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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<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-GB">After completing the table above (step 2) let’s make a quick check. Please answer the questions below.</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.
According to the podcast’s guest, why does research that focuses on an “average person” fail? +
<span lang="EN-US">Now you have a brief interaction to feminist research processes! Whilst these four principles are by no means all encompassing, we hope they have provided entry points for being more reflective and transformative within research ethics.</span> +
Match the key concepts in planetary health to their descriptions. +
There are two complementary approaches through which technology can contribute to sustainability:
*Greening by Tech: using technology to enable sustainable solutions (e.g., climate monitoring, carbon tracking, energy-efficient transportation).
*Greening of Tech: making the technologies themselves — including software, cloud, and hardware — more sustainable and energy-efficient. +
Read the slides carefully. The purpose of the exercise is to familiarise participants with certain key issues in the logic and philosophy of post-growth innovation. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner. +
Read the slides carefully and reflect on how research conferences and events can be planned and conducted in an environmentally responsible way. You will explore practical strategies to reduce carbon emissions, minimize waste, and promote social and environmental sustainability while ensuring accessibility and inclusivity. You can expand the slides to full screen by clicking the button in the '''bottom-right''' corner. +
Environmental justice does not only invite us to reflect on "what" is affected by research but also "who" is affected, and who has power to shape decisions. In this activity we will engage in an exercise to '''identify''' and explore the '''stakeholders''' connected to your research. This will help you better understand who is affected by your work and in what ways. The Rainbow Diagram will be used to classify stakeholders based on their proximity and influence. The closer a stakeholder is placed to the center, the more directly they are affected by the research or have influence over it. +
In this lecture, François Jost discusses the responsibilities of professional scientists towards citizen scientists. The first segment of the lecture covers the importance of recognising citizen scientists as partners, promoting inclusivity, and providing them with training. The second segment emphasises the need for open communication and transparency, open data management, and acknowledging the contributions and application of the citizen science approach.
'''Watch the lecture and then answer the questions.'''
'''Further reading:'''
Ten Principles of Citizen Science – European Citizen Science Association (ECSA). https://www.ecsa.ngo/10-principles/
Empowering citizens through science: The role of citizen science in Europe. https://data.europa.eu/en/news-events/news/empowering-citizens-through-science-role-citizen-science-europe
Herodotou, C., Scanlon, E., & Sharples, M. (2021). Methods of Promoting Learning and Data Quality in Citizen and Community Science. Frontiers in Climate, 3. https://doi.org/10.3389/fclim.2021.614567
Eleta, I., Clavell, G. G., Righi, V., & Balestrini, M. (2019). The Promise of Participation and Decision-Making Power in Citizen Science. Citizen Science: Theory and Practice, 4(1). https://doi.org/10.5334/cstp.171 +
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Provide contact information in case of questions or if doubts arise during the practice time in between the participatory sessions.
Set a deadline and give instructions for the submission of the self-reflection forms. This should be at least one week prior to the follow up participatory session. +
The overall goal of the first session is to introduce the five exercises which represent the face-to-face/participatory part of the blended learning training and to prepare trainees to practice facilitating the exercises themselves. When planning the first session you:
a. Plan enough time per exercise (minimum 2 h).
As a trainer, you will first facilitate the exercises and let the trainees experience them. Then you will describe and explain the knowledge and competencies needed to facilitate the exercise as a trainer. Make time for pauses between the exercises for trainees to relax and reflect. Depending on the time schedule, it may also be necessary to provide food and drinks (or directions to restaurants or stores nearby).
b. Provide time to explain what trainees are expected to do in between the first and the follow up participatory sessions . You might consider providing opportunities to collectively reflect on how to plan their training practice and whether it would be necessary to adapt the exercises based on the characteristics of the group of participants they will train in their own work setting +
Get in touch with your trainer and submit your self-reflection forms. Share questions or issues you might want to address during the second face-to-face session with your trainer. For example: what facilitated your participants’ learning or what impeded it? What might be done differently in any subsequent moment of facilitation and what to keep unchanged? +
Remind participants of the overall goals of the training and ask them to reflect on the specific goals of the exercises and their contribution to the overall goals. +
Now, start a debate between both groups. Ask them to convince the other team to support their movie character (Dr. Jim Curran or Dr. Don Francis).
Stop the discussion after a couple of minutes for some reflection:
1. How did the participants feel about the conversation? What was the atmosphere like?
2. If some participants were assigned to be observers, they rst describe what they saw happening.
3. Make notes on a black- or whiteboard or flip-over about the characteristics of the discussion (e.g. competitive, interruptions, raising voices). +
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) +
The group is divide in subgroups of 3-5 participants. The groups each pick a different Variety of Goodness that they will start working on. In case there are more Varieties of Goodness than subgroups, the trainer decides together with the participants which Varieties of Goodness will be used. The difficulty of grasping the concept or the similarities between varieties may be taken into account. +
This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.
<br />[http://courses.embassy.science/research_integrity_in_your_context/story.html Open the course] +
This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails. [http://courses.embassy.science/how_virtues_are_taught/story.html Open course] +
This module explores, whether the experience of cognitive dissonance or moral distress may pose a possible necessity to translate the distress into eustress, that is, into a positive incentive to cultivate virtues. The relevance of five virtues is further explained with a hypothetical situation, in which a researcher is confronted with clear evidence that undermines the theory he/she has been working on (and building his/her academic self-concept around).
[http://courses.embassy.science/to_make_a_virtue_of_necessity/story.html Open course] +
This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.
[[File:Research Integrity in your context.png|link=http://courses.embassy.science/research_integrity_in_your_context/story.html]]
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Research%20Integrity%20in%20your%20context_SCORM.zip here] +
This module explores how virtues are taught or learned, and introduces the concept of a moral exemplar. It therefore discusses the responsibilities of a supervisor, or what a good role model/a good mentor entails.
[[File:How Virtues are Taught.jpg|link=http://courses.embassy.science/how_virtues_are_taught/story.html]]
If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/How%20virtues%20are%20taught_SCORM.zip here] +
