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
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During the session, participants analyse a case using role play. In subgroups (up to 6 participants in each group) they each impersonate a member of an expert group who has been formed by the executive board of a prestigious institution to examine a difficult case and provide advice. <div>
Every participant plays one of following roles: Healthcare professional (physician),R<span lang="EN-US">epresentative of “HealthAI”,</span> <span lang="EN-US">Patient rights advocacy</span>,<span lang="EN-US">Medical ethicist,</span> <span lang="EN-US">Representative of human resources of the hospital</span><span lang="EN-US">,</span> <span lang="EN-US">Representative of a health insurance company</span>.
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The experts are invited to have a dialogue and to learn more from each other’s perspectives. The aim is to formulate an advice for the executive board.
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Before starting the exercise, it can be useful to emphasize that the groups are invited to engage in [https://embassy.science/wiki-wiki/index.php/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 dialogue] rather than debate.
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To encourage the dialogue a list of questions has been prepared (see step 5).
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[[File:Bio2Image2.png|center|frameless|600x600px]]
'''Issues relating to consent to donate biomaterials and data to biobanks'''
Clear procedures enabling biobank donors to give their informed consent to donate biological materials and health-related information are vital to ensure that they fully understand how their samples and data will be used. Donors should be made aware that biobanks do not routinely provide individual diagnoses, so that they are not falsely reassured when they do not receive results from the analysis of their biospecimens and data. RECs must assess the clarity and comprehensibility of consent forms, addressing any potential risks and benefits.
[https://www.wma.net/policies-post/wma-declaration-of-taipei-on-ethical-considerations-regarding-health-databases-and-biobanks/ The WMA’s Declaration of Taipei] sets out the following criteria for informed consent for multiple and indefinite uses of biomaterials stored in a biobank, stating that consent is only valid if the concerned individuals have been adequately informed about: the purpose of the health database or biobank,the risks and burdens associated with collection, storage and use of data and material,the nature of the data or material to be collected,the procedures for return of results including incidental findings,the rules of access to the health database or biobank,how privacy is protected,the governance arrangements of the biobank,That if the data and material are made non-identifiable the individual may not be able to know what is done with their data/material and that they will not have the option of withdrawing their consent,Their fundamental rights and safeguards established in the Declaration,and when applicable, commercial use and benefit sharing, intellectual property issues and the transfer of data or material to other institutions or third countries. +
'''''Target audience''': Bachelor and master students, doctoral students and early-career researchers.''
The RID-SSISS training aims to help beginner and more experienced researchers develop their research ethics competencies in HE institutions. A CSCL (Computer-Supported Collaborative Learning) ethics resource was designed that utilised cases, collaboration, and structural scaffolding. This resource provides learners with opportunities to gradually develop research ethics competencies, guiding them through three levels. The [https://en.researchethicscompass.net/ Foundation level] focuses on developing (but also helping learners to recall) central concepts of RE/RI, primarily suitable for bachelor’s, master’s, and doctoral students but also usable with academic staff and researchers. During the Foundation level training, participants learn to guide their own REI practices and behaviour. The RID-SSISS training also provides resources for ECRs and junior academics. This material aims to develop RE/RI competencies by supporting ethical analysis competencies as a step towards increased agency in research ethics and integrity. Ethical analysis involves the following steps: identify ethical issues by determining which ethical principle might be at stake,and utilise the ethical analysis steps to provide solutions to ethical dilemmas. In addition to the foundational level, the project developed training materials for ECRs and junior academics ([https://www.researchethicstraining.net/ advanced level]). +
Besides using Bloom’s Taxonomy to define learning objectives, the [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO Taxonomy] can be used .'"`UNIQ--ref-0000003E-QINU`"''"`UNIQ--ref-0000003F-QINU`"' The Structure of the Observed Learning Outcome, or SOLO, is a way to set the learning outcomes according to how complicated they are.'"`UNIQ--ref-00000040-QINU`"''"`UNIQ--ref-00000041-QINU`"' This allows us to evaluate students' work based on its quality following the idea of increasing understanding of complexities: Initially, we learn one or a few aspects of the task (unistructural), then multiple aspects that are unrelated to each other (multistructural), then we learn how to integrate them into a whole (relational), and lastly, we can generalise that whole to still-untaught applications (extended abstract). It evaluates the quality of students' work and understanding:
*<span lang="EN-GB">'''Pre-structural''': identify basic ethical concepts without fully understanding them.</span>
*<span lang="EN-GB">'''Unistructural''': recognize and label simple ethical procedures.</span>
*<span lang="EN-GB">'''Multistructural''': enumerate and describe ethical principles but struggle to connect them.</span>
*<span lang="EN-GB">'''Relational''': analyze and apply ethical concepts, understanding interrelations.</span>
*'''Extended abstract''': generalize and theorize ethical principles to solve novel dilemmas.
