoven and colleagues, multiple factors influence research integrity (RI) training (learning objectives), RI learning (learning outcomes), and changes in RI behaviour (learning outcomes).'"`UNIQ--ref-00000025-QINU`"' Through these, it is possible to promote trustworthy science, responsible research practices, and high integrity/ethical standards. "Training effects" Can be conceptualised through the (intended) impacts of RI training on various performance levels, including individual, institutional, and societal levels.'"`UNIQ--ref-00000026-QINU`"' Furthermore, the authors distinguish among intended training effects (for example changes in behaviour);training input and output (that is training focus/content and learners orientating themselves towards this content);outcomes (that is, learners change their behaviour);and training impact (manifestation of the outcome, such as decreases in misconduct).
[https://nap.nationalacademies.org/read/21896/chapter/15 Effective education in research ethics and integrity aims to achieve several crucial goals.]Defining goals for teaching research integrity and research ethics is crucial to promote and foster responsible research practices and a trustworthy research ecosystem. The main goals to achieve in training RE/RI are related to promoting knowledge (in relation to responsible research practices, norms, and guidelines), skills (in relation to ethical decision-making, problem solving and critical thinking), ‘theoretical’ attitude (in relation to what should be done to foster responsible research) and ‘practical’ behaviour (in relation to how researchers behave in their daily practice).'"`UNIQ--ref-00000027-QINU`"'
'"`UNIQ--references-00000028-QINU`"'
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. +
The research team within TIER2 present an analytical framework that supports epistemic diversity by examining the potential relevance and degree of feasibility of reproducibility for different modes of knowledge production. The research team find current general typologies with the same aim wanting. They propose top-down derived enumerative lists of kinds of reproducibility organised according to vaguely defined fields, disciplines, methods or so-called research types. Current typologies cannot sufficiently characterise different kinds of research and their varying research context at the granularity needed to deal with how epistemic diversity and reproducibility relate. They also do not clarify the prevailing conceptual confusion surrounding reproducibility and replication. To clarify matters, they propose ''redoing'' to commonly describe the acts of reproducing and replicating and ''enabling'' to describe the acts of making something reproducible and replicable. They suggest mapping practices and epistemic functions to characterise what parts of a study should be redone or enabled and for what intended purposes. The research team propose knowledge production modes (KPM) as an organising construct to situate redoing and enabling within knowledge production’s epistemic, social, and contextual conditions. Epistemologies determine epistemic norms and criteria. Social conditions influence how research is organised, practised, rewarded, reported, and discussed. Contextual conditions put boundaries and restrictions on research, for example, due to subject matter, environment, availability of resources, and technologies, which are the ‘local’ conditions. Their framework clarifies the potential ''relevance'' of redoing and the degree of ''feasibility'' of redoing and enabling for a specific knowledge production mode. Relevance comprises research goals and epistemology. Epistemology is the basic assumption behind knowledge production modes. It determines how knowledge claims are produced and justified with systems of justification, the criteria for good/trustworthy research, and, thus, the epistemic norms. Different ways of knowing have different epistemic norms, practices, and criteria. Feasibility comprises the nature and complexity of the subject under investigation, the necessary investment for redoing or enabling, and the degree of theoretical and methodological uncertainty associated with the actual research. The proposed framework works bottom-up in that knowledge production modes are not defined a priori but derived from the analytical framework. The framework, therefore, supports epistemic diversity by being open and non-hierarchical and working at a sufficient level of granularity to discern the diverse conditions of knowledge production. The research team propose a framework that can clarify, not a cookbook. Enabling in some form always seems relevant in empirical work irrespective of ways of knowing—the same is not true for redoing.
