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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To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include:
<br />
*An overview table of tasks completed: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx
*Reflection forms detailing your experiences facilitating the participatory exercises : [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]
*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration). Please get the permission from your participants to share their details with the EC funded VIRT2UE project.
You should also include the address you would like the certificate sent to (this can be a work or home address)! +
VIRT2UE sertifikasını edinmek için bir öğrenme portföyü oluşturmanız gerekmektedir. Portföyünüz içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir:
*Tamamlanan görevlere ilişkin tablo: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx
*Alıştırmaları kolaylaştırıcı olarak yönetirken edindiğiniz deneyimleri detaylandıran yorum formları: [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]
*10 araştırmacıyı eğittiğinizi gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi)
Bunların yanı sıra sertifikanızın gönderilmesini istediğiniz adresi de yazmanız gerekmektedir (ev ya da iş adresiniz olabilir)! +
Give a short presentation of the varieties of goodness with a specific focus on goodness in research. The length and depth of presentation will depend on whether you made the participants watch the video. +
<span lang="HR">Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.</span> +
In this exercise, you will watch an video depicting a scenario between a research supervisor and a supervisee. You may choose to watch '''either''' this scenario '''or''' one of the other 3 options.
'''Your task:'''
*Watch the video and consider the questions asked at the beginning and the end.
'''Note: upon completion of this task, please advance directly to step 5''' +
Invite the case presenter to describe the case (previously selected) by focusing on why the case is experienced as morally troublesome. You and the group can help the case presenter to formulate the (two sides of) the dilemma (i.e. should I do A or B?). Yet, the case presenter determines what is the right formulation of their dilemma. In this phase try to focus on two alternative courses of action and avoid exploring third options or creative solutions. This helps to bring focus to the dialogue and encourages people not to start looking for a quick solutions or a way out of the dilemmas.
Write down the dilemma and key words describing the case on a flip-chart. +
The below video describes the difference between a debate and a dialogue. Click on the annotations to learn more throughout the video. +
Watch the interactive video below and complete the exercises! +
Watch the interactive video below and complete the exercises! +
Watch the interactive video below and complete the exercises! +
Read the slides below and complete the interactive exercises! +
Watch the interactive video below and complete the exercises! +
Read the slides and complete the exercises below! +
[https://eneri.eu/eneri-classroom/ ENERI Classroom] contains training material exploring research ethics and integrity issues focusing on academics, and research ethics and integrity experts. The research integrity advisory boards, committees handling allegations or working with research integrity policy development, research integrity officers and advisors, research integrity ombudspersons (RIOs), research ethics committees including their members and their secretariats (RECs), and experts and officers in EU-bodies are the main target groups of the training materials and curricula tool. +
'''''Target audience:''' Senior researchers and RERI experts''
The case studies developed by ENERI address themes that [https://classroom.eneri.eu/research-integrity research integrity] and [https://classroom.eneri.eu/research-ethics research ethics] experts deal with as well as [https://classroom.eneri.eu/overlapping-issues comprehensive and overlapping issues] involving both integrity and ethics related considerations. These include: good scientific practice, questionable research practices, research misconduct, responsible authorship, peer review, and whistleblowing, ethics review, the protection of human rights, the safety of clinical trials, informed consent procedures, research with participants unable to consent, and the protection of animals, data management and data protection, open data sharing, open access, transparency, fairness, reliability and credibility, and conflicts of interest. While RECs and RIOs are key actors in facilitating research ethics and integrity, there may be countries that lack infrastructure as well as training opportunities for actors in related key positions. A specific section focusing on the [https://classroom.eneri.eu/node/63 development of proper infrastructure] is also present. +
[https://eneri.eu/eneri-classroom/ ENERI Classroom] contains training material exploring research ethics and integrity issues focusing on academics, and research ethics and integrity experts. The research integrity advisory boards, committees handling allegations or working with research integrity policy development, research integrity officers and advisors, research integrity ombudspersons (RIOs), research ethics committees including their members and their secretariats (RECs), and experts and officers in EU-bodies are the main target groups of the training materials and curricula tool. +
'''''Target audience:''' Bachelor and master students, doctoral students and early career researchers.''
The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] provides [https://www.academicintegrity.eu/wp/bridge-modules-2/ training modules] and [https://www.academicintegrity.eu/wp/vignettes_interactive/ vignettes] that can be inserted into research ethics and integrity courses. +
'''''Target audience:''' doctoral students and early career researches, senior researchers and RERI experts''
The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] developed a specific [https://www.academicintegrity.eu/wp/bridge-module-for-supervisors/ module for supervisors]. +
'''''Target audience:''' doctoral students and early career researches, senior researchers and RERI experts''
The [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project] developed a specific [https://www.academicintegrity.eu/wp/bridge-module-for-supervisors/ module for supervisors]. +
The aim of this activity is to invite participants to reflect on their expectations. This is useful both for trainers and participants.
<span lang="EN-US">Trainers can pick between two possible activities:</span>
'''<span lang="EN-US">A) OPTION 1: Mind map activity</span>''' <span lang="EN-US">→ small group activity: in sub-groups participants create a mind map of their current knowledge on the topic.The following steps can support trainers in organizing this activity:</span>
<span lang="EN-US">o Divide participants into subgroups.</span>
<span lang="EN-US">o Provide each group with a digital (or physical) board.</span>
o Ask them to brainstorm and write down the words that come to mind when they think of [the topic of the session].
<span lang="EN-US">o Ask them to divide the terms into:</span>
<span lang="EN-US">- Topics they want to learn more about.</span>
<span lang="EN-US">- Topics they are already familiar with.</span>
'''<span lang="EN-US">B) </span>OPTION 2: Learning goals with Mentimeter'''
<span lang="EN-US">o Prepare and share a Mentimeter (or similar tool) with the following question: ''after this session I expect to be able to…''</span>
o Ask participants to submit two goals, project the results and discuss them with the group.<div><div><div><span name="_msocom_1"></span></div></div></div> +
