What is this about? (Is About)
From The Embassy of Good Science
A short summary providing some details about the theme/resource (max. 75 words)
- ⧼SA Foundation Data Type⧽: Text
I
This module presents a collection of training materials developed by EU funded initiatives to introduce learners to the main issues and topics related to research ethics and integrity. The following training material can be used within and/or outside the academic environment. The materials presented have been developed by EU-funded initiatives namely: [[Initiative:6962aecc-e99c-45de-8d63-d4197a9ce10a|PRINTEGER]], [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]] and [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]].
For each set of materials developed by each project the target audience is indicated. +
This series of eLearning modules provides an introduction to virtue ethics and its relevance for research integrity. By taking these modules, learners will need to:
<br />
*'''Demonstrate a basic understanding of key characteristics of virtue ethics.''' After watching an introductory video on virtue ethics, learners are required to answer a set of five multiple choice questions that aim to summarize the most relevant characteristics of virtue ethics. Learners get instant feedback on whether their responses are correct or not.
*'''Distinguish between a [[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|moral conflict and a moral dilemma]].''' In an exercise that follows information about the difference between the concepts of values and norms, as well as moral conflicts and moral dilemmas, learners are required to apply these differentiations and transfer their knowledge into distinguishing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other one a moral dilemma.
*'''Identify with their own aspirations to become a more virtuous researcher.''' In a two-step exercise, learners are first invited to write their own laudation, which requires them to adopt a perspective of temporal distance (a look into the future) and simultaneously an inter- rather than an intrapersonal perspective at themselves as researchers. This way, they may reflect on their overarching goals as researchers that may differ from their everyday aspirations. At the end of the module, learners are asked to identify the three most important virtues that the description of themselves entails.
*'''Reflect on the influence of moral exemplar(s) on moral development and the cultivation of virtues.''' In a reflection exercise following information on how virtues are learnt, and taught, and what a good role model/mentor entails, learners are invited to reflect on a particular situation, in which someone they looked up to inspired them to act more virtuously. +
By taking these interactive modules you will learn about and reflect on:
*'''Key characteristics of [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 virtue ethics]''': After watching an introductory video on virtue ethics, you can self-assess your knowledge of the most relevant characteristics of virtue ethics.
*'''[[Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34|Moral conflict and a moral dilemma:]]''' After an introduction to the concepts you will be asked to apply these concepts whilst analyzing two cases from the Rotterdam Dilemma Game, one of which portrays a moral conflict, the other a moral dilemma.
*'''Your own aspirations to become a more virtuous researcher:''' After reflecting on your overarching goals as researchers, you will be asked to identify the three most important virtues that describe the kind of researcher you want to be (or become).
*'''The influence of moral exemplar(s) on moral development and the cultivation of virtues:''' After reflecting on how virtues are learnt, and taught, and what a good role model/mentor entails, you will be asked to reflect on a particular situation, in which someone you looked up to inspired you to act more virtuously. +
This a free online course (MOOC Massive Open Online Course) where participants will learn some basic concepts about scientific integrity and good scientific practice, particularly in the biomedical field.
The course consists on 6 different modules:
1. Introduction to research integrity
2. Data Management
3. Conflict of interest
4. Animal research
5. Human research
6. Practice and politics of publication
From the Pompeu Fabra University (UPF). +
By taking eLearning modules you will learn about: <br />
*'''[https://ec.europa.eu/research/participants/data/ref/h2020/other/hi/h2020-ethics_code-of-conduct_en.pdf The European Code of Conduct for research Integrity (ECoC)]:''' You will be introduced to the content of the code while reflecting on the good practices and breaches described in the text. <br />
*'''Responsible conduct of research, research misconduct, and questionable research practice:''' You will learn about the differences between responsible practices, misconduct and gray areas and reflect on how these are addressed in the ECoC.
*'''The variety of factors that influence research behavior:''' You will be guided in a reflection about a researcher's responsibilities and the possible reasons for violations of good research conduct at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. +
This series of eLearning modules provides an introduction to research integrity. By taking this modules learners will:
<br />
*'''Identify the purpose and the content of the ECoC'''. Throughout the series, the ECoC is introduced and quoted as an important source of guidance for research integrity. A drag-and-drop exercise aims to familiarize the learner with the code’s content, and introduces some guidance outlined in the document. In another exercise, learners are invited to reflect on practices which are described as breaches of research integrity in the ECoC.
*'''Distinguish between responsible conduct of research, research misconduct, and questionable research practices and link these to their description in the ECoC'''. In the series, the difference between responsible conduct of research, research misconduct, and questionable research practices is described. The prevalence and impact of research misconduct and breaches of responsible research practices are also examined, and which principles and norms from the ECoC are violated in cases of certain research misbehaviours are identified.
*'''Become aware of the variety of factors that influence research behaviour and their own responsibilities related to these factors'''. In the module, possible reasons for research integrity violations are described at the level of: 1) individual researchers, 2) the research culture, and 3) the research system. Learners link guidance in the ECoC targeted at each of these three areas. Finally, learners reflect on how publication pressure affects their own research practices. +
By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling. +
By taking these eLearning modules you will learn about and reflect on: Responsible supervision, mentoring and role-modeling.
*'''General responsibilities:''' You will be introduced to the general responsibilities that can apply to anyone enrolled in research, regardless of the role.
*'''Roles:''' You will be introduced to the different roles in a research environment and their corresponding responsibilities.