For the full paper click here: [https://osf.io/preprints/metaarxiv/ujnd9_v1 MetaArXiv Preprints - Knowledge Production Modes: The Relevance and Feasibility of Reproducibility]
'''Reference'''
Ulpts, S., & Schneider, J. W. (2023, September 25). Knowledge Production Modes: The Relevance and Feasibility of Reproducibility. '"`UNIQ--nowiki-00000002-QINU`"'
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). +
<span lang="EN-GB">Listen to the fourth episode of “Earth to Research” and learn about the connection between health, gender, power and the climate crisis.</span> +
<span lang="EN-US">The methodology of BEYOND cases is rooted in the values clarification method. It simultaneously develops discussions on ethics and values-related issues while enhancing competencies necessary for dialogic communication, including: '''1) skills for listening and responding, 2) openness, 3) empathy, and 4) mutuality orientation'''<sup>5</sup>.</span>
<span lang="EN-US">This particular methodology has been developed through various educational games created by the Centre for Ethics at the University of Tartu, with the first game released in 2010 for teachers. Subsequent games have been designed for medical workers, students, researchers and the general public. The training material is intended for use as active learning methods with high interactivity, such as group work and group discussions. The method combines individual activities (taking first personal responsibility via choosing one’s own solution) with group activities (discussing the case, solutions and their underlying motivations and values, and potentially reaching a consensus).</span>
<span lang="EN-US">The material consists of ethical dilemmas which are developed in accordance with the methodology described by Parder et al. (2024)<sup>6</sup>.</span>
*The narrative is described from the perspective of the protagonist – the protagonist must be someone that the trainees find it easy to identify with.
*<span lang="EN-US">The characters and the basic relationships between them are described without too much detail, leaving thus room for trainees to fill the missing information with their own life experiences.</span>
*<span lang="EN-US">The information about the motives of the actors has been kept to a minimum to give the trainees an opportunity to draw from their experiences.</span>
*<span lang="EN-US">The temporal dimension of the narrative is also kept limited – in some cases background information is given, but the pre-given choices were kept within one temporal moment.</span>
*<span lang="EN-US">The dilemma and the pre-given solutions were balanced – the narrative was written from the neutral perspective and the pre-given solutions were morally acceptable from the perspective of at least one ethical theory.</span>
<span lang="EN-US">The drafting of solutions was inspired by four ethical theories: deontology, utilitarianism, care ethics and virtue ethics. It has to be noted that the solutions are not in perfect accordance with the theories as the aim of this training methodology is not to teach ethical theories to trainees, but rather to provide realistic alternative solutions to choose from.</span>
<span lang="EN-US">Finally, the aim of the methodology is not to teach a “right” answer to the dilemma as dilemmas often involve conflicts between two or more valuable ethical principles, but to focus on the reflection of the cases and solutions and to guide participants to carry out moral reasoning with emphasis on the skills of listening and discussing.</span><div>
----<div>
'''<span lang="EN-US">'''<span lang="EN-US">[5]</span> <span lang="ET">Kent , M. L., and Taylor, M. (2002).</span> <span lang="EN-US">Toward a Dialogic Theory of Public Relations. ''Public Relations Review,'' ''28''(1), 21–37. https://doi.org/10.1016/S0363-8111(02)00108-X;Taylor, M., and Kent, M. L. (2014). Dialogic Engagement: Clarifying Foundational Concepts. ''Journal of Public Relations Research,'' ''26''(5), 384–398. https://doi.org/10.1080/1062726X.2014.956106;Yang, S.-U., Kang, M., and Cha, H. (2015). A Study on Dialogic Communication, Trust, and Distrust: Testing a Scale for Measuring Organization–Public Dialogic Communication (OPDC). ''Journal of Public Relations Research,'' ''27''(2), 175–192. <span lang="ET">https://doi.org/10.1080/1062726X.2015.1007998</span></span>
</div><div>
<span lang="ET"><span lang="ET">[6]</span></span> <span lang="EN-US">Parder, M. L., Tammeleht, A., Juurik, M., Paaver, T., Velbaum, K., and Harro-Loit, H. (2024). Digital Discussion Game on Values: Development, Use and Possibilities for Measuring Its Functionality. In Y. P. Cheng, M. Pedaste, E. Bardone, Y. M. Huang (eds). (2024). Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science, 14785. Springer, Cham.</span>
</div></div>
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. +
Ask trainees to send you their learning portfolios, including:
1) evidence that they have trained 10 researchers (screenshot of video conference tool/attendance sheet/attendance declaration), 2) an overview of tasks completed, 3) reflection forms detailing their experiences facilitating the 5 participatory exercises.
You may distribute [https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx this table] which can be used to create an overview of tasks completed.
The certificate confirms that they are didactically skilled research integrity experts. +
Across disciplines, case-based learning (CBL) is a well-established method that encourages higher levels of cognition by having students apply their knowledge to real-world or fictional situations (see Bloom's Taxonomy or Relational/extended abstract levels of learning in SOLO taxonomy).
