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
2
The aim of training students in research ethics and integrity is to promote an understanding of ethical principles and practices in research. This includes exploring aspects of honesty, transparency, objectivity and accountability. Although at these levels, students are marginally involved in doing research, it is important to equip them with the knowledge and skills to conduct research responsibly, avoid misconduct such as plagiarism or falsification, comply with relevant regulations and guidelines, and uphold the integrity of the scientific community.
Resources for Bachelor and master students include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):
*The [https://printeger.eu/upright/toc/obas-introduction/ introductory module][https://printeger.eu/upright/toc/ , and modules focusing specific RE and/or RI issues of the Upright training] developed by the [https://printeger.eu/ PRINTEGER] project
*The e-learning modules on [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|virtue ethics relevant for RI]], the series of introductory [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|videos]] and The [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Rotterdam Dilemma Game]] developed by the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project.
*The introductory videos and [https://www.path2integrity.eu/ri-materials information on the teaching methodology discussing research integrity and its significance], the series of learning cards ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards S]) focusing on bachelor students, alongside a dedicated handbook ([https://www.path2integrity.eu/ri-materials S-Series handbook]), and a series of learning cards ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards M]) focusing on bachelor students, alongside a dedicated handbook [https://www.path2integrity.eu/ri-materials (M-Series handbook]) developed byt the Path2Integrity project.
*The [https://en.researchethicscompass.net/ RID-SSISS training Foundation level] focuses on developing (but also helping learners to recall) central concepts of RE/RI
*The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] [https://www.academicintegrity.eu/wp/bridge-modules-2/ training modules] and [https://www.academicintegrity.eu/wp/vignettes_interactive/ vignettes]
*The INTEGRITY project training tool for [https://h2020integrity.eu/toolkit/tools-undergraduate-students/integrity-games/ undergraduate].
*The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] online games, board games, role-play games and scenarios game can be found [https://www.academicintegrity.eu/wp/bridge-games/ here].
*The [https://rosie-project.eu/ ROSiE] Training Materials for Responsible Open Science and the learning resources produced by the ROSIE project available on [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub].
Trainers can select one or more of the following tools for evaluating training effectiveness for bachelor and master students.
{| class="wikitable"
|+Table 5: Tools for evaluating training effectiveness for bachelor and master students
!'''Tool for collecting learning outputs'''
!'''Details'''
!'''Analysis instrument **'''
|-
|'''ProLearning app'''
|''ProLearning'': [http://www.prolearning.realto.ch/ www.prolearning.realto.ch]https://www.epfl.ch/labs/chili/dualt/current-projects/realto/
<span lang="EN-GB"></span>
|learning analytics
|-
|'''Engagement app'''
|''ForgetNot'' (by EduLog): https://web.htk.tlu.ee/forgetnot
|learning analytics
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://docs.google.com/forms/d/1f4xNbQka73bfeDtwKCXTC5W5CoyhfVrtr4dwMXRNmWk/copy form] * (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Pre-post texts'''
|Collect a short text (e.g. a response to a case or short essay) before the training and after the training
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Learning diaries'''
|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Group reports'''
|Ask groups working together to provide a (short) group report (or provide a template with points to work on)
|SOLO taxonomy, content criteria
|-
|'''Group discussions'''
|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)
|SOLO taxonomy, content criteria
|-
|'''Group dynamics'''
|''CoTrack'' application: https://www.cotrack.website/en/
|learning analytics
|-
|'''Online learning platform'''
|Make use of accumulated authentic learning outputs in the learning platform
|statistics, SOLO taxonomy, reflection scale, content criteria
|-
|'''Domain-specific/ domain-transcending measure'''
|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues
|statistics, SOLO taxonomy, content criteria
|-
|'''Retention check'''
|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.[https://amsterdamumc-my.sharepoint.com/personal/g_inguaggiato_amsterdamumc_nl/Documents/!Oude%20N%20schijf/Documenten/Beyond/Training%20guide%20V7_GI.docx#_msocom_1 '"`UNIQ--nowiki-00000023-QINU`"'] [https://amsterdamumc-my.sharepoint.com/personal/g_inguaggiato_amsterdamumc_nl/Documents/!Oude%20N%20schijf/Documenten/Beyond/Training%20guide%20V7_GI.docx#_msocom_2 '"`UNIQ--nowiki-00000024-QINU`"']
|SOLO taxonomy, content criteria
|}
For instance, to measure participants’ reactions during or right after the training, ProLearning app or Self-Reflection Form can be used. In addition, if learners worked in groups so their group discussions can be monitored, and if they provided a group-report, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. With this target group the domain-specific and domain-transcending measure could be implemented. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.
