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
Produce a synopsis of the case
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*Only include the facts of the case
*If the issue is ambiguous, then attempt to clarify what issue or set of issues are at stake +
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity +
For example, “there’s something about this decision that makes me uncomfortable” or “do I have a conflict of interest?” +
This video explores how researchers’ moral judgments can be affected by individual and contextual factors, explained by the VIRT2UE project for The Embassy of Good Science. <br />
[[File: MoralDisagreements.png|link=https://www.youtube.com/watch?v=bIGuvc8Qbmw&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=2]]
An exploration of how moral disengagement may occur among researchers due to maladaptive strategies to address conflicting imperatives in science. A virtue ethics approach might prevent the process of moral disengagement. In the video, the risk of moral disengagement is explored, as well as the importance of virtues in research and systems fostering research integrity. +
Watch the video to get an impression of the VIRT2UE 'Debate & Dialogue Exercise'.
[[File:D&D2.png |link=https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=4]]
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Debate and dialogue are two different communicative modes. The following video explores the differences between the two and helps the viewer develop a better understanding of their dynamics. These differences are also described in more detail in the theme page '[https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 dialogue versus debate'].
[[File:ByVirtueof.png |link=https://www.youtube.com/watch?v=M-nI32JBOyo]] +
Introduce the exercise by explaining its goals (recognizing a moral dilemma, experiencing the difference between debate and dialogue, and understanding the value of dialogical attitude for fostering reflection in others) and explain the importance for research integrity. Make clear that for this exercise it is important to focus primarily on the process of the interaction. That means that the content of the case is of secondary importance and will mainly be used to foster a process of debate and/or dialogue. +
One week before the exercise takes place you will be asked to think about a situation from your work as researcher in which you experienced a kind of moral doubt about what happened or about what you could/should do/have done. The case does not have to be written down beforehand. It does not have to be a dramatic case, ordinary cases of questionable research practices which you are willing to share with others are also suitable.
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Watch the video to have an impression of the 'The Middle Position Exercise' of the VIRT2UE Train-the-Trainer program.
[[File: MPE.png|link=https://www.youtube.com/watch?v=sjov1WIvKvg&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5]] +
Prior to the exercise, get in contact with participants and ask them to reflect on a personal case or situation from their work as a researcher in which they experienced a kind of moral doubt about what happened or about what they could/should do/have done (i.e. cases in which it is absolutely clear that something is morally wrong with respect to are not good cases).
It is important that participants reflect on their own experiences, yet the case does not have to be written down beforehand. It does not have to be a dramatic case, ordinary cases of questionable research practices are also suitable. +
Watch the video to have an impression of the 'Modified Dilemma Game' of the VIRT2UE Train-the-Trainer program.
[[File: DGE.png|link=https://www.youtube.com/watch?v=Qpq-oWPdvJQ&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6]]
If you are playing the app version of the game, your trainer will ask you to download the Dilemma Game [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game app] before the session and watch this [https://www.youtube.com/watch?v=SKhT7qHh9T8&t=8s video] for an introduction to using the app. +
Read the instructions. Please note that there are some differences between the original game and the modified RDG in terms of aims and applications. In the following steps the procedures for the use of the modified version are explained. This version requires participants not merely to play the game, but at the same time to reflect on their justifications, analyze their and others’ discussion processes, and work together to relate the case at hand with the elements of the European Code of Conduct and research integrity virtues. This version therefore takes longer, and is more demanding.