Learners usually '''work in groups''' on case studies, which are narratives with one or more characters and/or scenarios. The cases pose a disciplinary issue or issues, to which learners come up with remedies while working with an instructor.'"`UNIQ--ref-00000052-QINU`"''"`UNIQ--ref-00000053-QINU`"''"`UNIQ--ref-00000054-QINU`"' Case studies are an effective teaching tool that engages learners, stimulates critical thinking, and enables a deeper understanding of real-life situations. The use of case studies is a deliberate process designed to promote active engagement, critical thinking, and deeper understanding among students. Prior research (e.g., Löfström & Tammeleht, 2023 citing: Bagdasarov et al., 2012;Johnson et al., 2012;McWilliams & Nahavandi, 2006;Nonis & Swift, 2001;O'Leary & Cotter, 2000) has identified the use of cases to be beneficial in RE/RI teaching/learning.'"`UNIQ--ref-00000055-QINU`"' Understanding why and how learning occurs is essential for improving teaching, and as a result, understanding how learners learn can be accessed through an awareness of learning within the framework of research ethics and integrity.'"`UNIQ--ref-00000056-QINU`"'
'''It begins with the careful selection''' of relevant case studies that align with the learning objectives of the course. These cases should not only be current and authentic but should also reflect the students' interests and experiences and provide them with a tangible connection to the course material. RE/RI case-studies can be easily found on [https://embassy.science/wiki-wiki/index.php/Main_Page the Embassy of Good Science].
'''Once a suitable case study has been selected''', the teaching process usually begins with an introduction to the case (e.g., providing context and background information. This first step is crucial to ensuring that students understand the importance of the case study and its relevance to the wider course material. This practice will help students to get acquainted with the topic. In addition to case-studies, also vignettes have been used in RE/RI education to reflect on real-life situations including an explicit or implicit conflict. Trainers may identify a specific ethical/integrity issue on which learners are asked to reflect on.'"`UNIQ--ref-00000057-QINU`"'
'''As learners delve into the case study''', they are asked to actively engage with the material. This means more than just passive reading, learners are encouraged to take notes, ask questions, and identify important themes or patterns contained in the case study. By promoting active reading practises, instructors aim to encourage the development of deeper understanding of the complexity of real-world problems and the various factors at play.
'''The initial reading''' is often followed by common discussion and analysis. With the guidance of the trainer, learners are encouraged to share their interpretations of the case study and explore different perspectives. Discussions can be structured around questions, which encourage critical thinking, consider alternative viewpoints and evaluate the implications of different approaches in order to move from uni- and multistructural levels to relational and extended abstract levels.
Central to the case study approach is the opportunity for learners to '''apply theoretical concepts and principles to real-life situations'''. Instructors help learners make connections between the case study and the course material by encouraging them to analyse the case through the lens of relevant theories, models or frameworks. This process not only deepens students' understanding of theoretical concepts, but also enhances their ability to apply these concepts in practical contexts.
In addition, case studies provide a platform to foster problem-solving skills. Learners are tasked with finding creative solutions to the challenges presented in the case, evaluating the feasibility of various options, and developing a reasoned plan of action. Through this process, learners learn to deal with complex problems, weigh competing interests, and make informed decisions based on facts and analyses.
'''Finally''', case studies can serve as a valuable assessment tool, allowing instructors to evaluate learners' mastery of the content of the course and their ability to apply theoretical concepts to real-world scenarios. Assignments may include written reflections, group presentations, or class discussions based on the case study so that students can demonstrate their learning and receive constructive feedback from fellow students and instructors.
Case-based approaches are utilised in [[Initiative:639c9790-bf80-4f21-9fc0-8027b4c0cfe0|ENERI]], [[Initiative:Fa186292-623f-4b6f-a21e-44250c057f15|RID-SSISS]], [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]], [[Initiative:F9656f91-a514-44ff-9264-d6b3414fdddc|INTEGRITY]] and [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT<sup>2</sup>UE]].
'"`UNIQ--references-00000058-QINU`"'
Across disciplines, case-based learning (CBL) is a well-established method that encourages higher levels of cognition by having students apply their knowledge to real-world or fictional situations (see Bloom's Taxonomy or Relational/extended abstract levels of learning in SOLO taxonomy).