An example for implementation can be found here: [https://helsinkifi.sharepoint.com/:p:/r/sites/BEYONDHelsinkiteam/Shared%20Documents/ENERI%20CR%20material%20example%20for%20ba_ma%20students.pptx?d=wdfb62d452de140f6a5a8df15611b48e2&csf=1&web=1&e=z2OYsx ENERI CR material example for ba_ma students.pptx]
'"`UNIQ--nowiki-00000025-QINU`"' The Self-Reflection Form link enables the facilitator to make a copy of the form, which they can then edit and the data will accumulate on the facilitator’s cloud service (Google or Microsoft).
'"`UNIQ--nowiki-00000026-QINU`"' Analysis instruments are described in WP4.2, later available at the Embassy’s website.
The aim of training students in research ethics and integrity is to promote an understanding of ethical principles and practices in research. This includes exploring aspects of honesty, transparency, objectivity and accountability. Although at these levels, students are marginally involved in doing research, it is important to equip them with the knowledge and skills to conduct research responsibly, avoid misconduct such as plagiarism or falsification, comply with relevant regulations and guidelines, and uphold the integrity of the scientific community.
Resources for Bachelor and master students include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):
*The [https://printeger.eu/upright/toc/obas-introduction/ introductory module][https://printeger.eu/upright/toc/ , and modules focusing specific RE and/or RI issues of the Upright training] developed by the [https://printeger.eu/ PRINTEGER] project
*The e-learning modules on [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|virtue ethics relevant for RI]], the series of introductory [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|videos]] and The [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Rotterdam Dilemma Game]] developed by the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project.
*The introductory videos and [https://www.path2integrity.eu/ri-materials information on the teaching methodology discussing research integrity and its significance], the series of learning cards ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards S]) focusing on bachelor students, alongside a dedicated handbook ([https://www.path2integrity.eu/ri-materials S-Series handbook]), and a series of learning cards ([https://www.path2integrity.eu/ri-materials Path2Integrity learning cards M]) focusing on bachelor students, alongside a dedicated handbook [https://www.path2integrity.eu/ri-materials (M-Series handbook]) developed byt the Path2Integrity project.
*The [https://en.researchethicscompass.net/ RID-SSISS training Foundation level] focuses on developing (but also helping learners to recall) central concepts of RE/RI
*The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] [https://www.academicintegrity.eu/wp/bridge-modules-2/ training modules] and [https://www.academicintegrity.eu/wp/vignettes_interactive/ vignettes]
*The INTEGRITY project training tool for [https://h2020integrity.eu/toolkit/tools-undergraduate-students/integrity-games/ undergraduate].
*The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] online games, board games, role-play games and scenarios game can be found [https://www.academicintegrity.eu/wp/bridge-games/ here].
*The [https://rosie-project.eu/ ROSiE] Training Materials for Responsible Open Science and the learning resources produced by the ROSIE project available on [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub].
Trainers can select one or more of the following tools for evaluating training effectiveness for bachelor and master students.
