Goal (Instruction Goal)
From The Embassy of Good Science
E
To support research ethics reviewers in learning about extended reality (XR) technologies, for the review of projects and proposals that include the use of extended reality. 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, learners will be able to:
# Describe and distinguish between virtual reality (VR) and augmented reality (AR).
# Discuss the meaning of key concepts associated with XR (like metaverse, presence and interoperability).
# Explain the different types of hardware necessary for XR (like headsets and haptic devices etc.).<span class="normaltextrun"></span> +
Burada bulunan talimatlar size bir VIRT2UE eğitimini organize ederken takip etmeniz gereken adımlara ilişkin genel bir çerçeve sunmaktadır. +
F
This micromodule builds on the Earth to Research podcast episode “Food for Thought: Systems Thinking and Traditional Knowledge,” exploring food systems as complex, interconnected networks linking environmental sustainability, social justice, and global economic structures. The episode contains themes related to epistemic justice, indigenous knowledge and collaborative research. After engaging with the podcast and following the reflexive activities, learners will be able to:
1. Describe how epistemic injustice occurs in research activities.
3. Analyse how power and responsibility are distributed among actors in research activities.
4. Evaluate ethical issues in food systems research, including knowledge use, inclusion, and benefit sharing.
5. Apply systems thinking in an ethically informed way to identify context-sensitive and just interventions. +
This micromodule enhances learners understanding of the role and importance of plastic waste recycling for a green and sustainable lab. By the end of the micromodule, learners should be able to:
*'''Identify''' different types of plastic materials in a lab.
*'''Describe''' actionable steps for managing and recycling plastics in a lab.
*'''Reflect''' on the challenges of developing a recycling pipeline for plastic waste in a lab. +
<span lang="EN-US">Policy briefs and recommendations</span> +
G
The aim of this module is to facilitate reflection upon the ethics issues associated with the development and use of gene editing in humans.
'''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. <br /> <br />
[[File:Irecs_Gene_Editing_in_Humans_Introduction.mp4|600px|thumb|centre]]
===='''Video Transcript'''====
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In humans, gene therapy via gene editing is a rapidly growing field of research with many potential benefits for health and wellbeing. It involves the editing of genes to modify or knock out specific genes to achieve desired traits, to correct genetic defects, to treat or prevent disease, or to enhance cellular functions.
In this module we consider an example proposal for a research project that is based upon a real-world study. The study aims to trial gene therapy for Hunter syndrome in a small group of young children. 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. We begin with some information about the disease.
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The aim of this module is to facilitate reflection upon the ethics issues associated with the development and use of gene editing in humans.
'''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. +
To support Research Ethics Committee Member in learning about and reflecting upon the ethics issues associated with the development and use of gene editing.
'''Learning outcomes'''
At the end of this module, learners will be able to:
# Weigh the potential harms and benefits of different areas of gene editing.
# Identify safety issues related to the techniques and applications of gene editing.
# Reflect upon some of the broader ethics issues (like dual use/misuse or slippery slope) associated with gene editing.
# Access the relevant guidelines and regulations for gene editing +
The aim of this module is to support research ethics reviewers in learning about gene editing technologies for the review of projects and proposals that include the use of gene editing. 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, learners will be able to:
#Explain the basics of gene editing and the role of CRISPR-Cas9.
#Describe possible fields of human application.
#Describe possible fields of non-human application.
#Identify the main risks associated with human and non-human applications. +
The main goal of this module is to integrate environmental and climate considerations into research ethics beyond the identification and mitigation of environmental harm, by applying principles of responsibility and precaution, justice and fairness, and participation and inclusion throughout the design, conduct, and review of research.
By the end of the module, learners will be able to:
* Identify environmental and climate-related ethical considerations in research, including broader impacts beyond direct environmental harm.
* Apply principles of responsibility and precaution to research design, methods, transparency, and outputs.
* Assess questions of justice and fairness, including the distribution of research benefits, risks, and burdens across groups and generations.
* Integrate diverse perspectives, forms of knowledge, and stakeholder interests through participatory and inclusive approaches.
* Reflect and act on environmental and climate-related ethical decisions by documenting, monitoring, and revising them throughout the research process. +
This micromodule is designed to raise awareness about sustainable laboratory (lab) management through environmentally friendly practices that promote green labs, improve research efficiency and drive smarter innovation.