[[File:SOLOtaxonomy.png|alt=|center|frame|Fig 32. SOLO taxonomy (taken from Tammeleht & Löfström, 2023)]]
The SOLO taxonomy has been used to evaluate effectiveness of trainings as well as the development of ethical sensitivity and has been proven to be effective in the context of research ethics and integrity training.'"`UNIQ--ref-00000042-QINU`"''"`UNIQ--ref-00000043-QINU`"''"`UNIQ--ref-00000044-QINU`"''"`UNIQ--ref-00000045-QINU`"' The verbs emphasised in the descriptions below can be used as indicators of the appropriate levels in learning objectives.
''Pre-structural level (0)''
At the pre-structural level the learner fails to identify or approach topics in a meaningful way, but simply repeats the words in the question without understanding them.
''Unistructural level (1)''
At the unistructural level, the learner has sufficient knowledge to identify, recognise, count, find, label, match, name, and perform follow simple procedures. The learner identifies one relevant aspect displaying some familiarity with relevant concepts, but failing to outline multiple dimensions of it but failing to outline multiple dimensions of it. In the context of research ethics and integrity, this may mean identifying certain, perhaps common concepts, but having a limited view of them. For example, the learner may be able to identify some of the things that ought to be mentioned in an information letter to research participants but fails to understand all aspects of ensuring voluntary participation in research.
''Multi-structural level (2)''
At the multistructural level, the learner can enumerate, describe, illustrate, list, sequence, select, combine, and follow procedures, but struggles to make connections between concepts or draw conclusions based on interrelations. For example, the learner may understand that informed consent is necessary in research but fails to understand that this is so because of the need to respect people’s autonomy and right to make decisions that concern themselves.
''Relational level (3)''
At the relational level, the learner displays an ability to address the most relevant aspects of the concept and provide explanations pointing out interrelations and providing examples demonstrating their own reasoning. Corresponding action verbs include, analyse, apply, argue, compare, contrast, critique, explain causes, relate and justify. For example, the learner understands at least the main mechanisms and connections between FFP and the detrimental effects to science.
''Extended abstract level (4)''
At the extended abstract level, the coherent whole is generalised or re-conceptualised at a higher level of abstraction. The learner grasps a more abstract version of the concept, and recognises other domains to which the concept might be applied by displaying the ability to theorise, generate, generalise, hypothesise, create or reflect, formulate and reflect. For example, the learner is able to use knowledge about ethical analysis and ethical principles to solve a novel integrity-related dilemma, which the learner recognises is affecting a research group, but to which the learner has not been exposed before.
'"`UNIQ--references-00000046-QINU`"'
Besides using Bloom’s Taxonomy to define learning objectives, the [https://www.johnbiggs.com.au/academic/solo-taxonomy/ SOLO Taxonomy] can be used .'"`UNIQ--ref-00000061-QINU`"''"`UNIQ--ref-00000062-QINU`"' The Structure of the Observed Learning Outcome, or SOLO, is a way to set the learning outcomes according to how complicated they are.'"`UNIQ--ref-00000063-QINU`"''"`UNIQ--ref-00000064-QINU`"' In this way, the students' work can be assessed according to its quality and not according to how many parts they have understood correctly: initially, we learn one or a few aspects of the task (unistructural), then multiple aspects that are unrelated to each other (multistructural), then we learn how to integrate them into a whole (relational), and lastly, we can generalise that whole to still-untaught applications (extended abstract).
[[File:SOLOtaxonomy.png|alt=|center|frame|Fig 32. SOLO taxonomy (taken from Tammeleht & Löfström, 2023)]]
The SOLO taxonomy has been used to evaluate effectiveness of trainings as well as the development of ethical sensitivity and has been proven to be effective in the context of research ethics and integrity training.'"`UNIQ--ref-00000065-QINU`"''"`UNIQ--ref-00000066-QINU`"''"`UNIQ--ref-00000067-QINU`"''"`UNIQ--ref-00000068-QINU`"' The verbs emphasised in the descriptions below can be used as indicators of the appropriate levels in learning objectives.