{| class="wikitable"
|+Table 5: Tools for evaluating training effectiveness for bachelor and master students
!'''Tool for collecting learning outputs'''
!'''Details'''
!'''Analysis instrument **'''
|-
|'''ProLearning app'''
|''ProLearning'': https://www.epfl.ch/labs/chili/dualt/current-projects/realto/
<span lang="EN-GB"></span>
|learning analytics
|-
|'''Engagement app'''
|''ForgetNot'' (by EduLog): https://web.htk.tlu.ee/forgetnot
|learning analytics
|-
|'''Self-Reflection Form/Compass'''
|App under development, [https://docs.google.com/forms/d/1f4xNbQka73bfeDtwKCXTC5W5CoyhfVrtr4dwMXRNmWk/copy form] * (for copying and editing)
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Pre-post texts'''
|Collect a short text (e.g. a response to a case or short essay) before the training and after the training
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Learning diaries'''
|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics
|SOLO taxonomy, reflection levels, content criteria
|-
|'''Group reports'''
|Ask groups working together to provide a (short) group report (or provide a template with points to work on)
|SOLO taxonomy, content criteria
|-
|'''Group discussions'''
|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)
|SOLO taxonomy, content criteria
|-
|'''Group dynamics'''
|''CoTrack'' application: https://www.cotrack.website/en/
|learning analytics
|-
|'''Online learning platform'''
|Make use of accumulated authentic learning outputs in the learning platform
|statistics, SOLO taxonomy, reflection scale, content criteria
|-
|'''Domain-specific/ domain-transcending measure'''
|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues
|statistics, SOLO taxonomy, content criteria
|-
|'''Retention check'''
|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.[https://amsterdamumc-my.sharepoint.com/personal/g_inguaggiato_amsterdamumc_nl/Documents/!Oude%20N%20schijf/Documenten/Beyond/Training%20guide%20V7_GI.docx#_msocom_1 '"`UNIQ--nowiki-0000002B-QINU`"'] [https://amsterdamumc-my.sharepoint.com/personal/g_inguaggiato_amsterdamumc_nl/Documents/!Oude%20N%20schijf/Documenten/Beyond/Training%20guide%20V7_GI.docx#_msocom_2 '"`UNIQ--nowiki-0000002C-QINU`"']
|SOLO taxonomy, content criteria
|}
For instance, to measure participants’ reactions during or right after the training, ProLearning app or Self-Reflection Form can be used. In addition, if learners worked in groups so their group discussions can be monitored, and if they provided a group-report, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. With this target group the domain-specific and domain-transcending measure could be implemented. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.
An example for implementation can be found here: [https://helsinkifi.sharepoint.com/:p:/r/sites/BEYONDHelsinkiteam/Shared%20Documents/ENERI%20CR%20material%20example%20for%20ba_ma%20students.pptx?d=wdfb62d452de140f6a5a8df15611b48e2&csf=1&web=1&e=z2OYsx ENERI CR material example for ba_ma students.pptx]
'"`UNIQ--nowiki-0000002D-QINU`"' The Self-Reflection Form link enables the facilitator to make a copy of the form, which they can then edit and the data will accumulate on the facilitator’s cloud service (Google or Microsoft).
'"`UNIQ--nowiki-0000002E-QINU`"' Analysis instruments are described in WP4.2, later available at the Embassy’s website.
The activity supports development of supervisors’ REI competencies. The learning outcomes are:
*understand what are the elements contributing to a culture of integrity in research communities
*become aware of both the implicit and explicit ways in which supervisors and mentors influence the learning processes of their supervisees/mentees and others working in the research community
*understand the role of and possess a command of practices that supervisors and mentors employ in establishing a culture of integrity
*develop and display competencies in ethical decision-making
*adopt the role of REI leader and display REI leadership competencies. +
[[File:Ext.Image20.png|center|frameless|600x600px]]
'''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.