Learners usually '''work in groups''' on case studies, which are narratives with one or more characters and/or scenarios. The cases pose a disciplinary issue or issues, to which learners come up with remedies while working with an instructor.'"`UNIQ--ref-00000084-QINU`"''"`UNIQ--ref-00000085-QINU`"''"`UNIQ--ref-00000086-QINU`"' Case studies are an effective teaching tool that engages learners, stimulates critical thinking, and enables a deeper understanding of real-life situations. The use of case studies is a deliberate process designed to promote active engagement, critical thinking, and deeper understanding among students. Prior research (e.g., Löfström & Tammeleht, 2023 citing: Bagdasarov et al., 2012;Johnson et al., 2012;McWilliams & Nahavandi, 2006;Nonis & Swift, 2001;O'Leary & Cotter, 2000) has identified the use of cases to be beneficial in RE/RI teaching/learning.'"`UNIQ--ref-00000087-QINU`"' Understanding why and how learning occurs is essential for improving teaching, and as a result, understanding how learners learn can be accessed through an awareness of learning within the framework of research ethics and integrity.'"`UNIQ--ref-00000088-QINU`"'
'''It begins with the careful selection''' of relevant case studies that align with the learning objectives of the course. These cases should not only be current and authentic but should also reflect the students' interests and experiences and provide them with a tangible connection to the course material. RE/RI case-studies can be easily found on [https://embassy.science/wiki-wiki/index.php/Main_Page the Embassy of Good Science].
'''Once a suitable case study has been selected''', the teaching process usually begins with an introduction to the case (e.g., providing context and background information. This first step is crucial to ensuring that students understand the importance of the case study and its relevance to the wider course material. This practice will help students to get acquainted with the topic. In addition to case-studies, also vignettes have been used in RE/RI education to reflect on real-life situations including an explicit or implicit conflict. Trainers may identify a specific ethical/integrity issue on which learners are asked to reflect on.'"`UNIQ--ref-00000089-QINU`"'
'''As learners delve into the case study''', they are asked to actively engage with the material. This means more than just passive reading;learners are encouraged to take notes, ask questions, and identify important themes or patterns contained in the case study. By promoting active reading practises, instructors aim to encourage the development of deeper understanding of the complexity of real-world problems and the various factors at play.
'''The initial reading''' is often followed by common discussion and analysis. With the guidance of the trainer, learners are encouraged to share their interpretations of the case study and explore different perspectives. Discussions can be structured around questions, which encourage critical thinking, consider alternative viewpoints and evaluate the implications of different approaches in order to move from uni- and multistructural levels to relational and extended abstract levels.
Central to the case study approach is the opportunity for learners to '''apply theoretical concepts and principles to real-life situations'''. Instructors help learners make connections between the case study and the course material by encouraging them to analyse the case through the lens of relevant theories, models or frameworks. This process not only deepens students' understanding of theoretical concepts, but also enhances their ability to apply these concepts in practical contexts.
In addition, case studies provide a platform to foster problem-solving skills. Learners are tasked with finding creative solutions to the challenges presented in the case, evaluating the feasibility of various options, and developing a reasoned plan of action. Through this process, learners learn to deal with complex problems, weigh competing interests, and make informed decisions based on facts and analyses.
'''Finally''', case studies can serve as a valuable assessment tool, allowing instructors to evaluate learners' mastery of the content of the course and their ability to apply theoretical concepts to real-world scenarios. Assignments may include written reflections, group presentations, or class discussions based on the case study so that students can demonstrate their learning and receive constructive feedback from fellow students and instructors.
Case-based approaches are utilised in [[Initiative:639c9790-bf80-4f21-9fc0-8027b4c0cfe0|ENERI]], [[Initiative:Fa186292-623f-4b6f-a21e-44250c057f15|RID-SSISS]], [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]], [[Initiative:F9656f91-a514-44ff-9264-d6b3414fdddc|INTEGRITY]] and [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT<sup>2</sup>UE]].
'"`UNIQ--references-0000008A-QINU`"'
To prepare for facilitating the exercises in your context you:
a. Go through the instruction manuals and other related materials such as videos and readings
b. Prepare the necessary material for the exercises (e.g. PowerPoint presentations and/or the forms to send to the participants of the exercise). Please, be aware that it may be necessary to adapt the exercises. For example, if you are an ombudsperson at your institution, it may prompt reservations among your training participants if you ask them to share research integrity cases from their experience. You may therefore consider using only fictional cases (e.g. from the [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game Rotterdam Dilemma Game], or from [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases The Embassy of Good Science] case section) instead. +