''Pre-structural level (0)''
At the pre-structural level the learner fails to identify or approach topics in a meaningful way, but simply repeats the words in the question without understanding them.
''Unistructural level (1)''
At the unistructural level, the learner has sufficient knowledge to identify, recognise, count, find, label, match, name, and perform follow simple procedures. The learner identifies one relevant aspect displaying some familiarity with relevant concepts, but failing to outline multiple dimensions of it but failing to outline multiple dimensions of it. In the context of research ethics and integrity, this may mean identifying certain, perhaps common concepts, but having a limited view of them. For example, the learner may be able to identify some of the things that ought to be mentioned in an information letter to research participants but fails to understand all aspects of ensuring voluntary participation in research.
''Multi-structural level (2)''
At the multistructural level, the learner can enumerate, describe, illustrate, list, sequence, select, combine, and follow procedures, but struggles to make connections between concepts or draw conclusions based on interrelations. For example, the learner may understand that informed consent is necessary in research but fails to understand that this is so because of the need to respect people’s autonomy and right to make decisions that concern themselves.
''Relational level (3)''
At the relational level, the learner displays an ability to address the most relevant aspects of the concept and provide explanations pointing out interrelations and providing examples demonstrating their own reasoning. Corresponding action verbs include,analyse, apply, argue, compare, contrast, critique, explain causes, relate and justify. For example, the learner understands at least the main mechanisms and connections between FFP and the detrimental effects to science.
''Extended abstract level (4)''
At the extended abstract level, the coherent whole is generalised or re-conceptualised at a higher level of abstraction. The learner grasps a more abstract version of the concept, and recognises other domains to which the concept might be applied by displaying the ability to theorise, generate, generalise, hypothesise, create or reflect, formulate and reflect. For example, the learner is able to use knowledge about ethical analysis and ethical principles to solve a novel integrity-related dilemma, which the learner recognises is affecting a research group, but to which the learner has not been exposed before.
'"`UNIQ--references-00000069-QINU`"'
<span lang="EN-US">The course described in the podcast titled “''Transformative Research for Sustainability Challenges”,'' was born out of interviews with 71 researchers about how their work connects to societal transformation.</span>
<span lang="EN-US">What emerged was a striking tension: while many researchers had high aspirations for the societal impact of their work, their day-to-day practice often fell short of those ideals.</span>
The course supports PhD candidates to question assumptions, build solidarity, and explore new ways of doing research.
As Josephine puts it: “We’re so trained into certain ways of doing research and thinking that that’s legitimate.” The course encourages participants to reflect not just on what they study, but on why they do it—prompting questions like:
''What are your values? What do you think is important? How do you position yourself in the world and in your research field?''
<span lang="EN-US">The course creates space for reflection, discomfort, and reimagining. PhD candidates are encouraged to break out of their silos, engage in creative methods, and explore their emotions. Through reflection, researchers are</span> encouraged to reclaim ownership over their own narratives of change. At the heart of the course is the PEPE framework: Pluralizing, Empowering, Politicizing, and Embedding.
<span lang="EN-US">Watch this video to learn more about transformative research and the PEPE framework.</span>
You can expand the window by clicking on the button on the bottom-right corner. +
Plastic is classified into seven main categories, each defined primarily by its distinct chemical properties.
'''To learn more about these categories, match the types of plastic with their descriptions'''. Click on the type of plastic to select it, then click on the blank space to drop it. +
<span lang="EN-US">A PhD candidate, would like to bring new practices (specifically focused on reproducibility) to their research team but they face a lot pushback from their colleagues especially more senior ones. This scenario is focused on how to approach colleagues who are resilient to change.</span> +
<span lang="EN-US">A PhD candidate is new to a laboratory, and they face some conflict with a peer when it comes to booking the laboratory space and equipment. This scenario is focused on how to work together collaboratively and how to handle misunderstandings.</span> +
<span lang="EN-GB">After listening to the podcast, now let’s reflect on the key lessons about how research, health, and climate should be approached differently.</span>
For each Ideas and concepts often used in current research practices, write at least one idea that the podcast proposes as an alternative to current research practices. +
Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your research design or a specific phase of your research.