In the context of uncertainty, researchers should review their study protocols regularly to ensure that new findings are taken into account as they emerge +
In this lecture, Olivier Le Gall examines open peer review, highlighting both its benefits and potential risks. The presentation starts by elucidating the rationale behind open peer review, and proceeds to discuss its benefits as well as the associated risks of opening it.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
The Embassy of Good Science: “[[Theme:Ecc7ac02-6e53-4634-b053-91045c50390c|Open peer review - transparent way of gatekeeping science]]”
Schmidt, B., Ross-Hellauer, T., Edig, X. van, & Moylan, E. C. (2018). Ten considerations for open peer review (7:969). F1000Research. https://doi.org/10.12688/f1000research.15334.1
Ross-Hellauer, T., & Horbach, S. P. J. M. (2024). Additional experiments required: A scoping review of recent evidence on key aspects of Open Peer Review. Research Evaluation, 33, rvae004. https://doi.org/10.1093/reseval/rvae004
Henriquez, T. (2023). Open peer review, pros and cons from the perspective of an early career researcher. mBio, 14(5), e01948-23. https://doi.org/10.1128/mbio.01948-23 +
During pandemics, researchers may experience a heightened risk of hostility and related safety and security concerns. Research ethics committees should check that risk management plans are in place +
In this lecture, Elina Koivisto addresses the topics of open access, open access publishing, and predatory practices. The first segment of the lecture provides a definition of open access, showcases various types of open access, and elucidates their distinctions. The subsequent segment explores the advantages of open access as well as some negative consequences associated with publishing in general and open access publishing specifically. The concluding segment is dedicated to predatory practices; it defines these practices and offers guidance on how to avoid them.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
The Embassy of Good Science: “[[Theme:49d71148-0df2-4a78-93d4-c802b48bbdb7|Predatory publishing]]”
Beall, J. (2015). Criteria for determining predatory open access publishers. https://beallslist.net/wp-content/uploads/2019/12/criteria-2015.pdf
COPE Council (2019). COPE Discussion Document: Predatory Publishing. https://doi.org/10.24318/cope.2019.3.6 +
It is vital that researchers uphold the highest standards of research integrity, even when under significant pressure, to ensure the reliability of pandemic research results and to maintain public trust in science +
Try to answer the questions about the case. +
Participants and research ethics committees should be promptly and fully informed about changes in the risks or burdens of participation in clinical research if new, relevant information becomes available during a trial. +
In this lecture, Elina Koivisto elaborates on the application of Open Science principles in the assessment of research and researchers. The initial segment delineates the concepts of research and researcher assessment, as well as the contexts and circumstances in which these assessments are conducted. The subsequent segment addresses the notion of responsible researcher assessment, highlighting its significance. The concluding segment elucidates the incorporation of Open Science principles in research and researcher assessment, detailing their practical implications.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
Hatch, A., & Curry, S. (2020). Changing how we evaluate research is difficult, but not impossible. eLife, 9, e58654. https://doi.org/10.7554/eLife.58654
Directorate-General for Research and Innovation (European Commission), Cabello Valdes, C., Rentier, B., Kaunismaa, E., Metcalfe, J., Esposito, F., McAllister, D., Maas, K., Vandevelde, K., & O’Carroll, C. (2017). Evaluation of research careers fully acknowledging Open Science practices: Rewards, incentives and/or recognition for researchers practicing Open Science. Publications Office of the European Union. https://data.europa.eu/doi/10.2777/75255
Provost, L., & Xenou, Z. (2025). Reframing Research Assessment: Towards a comprehensive framework for Researcher Profiles. fteval Journal for Research and Technology Policy Evaluation, 57, Article 57. https://doi.org/10.22163/fteval.2025.693
CoARA – Coalition for Advancing Research Assessment. (n.d.). Retrieved July 23, 2025, from https://coara.eu/
Leiden manifesto for research Metrics. https://www.leidenmanifesto.org/
San Francisco Declaration on Research Assessment. https://sfdora.org/read/ +
Existing regulatory requirements for the secondary use of personal data and biological materials must prevail during pandemics, unless an explicit exception has been enacted +