By the end of this activity, participants should be able to:
*'''Identify''' daily small actions that can be undertaken to make labs more environmentally friendly.
*'''Examine''' the case of inefficient energy use in labs to '''identify''' underlying causes and propose improvement strategies.
*'''Reflect''' on how changes towards sustainable management should be implemented
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This short interactive workshop introduces some of the ethical challenges related to biobanking. Using statements, it aims to encourage reflection on ethical issues related to this technology among master students. +
H
This module introduces the European approach to Trustworthy Artificial Intelligence (AI) and the Ethics Guidelines for Trustworthy AI developed by the High-Level Expert Group on Artificial Intelligence (HLEG). It presents the four ethical principles and the seven key requirements for trustworthy AI, and explains how these principles can be translated into practical considerations for the design, development, deployment, and use of AI systems.
The module also introduces the Assessment List for Trustworthy AI (ALTAI) as a practical self-assessment tool and presents the AIOLIA Ethics Readiness Levels (ERLs) methodology for supporting continuous ethics-by-design. It further provides an overview of relevant aspects of the EU AI Act, including its scope, risk levels, prohibited practices, and high-risk AI systems.
'''Learning Goals'''
* Understand the European approach to Trustworthy AI
* Understand the four ethical principles of the HLEG Ethics Guidelines
* Identify the seven key requirements for Trustworthy AI
* Understand the purpose and basic use of the ALTAI framework
* Understand how Ethics Readiness Levels support continuous ethics-by-design
* Recognise key aspects of the EU AI Act relevant to AI systems and research
* Identify examples of prohibited and high-risk AI practices +
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<span lang="EN-US">This micromodule introduces the overall structure, components, and intended use of the course “Sustainability and Eco-Justice in Everyday Research”. By the end of this micromodule, participants should be able to:</span>
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* <span lang="EN-US">Understand the structure and logic of the course design</span>
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* <span lang="EN-US">Recognise the different parts and learning components</span>
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* <span lang="EN-US">Navigate between micromodules and learning activities</span>
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* <span lang="EN-US">Use the course materials effectively according to their learning goals</span>
</div> +
I
This course aims to empower students with knowledge that underlies principles of accuracy, honesty, reproducibility, responsibility and transparency. +
This training template supports IRECS trainers in the organization and planning of topical sessions for specific target groups on the content presented in the [https://classroom.eneri.eu/node/131 IRECS modules on <span lang="EN-US">Biobanking, AI health, Virtual reality and Gene editing</span>]<span lang="EN-US">.</span> +
After completing this section of the course you will:
* Have learned more about the various types and spread of Image Manipulation in research.
* Have learned why it is considered a serious research misconduct.
* Have practiced spotting some examples of Image Manipulation for yourself. +
Incorporating gender, health, and climate justice in your research: A reflexive question card exercise +
This micromodule introduces a reflexive tool based on question cards designed to support researchers and practitioners in integrating intersectional gender, health, and climate considerations into their research. Developed by Verdonk et al. (2024), the card prompts support thoughtful engagement with public policy contexts, systemic inequities, and positionality. Drawing on the Intersectionality-Based Policy Analysis (IBPA) framework, ecofeminist theory, and feminist systems thinking, the cards help participants address equity, voice, and sustainability in the context of planetary health and just urban transitions. the end of this micromodule, participants should be able to:
* '''Identify''' and '''reflect''' on intersectional dimensions (e.g. gender, race, class, disability) in climate and health research.
* '''Explore''' how power and privilege operate in environmental and health research design and policy influence.
* '''Formulate''' more inclusive and socially just research questions using reflexive prompts. +
This Micromodule familiarizes participants with the ideas of degrowth, postgrowth, and post-growth-oriented innovation, highlighting the limits of traditional growth and the need for sustainable, socially just approaches.
By the end of the module participants should be able to:
*'''Recognize''' the significant differences between growth-oriented and post-growth-oriented innovation.
*'''Identify''' and understand the core values associated with each orientation.
*'''Reflect''' on the role of each approach to innovation in relation to sustainability.
*'''Assess''' the broader social significance of both approaches to innovation. +
