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
5
Ask the group how the conversation could be improved. List their suggestions on the black- or whiteboard or flip-over sheet in a new column. +
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) +
Each subgroup receives a flip-over sheet and marker. The name of Variety of Goodness is written on top of the flip-over sheet. The participants think in subgroups of the link between the Variety of Goodness and research and make notes on the flip-over sheet. The trainer encourages them to also use arrows, drawings or other symbols that help to picture their reflection on this Variety of Goodness in research . +
This exercise fosters reflection on the concept of goodness and how it applies in the context of research.
[[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]] +
During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts on their opinions and views on Research Integrity education. <br />
[[File: Research Integrity Education3.png|link=https://www.youtube.com/watch?v=DHKhvewTNP4&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=6]] +
Ethical and unethical behaviors explained, in the context of research. By the VIRT2UE project for The Embassy of Good Science.
[[File: Ethical decision making4.png|link=https://www.youtube.com/watch?v=HRBJxLo6k5s]] +
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity +
The participants make a list of the relevant stakeholder perspectives, and, for each perspective, identify the values related to the dilemma and the possible actions that realize a specific value (we call this value a ‘norm’). The analysis of the perspective of the case presenter will lead to the identification of values and norms that support or undermine different options. +
If there are moral conflicts, examination of the relative hierarchy of values is required in order to determine the overriding duty or duties in the situation. +
Is there disagreement between members of the committee?
<br />
*On which issues and views do we disagree?
*What reasons are given that either support or undermine my Early View? +
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity +
Employ one or more of the following tests:
<br />
*''Harm test'': does this option do less harm than alternatives?
*''Publicity test'': would I want my decision published in the newspaper?
*''Defensibility test'': could I defend my choice before a committee?
*''Reversibility test'': would I still make my choice if I were adversely affected by it?
*''Colleague test'': what are my colleagues’ responses to the options?
*''Professional test'': what might my profession’s governing body or ethics committee say about my choice?
*''Organization test'': what does the company’s ethics officer or legal counsel say about my choice? +
After 10-minutes (depending on the size of the group), stop the debate and let the group reflect on what happened and how they debated/interacted with each other. Help them to reflect mainly on the process and not on the content of the debate. Ask participants to list features of a debate and note them down on a flip-chart. Some examples of questions you might use:
**
*What was remarkable in the way you talked to each other? What did you observe/experience?
*What did you notice about people's postures or tones of voice?
*How would you characterize the interactions between the two groups? What did you observe/experience?
*Do you feel you understand each other?
*Which group was dominant and why did this happen? It might happen that one group is always confronting the other group, while the other group is always defending their position instead of ‘attacking’ the other group. Try to identify with the participants what contributed to this process.
*While listing and reflecting on the characteristics of a debate, try to ask for examples. For example, you can ask, what did you see or experience? What was missing?
Explain that a debate/discussion might be fruitful in certain situations. For example, it helps to quickly make the initial judgments/statements/opinions regarding the moral dilemma clear. +
In preparation for the first face-to-face session, you are required to reflect on your own experience by filling in the following forms:
I. Self-declaration sheet, (will be sent to you by your trainer)
II. Case reflection form (see step 1 of the [https://embassy.science/wiki/Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b#Prepare Virtues and norms instructions])
Don't forget to send the forms to your trainers before the session.
NOTE: this step is not mandatory. +
a. Divide participants into small group and ask each group to select a moderator/rapporteur (for the plenary session at the end of the exercise).
b. Ask each participant to present (in 1 minute) the situation to their subgroup by describing the moral uncertainty or concern they experienced, including the specific virtue important in that situation. At this point participants should not disclose how the situation ended (what did they do in that situation).
a. Ask each subgroup to choose (e.g. by voting) which situation and virtue they want to reflect upon as a group among the ones presented. Invite participants in each group to place themselves in the selected situation and ask the case owner any factual clarification questions (i.e. no judgments, advice, or conclusions);
b. Invite the participants to choose which virtue they think is at stake in the presented situation and to write the three notes themselves for their virtue (by using the handout 2 available in the practical tips);
c. After each participant completes the form, ask them to briefly share their notes with their subgroups by engaging in a group reflection/dialogue about differences/similarities related to the virtues and behaviors which were chosen. Invite participants to reflect on:
<br />
*What is interesting or surprising?
*Did you have different virtues in the first place?
*What did you learn from each other with respect to how the middle position was described and reflected upon?
*In which way were the virtues of the European Code of Conduct for Research Integrity represented in the virtues mentioned by the participants? +
You will be invited to the plenary. The trainer will ask you to reflect on your individual choices and engage in a dialogue with other participants. +
Divide participants into groups (e.g. of around 5 participants in each). Keep in mind that the game can also be played plenary if this fits the groups’ aims (please see '''Practical Tips'''). +
What could be considered as forseeable consequences? +
[https://public.3.basecamp.com/p/YscH8HSE1md1XDr63uyMQYG6 Why responsible supervision, mentoring and role-modeling]
[https://public.3.basecamp.com/p/6KH8A5rPBnXoquxQHFniNwAJ Roles and responsibilities in supervision and mentoring] +
This part of the manual consists of two instructions, for both trainers and trainees. The text of the instructions are linked below:
[https://public.3.basecamp.com/p/6uG9RU4xFgrnsikuNW695aJ5 Preparatory Reading: Introduction to Concepts & Themes]
[https://public.3.basecamp.com/p/n8xz8kW173n4rof89BfrEvp8 Preparatory Viewing: Introduction to Concepts & Themes] +
The overarching aim of this learning unit is to make sure that you can make the most of the conversation with your supervisor/ mentor.
Having a conversation with your supervisor or mentor on RCR challenges is one way to take responsibility for Responsible Conduct of Research. In line with the positive approach of this course, the idea is not to criticize anyone. On the contrary, the aim is to provide a platform for a constructive conversation. You could ask questions, check mutual expectations, share thoughts about RCR challenges that might occur, and how you could face them together, et cetera.
Below you will find an overview of the content of this learning unit.
[[File:Unit 4.png|center|frame]] +
The Data Transmission module is designed to provide a practical experience of how information and data gets misunderstood, distorted, and reinterpreted as it is transmitted between people. This module is based on the ‘childrens game of ‘Telephone’’ which is used to illustrate the importance of tracking down the original source of any story or piece of data, especially if this data is to be used for research or schoolwork. By systematically playing the game and reflecting on its results, the importance of responsibility in research; how and when to verify a message; how to recognize a piece of information as trustworthy; and the role played by trust in data transmission protocols will be highlighted. In addition, the student will develop a personal awareness of how information is transmitted through listening, hearing, and understanding. Students will also develop an appreciation of how this is closely linked to the data protocols of sending, accepting, and processing. +
In this learning unit, students give and receive peer feedback on the portfolio assignments, reflect on the open science movement, consider the implications of the replication crisis for their research, and are introduced to intellectual property and different licences and discuss a case related to this topic. +