In this lecture, Theodora Konach discusses intellectual property rights and how to use them in a responsible way within the Open Science framework. The first segment provides a brief introduction to intellectual property rights. Further, the next segment discusses principles of copyright and some other related basic concepts. The third segment outlines relevant exceptions and limitations to copyright. Finally, the fourth segment focuses on the public domain and open source as a resource of creativity and knowledge.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
Aligning Intellectual Property Rights with Open Science. https://allea.org/portfolio-item/aligning-intellectual-property-rights-with-open-science
European Commission: European Innovation Council and SMEs Executive Agency, Your guide to IP and contracts – Stay ahead of the innovation game, Publications Office of the European Union, 2020, https://data.europa.eu/doi/10.2826/607724
European Commission: Executive Agency for Small and Medium-sized Enterprises, Your guide to IP in Europe, Publications Office, 2019, https://data.europa.eu/doi/10.2826/94924
European Commission: Executive Agency for Small and Medium-sized Enterprises, European IP Helpdesk – Copyright, Publications Office of the European Union, 2021, https://data.europa.eu/doi/10.2826/128833
UNESCO Recommendation on Open Science (2021) https://doi.org/10.54677/MNMH8546
Unitary Patent. https://www.epo.org/en/applying/european/unitary/unitary-patent
Creative Commons Certificate Resources, Course Content 2021 and 2022; https://certificates.creativecommons.org/about/certificate-resources-cc-by/
WIPO, (2016), Understanding Copyright and Related Rights, (2nd ed.) Geneva, https://www.wipo.int/edocs/pubdocs/en/wipo_pub_909_2016.pdf
European Commission: Executive Agency for Small and Medium-sized Enterprises, New Directive on Copyright and Related Rights in the Digital Single Market, Publications Office, 2019, https://data.europa.eu/doi/10.2826/429252
WIPO, Summary of the Berne Convention for the Protection of Literary and Artistic Works (1886). https://www.wipo.int/treaties/en/ip/berne/summary_berne.html
The Europeana Public Domain Charter. https://pro.europeana.eu/post/the-europeana-public-domain-charter
Statement of Principles on Copyright Exceptions and Limitations for Libraries and Archives (2009). https://www.ifla.org/publications/statement-of-principles-on-copyright-exceptions-and-limitations-for-libraries-and-archives-2009/
Ethics and Intangible Cultural Heritage—UNESCO Intangible Cultural Heritage. https://ich.unesco.org/en/ethics-and-ich-00866
Researchers should actively support rigorous, fast-track scientific review to help combat the erosion of good science during pandemics. They should also support quality control mechanisms for open communication channels such as pre-print servers or social media. +
In this lecture, Søren Holm examines the appropriate methods for crediting the various contributions made by researchers and other participants in Open Science projects. The first segment concentrates on authorship and contributorship, while the second segment addresses the proper acknowledgement of contributions made by citizen scientists.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
[https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html#two ICMJE, Recommendations, Defining the Role of Authors and Contributors.]
[https://doi.org/10.1080/08989621.2024.2322557 Hosseini, M., Holcombe, A. O., Kovacs, M., Zwart, H., Katz, D. S., & Holmes, K. (2025). Group authorship, an excellent opportunity laced with ethical, legal and technical challenges. Accountability in Research, 32(5), 762–784].
[https://credit.niso.org/ CRediT]. (n.d.). CRediT.
[https://doi.org/10.1162/qss_a_00097 Larivière, V., Pontille, D., & Sugimoto, C. R. (2021). Investigating the division of scientific labor using the Contributor Roles Taxonomy (CRediT). Quantitative Science Studies, 2(1), 111–128]. +
Researchers should answer publishers’ research ethics questions in full, even in rapid review submissions. +
Try to answer the questions about the case. +
In public communications, researchers should ensure that the scientific information presented is reliable. They should be clear about study limitations and avoid exaggeration, sensationalism and deception +
This lecture by Theodora Konach covers open licenses relevant to research and scientific work. It begins with an overview of the general principles and forms of Creative Commons licenses, examining how they can be combined and mixed. Further, the second segment of the lecture delves deeper into Creative Commons licenses, discussing topics such as the scope of the licenses, excluded works, and adaptations.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
Creative Commons. [https://creativecommons.org/share-your-work/licensing-considerations/version4/ Considerations for licensors and licensees.]
Creative Commons. [https://creativecommons.org/share-your-work/cclicenses/ About CC Licenses.]
Creative Commons. [https://creativecommons.org/legal-code-defined/ Legal Code Defined.] +
