Goal (Instruction Goal)
From The Embassy of Good Science
B
The purpose of this training activity is to engage participants in a game to encourage discussion on fictional research ethics and research integrity cases in order to promote better self-understanding and mutual understanding, while also enhancing listening and argumentation skills. +
This module aims to encourage reflection on the ethical issues involved in biobanking, cross-border collaborations and the need for alignment of practices across countries and between public and private institutions.
'''Learning outcomes'''
At the end of this module, learners will be able to:
#Identify and analyse the ethics issues and dilemmas associated with an example research proposal.
#Make suggestions for how the ethics issues might be addressed.
#Identify ethics guidelines and policies that are relevant to the proposed research.
'''Introduction'''
This case study is based around a research proposal submitted for review by a partnership between an EU research institute and an African medical research centre. It is a hypothetical case but draws inspiration from current discussions regarding the use of biobanking 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. +
The aim of this module is to support Research Ethics Committee Member in learning about and reflecting upon the ethics issues associated with the development and use of biobanking.
'''Learning outcomes'''
At the end of this module, learners will be able to:
#Debate the pros and cons of various models of consent for biobanking samples.
#Consider the core issues for biobank data processing related to data protection, data sharing, and privacy concerns.
#Identify varied methods for dealing with incidental findings.
#Access guidelines and regulations relevant to biobanking. +
To support research ethics reviewers in learning about biobanking for the review of projects and proposals that include the use of biobanks. The content focuses on key technology basics, in a succinct manner, and signposts further learning opportunities for those who require more in-depth knowledge.
'''Learning outcomes'''
At the end of this module, students will be able to:
1. Explain what is meant by ‘biobank’, the different types and uses.
2. Describe different types of biological sample and related data and their uses.
3. Discuss matters related to the sources, storage and sharing of biological samples and health-related data. +
C
This Micromodule introduces participants to the concept of circularity and its application in research and innovation.
By the end of this module participants should be able to:
*'''Understand''' the concept of circularity and explain its relevance to sustainable research and innovation.
*'''Identify''' and apply the 9R strategies (Refuse, Rethink, Reduce, Reuse, Repair, Refurbish, Remanufacture, Repurpose, Recycle) in practical contexts.
*'''Develop''' systems thinking and adaptability skills to analyze how circularity influences research, innovation, and design decisions.
*'''Integrate''' circular principles into their professional activities to promote sustainability and resource efficiency. +
To equip learners with the knowledge and practical skills to understand, participate in, and critically evaluate citizen science initiatives that contribute to climate and environmental research, monitoring, and evidence-based decision-making. +
On this page we present the TIER2 Reproducibility Network Award, the stakeholder community building activities and efforts of TIER2, our consortia partners (iRise and OSIRIS), and finally the UKRN Primers initative. +
After completing this module learners will be able to: a) Understand the concept of conflict of interest and how to deal with it, and b) Recognise and disclose financial and non-financial conflicts of interest in the context of citizen science. +
This module introduces the core concepts and techniques underlying modern artificial intelligence (AI) systems. It explains the role of data in AI and introduces different machine learning approaches, neural networks and deep learning, large language models (LLMs), generative AI, and AI agents and agentic AI.
The module also highlights important characteristics and limitations of these technologies, including the relationship between data quality and bias, the explainability challenges of neural networks, hallucinations in generative AI, and the increasing autonomy of AI agents.
'''Learning Goals'''
* Understand the role of data in AI systems
* Become familiar with the main approaches to machine learning
* Understand the basic concepts of neural networks and deep learning
* Understand the basic concepts of large language models and generative AI
* Become familiar with AI agents and agentic AI
* Recognise key challenges and limitations of AI technologies, including bias, explainability, hallucinations, and autonomy +
This module will explain how to make an initiative page for your project, which you can link to courses, modules, and resources across the platform Embassy platform!
[[File:Add_Initiative_Video.mov|600px]] +
In this module, you will learn how to:
* Create your own interactive content on the Embassy, using H5P!
* Add the interactive content you have created to training materials!
* Download and reuse the H5P files you have created elsewhere! +
In this micromodule participants will learn how to develop a tailored climate communication strategy for their research environment (department, group, project). They will explore practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture. Additionally, they will gain the skills to apply core sustainability values when planning and delivering events or conferences in their field. By the end of the module participants should be able to:
*'''Develop''' a tailored climate communication strategy for their research environment (department, group, project).
*'''Explore''' practical ways to implement small but impactful behavioral changes that promote sustainability within academic culture.
*'''Apply''' core sustainability values when planning and delivering events or conferences in their field. +
'''The aim'''
To encourage learners to reflect critically upon their own beliefs and assumptions and to recognise the importance of positionality in the construction of knowledge and approach to ethical analysis.
At the end of this module, learners will be able to:
# Reflect upon their own positionality, where it comes from, how it influences their thinking and personal biases.
# Critically examine the basis of knowledge.
# Appraise the significance of alternative epistemological positions.
# Take a critical approach to ethical analysis. +
D
This exercise helps participants to identify the features of, and differences between, debate and dialogue. Participants become aware of the strengths of dialogue as a tool for reflection processes. +
Diese Übung hilft den Teilnehmenden, die Merkmale und Unterschiede zwischen einer Debatte und einem Dialog zu erkennen. Sie lernen, dass der Dialog ein wertvolles Werkzeug für Reflexionsprozesse ist. +
Bu bölümde bulunan talimatlar, katılımcılara VIRT2UE eğitiminin ikinci (yüz yüze) grup oturumu için nasıl hazırlanacakları ve bu oturumda neler yapacakları hususunda bilgi vermektedir. +
''Kann man zu ehrlich sein?'' Diese Übung hilft den Teilnehmenden, moralische Sensibilität in Bezug auf jene Werte und Tugenden zu entwickeln, die grundlegend im Zusammenhang mit Research Integrity stehen. Die Übung fördert insbesondere die Reflexion über die moralische Ambiguität, die bestimmten Werten und Tugenden innewohnt. +
Diese Übung fördert die Reflexion über das Konzept des Guten und dessen Anwendung im wissenschaftlichen Kontext +
The “Diner Pensant – Tasteful conversations to empower good practices in science” is a workshop method to promote a ''food for thought'' critical reflection about good and bad scientific practices, in a relaxing, interactive, and enjoyable atmosphere. +
<span lang="EN-US">This short micromodule introduces learners to the visual and conceptual model of “directionality towards planetary stewardship” developed by Redvers et al. (2023). It prompts critical reflection on how institutions, knowledge systems, and personal attitudes either reproduce or resist dominant paradigms of disconnection. The exercise helps bridge the cognitive, affective, and relational shifts needed to move from disconnection to stewardship. It integrates Indigenous pedagogies, critical theory, and planetary health education frameworks.</span>
<span lang="EN-US">By the end of this module, participants should be able to:</span>
* '''<span lang="en-DE">Recognise</span>''' <span lang="en-DE">the paradigm shift from extractivist/anthropocentric logics to relational, ecocentric orientations.</span>
* '''<span lang="en-DE">Reflect</span>''' <span lang="en-DE">on their own positionality and role as planetary stewards.</span>
* '''<span lang="en-DE">Explore</span>''' <span lang="en-DE">the role of emotion, compassion, and plural knowledge systems in transforming research and education practices.</span>
* '''<span lang="en-DE">Identify</span>''' <span lang="en-DE">actions to support inclusive, just, and relational planetary health education</span> +