For inspiration you can look at [https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article this article] where a research group describes in detail how they have integrate the and reflected upon the 5 phases of care in their research.[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article]
[[File:5 phases.png|center|frameless|600x600px]] +
In the context of planetary health, ''justice'' means recognising that the impacts of environmental degradation and climate change are not distributed equally. While some communities contribute more to these problems, often through overconsumption or industrial activity, others (especially low-income or marginalised groups) bear the brunt of the consequences.
Justice asks us to reflect on questions such as:
*Who benefits from current systems?
*Who is most affected by environmental and health harms?
*Whose voices are included or excluded from solutions?
Justice is essential for sustainable health systems because '''no system can be truly sustainable if it perpetuates inequality.''' +
We rarely think about the environmental cost of streaming a movie, joining a video call, or downloading a podcast— but the digital world runs on data centers that use huge amounts of energy, water, and land. +
Laboratories are very energy intensive. In this session, you will explore practical, daily actions that can significantly reduce the energy loads in lab spaces. The video “'''Saving energy in your lab'''” discusses how energy is used in a lab and offers tips on how energy use can be reduced.
'''Watch this video to learn about actions that can reduce energy base- and peak load and reflect on potential challenges related to implementation actions aimed at enhancing efficient energy use in labs.''' +
<span lang="EN-US">The [https://osf.io/pn27g Reproducibility Management Plan (RMP) Pilot] aims to create a prototype of key thematic subjects and questions that will serve as the starting point to support reproducibility at the planning stage of research. Work involves defining what an RMP is, integrating it into the ARGOS service, and testing its effectiveness with feedback from the community. The pilot addresses researchers, beneficiaries and funders for its adoption.</span><div>
Please find the integrated ARGOS tool here: <u>https://argos.openaire.eu/portal/</u><u>.</u>
<u><span lang="EN-US">Tutorials on OpenPlato:</span></u>
# <u>'''<span lang="EN-US">ARGOS Service for Admins</span>'''<span lang="EN-US">: https://openplato.eu/course/view.php?id=150</span></u>
# <u>'''<span lang="EN-US">ARGOS Info Pack</span>'''<span lang="EN-US">: https://openplato.eu/course/view.php?id=547</span></u>
# <u>'''<span lang="EN-US">ARGOS Service for Users</span>'''<span lang="EN-US">: https://openplato.eu/course/view.php?id=122</span></u>
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<u><span lang="EN-US">Reports on co-creation activities: '"`UNIQ--nowiki-0000003A-QINU`"'</span></u>
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<span lang="EN-US">After reading the text below, complete each blank by selecting the most appropriate word from the list provided. This activity is designed to help you reflect on how these skills contribute to addressing complex sustainability challenges and improving problem-solving in engineering contexts.You may find it helpful to review the key concept definitions below before completing the activity.A wicked problem is a complex and difficult-to-define challenge that involves multiple stakeholders, competing values, and interconnected factors. These problems do not have a single correct solution, and attempts to address one aspect may create new challenges. Sustainability is often considered a wicked problem because it requires balancing environmental, social, and economic considerations.</span>
<span lang="EN-US">Perspective taking is the ability to temporarily adopt and understand the viewpoints of others in a purposeful and cognitive way. It helps engineers explore different stakeholder needs and constraints, improves how problems are framed, and supports ethical reasoning and negotiation between competing perspectives. Developing perspective-taking skills enables engineers to design more inclusive and sustainable solutions.</span>
<span lang="EN-US">Systems thinking is a way of reasoning that involves understanding how components of a system interact and produce outcomes. It allows engineers to analyze complex phenomena, recognize relationships and interdependencies, and predict potential consequences. Systems thinking is particularly important for sustainability, as it helps engineers consider broader contexts and make informed decisions about complex systems.</span>
<span lang="EN-US">Negotiation is the process of balancing different stakeholder interests to reach informed and mutually acceptable solutions. In engineering, negotiation involves mediating between diverse perspectives, optimizing available resources, and advocating for stakeholders who cannot represent themselves, such as the environment. Strong negotiation skills are essential for addressing sustainability challenges effectively.</span>
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After carefully reviewing the slideshow, answer the questions to test your understanding of degrowth, postgrowth, and their main social and environmental priorities. +
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<span lang="EN-US">Next, click through the various ecofeminist research dilemmas and choose how you would respond to them. There is no right or wrong answer ''per se'', you can also go through this multiple times to see different outcomes. This is just to get you thinking about various research dilemmas and the principles discussed above!</span>
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Now that you have learned about environmental justice, we invite you to reflect on your research by answering the questions below. +
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'''Ethics guidance and regulations'''
A not-for-profit organisation, The '''Metaverse Standards Forum''' brings together most of the industrial players involved in the metaverse, with the aim of creating the conditions for its worldwide interoperability:https://metaverse-standards.org/
'''AI Act: the EU AI Act of April 2021''' included in its annex the following statement:
Annex III, article 1: “Biometric identification and categorization of natural persons: (a) AI systems intended to be used for the ‘real-time’ and ‘post’ remote biometric identification of natural persons;” This statement applies in part to XR, to the collection of biometric data during the user's real-time 3D experience. The January 2024 version of the same AI Act further emphasises risks related to biometric categorisation and emotion recognition, and is also relevant for XR. https://artificialintelligenceact.eu/
'''Council of the European Union,''' Proposal for a Regulation of the European Parliament and of the Council laying down harmonised rules on artificial intelligence (Artificial Intelligence Act) and amending certain Union legislative acts, paragraph 16, 2022: “AI systems deploy subliminal components such as audio, image, video stimuli that persons cannot perceive as those stimuli are beyond human perception or other subliminal techniques that subvert or impair person’s autonomy, decision-making or free choices in ways that people are not consciously aware of, or even if aware not able to control or resist, for example in cases of machine-brain interfaces or virtual reality.”