<u>Before the session:</u>
If using the Dilemma Game app:
- Ask participants to download the [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game app]
- Ask participants to watch the introductory [https://www.youtube.com/watch?v=SKhT7qHh9T8&t=8s video] +
The certified VIRT<sup>2</sup>UE trainer '''Shivadas Sivasubramaniam''', Head of Biomedical Forensic Sciences at Derby University, is planning to deliver a Train-the-Trainer program at Kalasalingam Institute of Technology, in Krishnankoil (South India) by July-August. He will be able to expand the VIRT2UE program, from which he highlights that “the interactive nature of integrity-related issues makes the trainee understand and “own” ethical behaviour research integrity”. Besides, he received permission to offer training to all new starter PhD students and researchers, as a mandatory session in his home institution. With this, he aims to promote the importance of researchers “owning” integrity. “Most PhD scholars apply for the ethical approval just because it is expected from them. I want to change this culture into ethics forming the basis of research and its application”, Shivadas says. Now that he gained the VIRT<sup>2</sup>UE certification, he feels he has been recognized and given the authority to enhance future researchers in research integrity
[[File:Shivadas_Sivasubramaniam.png ]]
*Shivadas Sivasubramaniam, certified VIRT<sup>2</sup>UE trainer at Derby University, UK. +
Together with the group you discuss the plan for the day. Plan time both for practicing the exercises and for addressing theoretical and content questions. If more people want to practice the same exercise you can consider allowing them to co-facilitate it. +
What is the dilemma? +
[https://public.3.basecamp.com/p/Lg5emtUEPHpHyJazv8BvX8De This video] shows you step-by-step how to insert the translated subtitles in the eLearning modules.
For more information on how to publish courses, visit Articulate [https://articulate.com/support/article/Storyline-360-Publishing-and-Sharing-Content here].
Click [https://public.3.basecamp.com/p/ZDydmPtWzCjjC4M7Bf9hmDey here] to download all Articulate (.story) files.
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We have made a text version of the training guide with all instructions and both the trainer and trainee perspectives included. This can be used to easily translate the guide.
[https://public.3.basecamp.com/p/Kfoj9Eo6iDvgjaDj6qBjzdGh Here] you can find the word count for each part of the training guide. This can be used to obtain a quote for the translation from a translator. +
When you have become a certified VIRT2UE trainer, you will receive an invitation to join the ENERI e-Community. Fill in this application and return it to the coordinators of the ENERI e-community [https://eneri.eu/e-community/ here] +
As a trainee, you must complete the three online modules and attend the sessions in which you will learn how to facilitate the five participatory exercises.
If you miss a session due to illness or other obligations, we ask you to attend the ‘practice’ of the exercise that was the focus of the session conducted by one of your course mates and also practice facilitating the exercise yourself. Afterwards, you reflect on your experience by filling in the reflection form. +
On this course unit you will focus on the topic of academic quality and how discussions on academic quality touch upon integrity issues. The unit is divided in three sections:
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*Video "to publish or not to publish"
*Short lecture on academic quality
*Apply your knowledge and start working on the final assignment +
In this learning unit, we will thus focus on integrity aspects of academic authorship. We will introduce the ALLEA code of conduct as a starting point to explore what being an author of a published paper entails. For most PhD candidates who will compose a thesis out of published articles, co-authorship can be a real and challenging issue to deal with. Sometimes it is already decided beforehand who will be author of articles to be published in a specified journal, but it may also still be open for discussion. We aim to stimulate you to take initiative in authorship discussions and devise a strategy for dealing with possible dilemmas that could arise. In the image you can find the structure of learning unit 1.
[[File:Unit 1 structure.png.png|center|frame]]
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In this learning unit, we will provide an introduction to Responsible Conduct of Research (RCR). +
The Technology module is designed to focus on and explore the main issues with using technology for school work. This module is important as we interact with advanced technology and artificial intelligence (AI) on a daily basis through our mobile phones and other smart devices which may be in our homes. This means we have access to these devices and a huge variety of content when completing our schoolwork and homework. This technology can be very helpful when we are teaching and learning, but the availability of this powerful technology can also allow us to act unethically and engage in poor research conduct. An improved knowledge of how to use these technologies in a responsible and ethical way (research integrity) is now more important than ever, and likely to be even more important over the coming years as the technology advances. +
