Introduction to the BEYOND Trainer Guide
This module introduces the content and '''approach''' of the BEYOND Trainer Guide and provides guidance for developing '''learning goals''' and '''evaluation''' strategies.
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This project has received funding from the European Union's Horizon Europe research and innovation programme under GA No 101094714 (University of Oslo). UK participants in BEYOND are supported by UKRI grant number 10062742 (Trilateral Research) and by UKRI grant number 10067440 (Heriot-Watt University). Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union, Research Executive Agency, or UKRI. Neither the European Union nor the granting authority nor UKRI can be held responsible for them.)
Introduction to the BEYOND Trainer Guide# 5c120aed00383839b3c07e2e82bb923b
The BEYOND approach - ‘it’s not the apple, but the orchard’ - reflects the idea that integrity is upheld as a collaborative effort. This is why it is important that training also models the collaborative way. Cases have the capacity to open up discussion space for the complexities of integrity and ethics in research, again, guiding learners to think of the full complexity, not just individuals, but also other systemic levels, including meso and macro levels, that is organisation, research community, and national, international and global context. Scaffolding provides a technique acknowledging where the individual or even a team or research community is at and designing the next steps to facilitate learning and development eventually leading to better alignment with the highest ethical and integrity standards. The point of departure is that there is always room for improvement, even in the strongest of research communities and the work starts with acknowledging status quo and identifying the next goals, which are within reach, irrespective of whether we envision the learning of individuals or communities. With these approaches; case-based and collaborative learning and scaffolding we believe training is well geared towards nurturing the orchard. The BEYOND Trainer Guide goes beyond simply listing training materials; it adds value by explaining various pedagogical approaches that can be applied to enhance the use of different materials. It shows how learning taxonomies can be applied to create learning-focused training (as opposed to mere information transmission) irrespective of which materials produced in EU-funded projects that are implemented. We have structured the material according to target group, so that trainers can easily identify materials that are suitable for the target group they are training. Additionally, the content is also structured according to the type of learning activities to support those trainers who wish to work using specific activities but may hesitate whether they are suitable for a particular target group, or simply would like to know more about the activity itself. To summarise, the BEYOND approach is manifested in the Trainer Guide as: - A proposal for a research-based approach to an ‘orchard pedagogy’ - Suggestions for measuring training effect to gain an indication of the preparedness of the research community to develop a culture of integrity Facilitation for using existing RE/RI training resources by providing two alternative structures for trainers, including one, which addresses various actors in ‘the orchard’ through a career-level approach. We wish trainers and other readers, as well as learners taking part in trainings and learning activities utilising the resources referred to in the BEYOND Trainer Guide, a joyful journey through the orchard!
Introduction to the BEYOND Trainer Guide# 7ff254d01e90893d2a28aa39f3f41f77
The BEYOND approach - ‘it’s not the apple, but the orchard’ - reflects the idea that integrity is upheld as a collaborative effort. This is why it is important that training also models the collaborative way. Cases have the capacity to open up discussion space for the complexities of integrity and ethics in research, again, guiding learners to think of the full complexity, not just individuals, but also other systemic levels, including meso and macro levels, that is organisation, research community, and national, international and global context. Scaffolding provides a technique acknowledging where the individual or even a team or research community is at and designing the next steps to facilitate learning and development eventually leading to better alignment with the highest ethical and integrity standards. The point of departure is that there is always room for improvement, even in the strongest of research communities and the work starts with acknowledging status quo and identifying the next goals, which are within reach, irrespective of whether we envision the learning of individuals or communities. With these approaches; case-based and collaborative learning and scaffolding we believe training is well geared towards nurturing the orchard. The BEYOND Trainer Guide goes beyond simply listing training materials; it adds value by explaining various pedagogical approaches that can be applied to enhance the use of different materials. It shows how learning taxonomies can be applied to create learning-focused training (as opposed to mere information transmission) irrespective of which materials produced in EU-funded projects that are implemented. We have structured the material according to target group, so that trainers can easily identify materials that are suitable for the target group they are training. Additionally, the content is also structured according to the type of learning activities to support those trainers who wish to work using specific activities but may hesitate whether they are suitable for a particular target group, or simply would like to know more about the activity itself. To summarise, the BEYOND approach is manifested in the Trainer Guide as: - A proposal for a research-based approach to an ‘orchard pedagogy’ - Suggestions for measuring training effect to gain an indication of the preparedness of the research community to develop a culture of integrity Facilitation for using existing research ethics and integrity training resources by providing two alternative structures for trainers, including one, which addresses various actors in ‘the orchard’ through a career-level approach. We wish trainers and other readers, as well as learners taking part in trainings and learning activities utilising the resources referred to in the BEYOND Trainer Guide, a joyful journey through the orchard!
Teaching research ethics and research integrity is important for several key reasons including fostering skills such as critical thinking, problem-solving, and effective communication.'"`UNIQ--ref-000000B9-QINU`"''"`UNIQ--ref-000000BA-QINU`"''"`UNIQ--ref-000000BB-QINU`"' These skills are valuable not only for researchers but also for individuals in various professions and aspects of life. '"`UNIQ--references-000000BC-QINU`"'
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
Introduction to the BEYOND Trainer Guide# 86e6a2919088f2ade92f4e6a7eaefceb
Teaching research ethics and research integrity is incredibly important for several key reasons including fostering important skills such as critical thinking, problem-solving, and effective communication.'"`UNIQ--ref-000000C2-QINU`"''"`UNIQ--ref-000000C3-QINU`"''"`UNIQ--ref-000000C4-QINU`"' These skills are valuable not only for researchers but also for individuals in various professions and aspects of life. '"`UNIQ--references-000000C5-QINU`"'
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 BEYOND Trainer Guide# 463fa3f3d8be9ee054fad6ea5765d57a
Exploring Specific Research Ethics and Integrity Topics
Exploring Training Materials on Open Science
Exploring Training Materials on the Responsible Use of AI
Introducing Research Ethics and Integrity
Learning about Research Ethics and Integrity Games
Learning about Supervision and Mentorship
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience
Teaching methods for strengthening research ethics and integrity
Training Initiatives for Research Ethics and Integrity
Using Learning Cards to teach Research Ethics and Integrity