*'''Virtue Ethics approach:''' Virtue ethics will be applied to supervision, mentoring and role-modeling with some interactive exercises
*'''Role-modeling:''' You will be introduced to the concept of role-modeling, the responsibilities of a role model and how it can influence research practice and culture. +
This micro-module introduces the concept of '''environmental justice''' and explores how environmental harms and benefits are often distributed unequally across different communities. It encourages participants to reflect on the '''responsibility''' they hold in shaping sustainable and fair outcomes. Through a questionnaire and stakeholder mapping, learners will explore how '''environmental and social inequalities''' can emerge in their own work. +
The BEYOND Trainer Guide serves as a comprehensive resource for educators seeking to equip and support researchers and research communities with the knowledge, skills, and attitudes necessary to conduct research ethically and with integrity. By fostering critical reflection, ethical decision-making, and responsible behaviour, educators play a critical role in training the next generation of researchers who are committed to the highest ethical standards in their work.
The BEYOND Trainer Guide provides a research-based overview of state-of-the art in teaching research ethics and integrity. According to the extant knowledge base, case-based and collaborative teaching and learning activities, which make use of scaffolding techniques are the best ways to support learning in the context of research ethics and integrity.
This guide provides guidance on how to effectively design teaching activities to foster responsible conduct of research to different target groups, such as students, early career researchers, experienced researchers and supervisors. It draws on prior research on teaching and learning research ethics and integrity and makes use of the vast training resources produced through selected EU-funded projects targeting ethics and integrity. It is a comprehensive resource equipped to empower trainers in delivering impactful training sessions. Trainers can adapt and personalise it based on their specific audience, training context, and personal style. But its core purpose remains clear: to equip trainers with the knowledge, strategies, and resources needed to deliver engaging, informative, and ultimately impactful training sessions. by bringing together research-based knowledge about research ethics and integrity teaching and learning, trainings produced in several EU-funded projects, and templates and activities for adapting materials to various target groups.
The Trainer Guide can be also found here: https://zenodo.org/records/17222961 +
The BEYOND Trainer Guide serves as a comprehensive resource for educators seeking to equip and support researchers and research communities with the knowledge, skills, and attitudes necessary to conduct research ethically and with integrity. By fostering critical reflection, ethical decision-making, and responsible behaviour, educators play a critical role in training the next generation of researchers who are committed to the highest ethical standards in their work.
The BEYOND Trainer Guide provides a research-based overview of state-of-the art in teaching research ethics and integrity. According to the extant knowledge base, case-based and collaborative teaching and learning activities, which make use of scaffolding techniques are the best ways to support learning in the context of research ethics and integrity.
This guide provides guidance on how to effectively design teaching activities to foster responsible conduct of research to different target groups, such as students, early career researchers, experienced researchers and supervisors. It draws on prior research on teaching and learning research ethics and integrity and makes use of the vast training resources produced through selected EU-funded projects targeting ethics and integrity. It is a comprehensive resource equipped to empower trainers in delivering impactful training sessions. Trainers can adapt and personalize it based on their specific audience, training context, and personal style. But its core purpose remains clear: to equip trainers with the knowledge, strategies, and resources needed to deliver engaging, informative, and ultimately impactful training sessions. by bringing together research-based knowledge about research ethics and integrity teaching and learning, trainings produced in several EU-funded projects, and templates and activities for adapting materials to various target groups.
The Trainer Guide can be also found here: https://zenodo.org/records/17222961 +
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training +
We may start with a simple question: why measure research ethics and integrity (REI) training effectiveness? To teachers this may sound like a strange question as this is one of the main things teachers need to do – making a conclusion if the learners are learning, improving, developing. Watts et al. (2017) also highlight that occasionally various authorities require evidence of people improving their knowledge and skills as a result of a training.
Measuring the effectiveness of training is like conducting research – there should be a guiding question (e.g. What do participants learn, and how is that related to what they are meant to learn through the training? How do learning activities encourage engagement and learning?), then there should be a tool to collect information and a means to analyse the information. Finally, results should be interpreted, and one can make a conclusion about whether the training achieves its aims.
The BEYOND Measurement toolbox introduced in this module gives an overview of large-scale as well as small-scale feasible measurement instruments on short, medium and long-term training effects adapted to the needs of a variety of target groups and different fields/domains. We understand the measurement of training effect through the learning achieved and displayed as a result of participation in training. This means that the learning is always relative to the goals of the training. The examples of how to understand the learning taking place in REI training may be good for certain types of training and contexts, whereas in others they may not be feasible. Because training, its learning objectives and the pedagogical approaches vary, we have aimed to present a broad array of measurements and other means of evaluating the learning that takes place.
Tools include a variety of examples ranging from self-evaluation instruments to pre-post-texts, to physiological markers to the use of authentic learning activities, from individual measurement to group learning, from micro to macro level. We have not restricted this exploration and analysis to include strictly means of measurement in a quantitative sense of the word but have also included qualitative indicators of the worth or success of training.
A distinguished plant researcher has had several of his publications retracted and many more corrected following investigation for a number of alleged misconduct issues (e.g. using figures from student without prior consent, duplication, errors, data manipulation). +
Irecs Research Ethics in a Global Environment Audio-Step3 +
Irecs Research Ethics in a Global Environment Audio-Step8 +
Irecs Research Ethics in a Global Environment Feedback Accordion-Step2 +
Irecs Research Ethics in a Global Environment Video-Step3 +
Irecs Research Ethics in a Global Environment Video Tr-Step7 +
Irecs Research Ethics in a Global Environment Video-Step1 +
Irecs Research Ethics in a Global Environment Video-Step3 +