Basdevant, A, François, C, Ronfard, R. (2022) Mission exploratoire sur les métavers. Rapport interministériel. France. Available at:
[https://www.economie.gouv.fr/files/files/2022/Rapport-interministeriel-metavers.pdf https://www.economie.gouv.fr/files/files/2022/Rapport-interministeriel-] [https://www.economie.gouv.fr/files/files/2022/Rapport-interministeriel-metavers.pdf metavers.pdf]
IEEE SA - The IEEE Global Initiative on Ethics of Extended Reality: https://standards.ieee.org/industry-connections/ethics-extended-reality/
INRIA’s Website: https://www.inria.fr/en/how-does-virtual-reality-works
Techethos website (page on Digital XR): https://www.techethos.eu/digital-extended-reality/
The Open AR Cloud Code of Conduct: https://www.openarcloud.org/documents/code-of-conduct
XR Safety Initiative (XRSI) ethical guidelines for developers, users, and organizations: https://xrsi.org/xrsi-code-of-conduct
Zhu, L (2022) The Metaverse: Concepts and Issues for Congress. Congressional Research Service. Available at: https://sgp.fas.org/crs/misc/R47224.pdf.
'''Videos'''
Kent Bye’s XR Ethics Manifesto: https://www.youtube.com/watch?v=CXgY3YXxqJ8
Masterclass on XR in the classroom (Central Queensland University, Australia): [https://www.studyaustralia.gov.au/english/masterclasses/extended-reality-xr-in-the-classroom https://www.studyaustralia.gov.au/english/masterclasses/extended-] [https://www.studyaustralia.gov.au/english/masterclasses/extended-reality-xr-in-the-classroom reality-xr-in-the-classroom]
'''Bibliography'''
Adomaitis, L., Grinbaum, A., Lenzi, D. (2022) Identification and Specification of Potential Ethical Issues and Impacts and Analysis of Ethical Issues. https://doi.org/10.5281/zenodo.7619852.
Aucouturier E, Grinbaum A (2023) Recommendations to address ethical challenges from research in new technologies. CEA - Commissariat à l’énergie atomique et aux énergies alternatives. Available at: https://cea.hal.science/cea-04293426
Behr, K. M., Nosper, A., Klimmt, C., & Hartmann, T. (2005). Some practical considerations of ethical issues in VR research. Presence, 14(6), 668-676.
Fox, D., & Thornton, I. G. (2022). White Paper-The IEEE Global Initiative on Ethics of Extended Reality (XR) Report--Extended Reality (XR) Ethics and Diversity, Inclusion, and Accessibility. The IEEE Global Initiative on Ethics of Extended Reality (XR) Report--Extended Reality (XR) Ethics and Diversity, Inclusion, and Accessibility, 1-25.
Grinbaum, A., & Adomaitis, L. (2022). Moral equivalence in the metaverse. NanoEthics, 16(3), 257-270.
Kröger, J. L., Lutz, O. H. M., & Müller, F. (2020). What does your gaze reveal about you? On the privacy implications of eye tracking. In IFIP International Summer School on Privacy and Identity Management (pp. 226-241). Springer, Cham.
