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Teaching methods for strengthening research ethics and integrity
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important for: Research Ethics Expert
important for: Research Integrity Officer
important for: Senior Researcher
important for: Educator / Lecturer
important for: Researcher
instruction goal: This module provides a state-of-the art overview of '''methods''' and '''approaches''' to teaching, which according to extant research, are appropriate to support learning in the context of research ethics and integrity.
involves: ENERI
involves: Integrity
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involves: VIRT2UE
main category: Category:Instruction
title: Teaching methods for strengthening research ethics and integrity
wiki page creation date: 2024-12-05T15:22:40Z
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has remarks: 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.)
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master page: Teaching methods for strengthening research ethics and integrity
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has remarks: 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.)
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is about: Effective RE/RI training benefits from active learning, reflective practices, experiential learning, and ongoing feedback.'"`UNIQ--ref-00000048-QINU`"''"`UNIQ--ref-00000049-QINU`"' '"`UNIQ--ref-0000004A-QINU`"''"`UNIQ--ref-0000004B-QINU`"''"`UNIQ--ref-0000004C-QINU`"''"`UNIQ--ref-0000004D-QINU`"' This module provides an overview of methods and approaches to teaching, which according to extant research, are the best ways to support learning in the context of research ethics and integrity. These methods and approaches are compatible with the training materials and resources produced within the selected EU-funded projects and presented in the BEYOND trainer guide. Indeed, many of the activities described in the project materials draw on a case-based approach, scaffolding and collaborative learning. To underpin the use of these methods and approaches, this guide provides an overview of why and how they support RE/RI learning, so that trainers may make their teaching choice based on research evidence. '"`UNIQ--references-0000004E-QINU`"'
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is about: Effective RE/RI training benefits from active learning, reflective practices, experiential learning, and ongoing feedback.'"`UNIQ--ref-0000007A-QINU`"''"`UNIQ--ref-0000007B-QINU`"' '"`UNIQ--ref-0000007C-QINU`"''"`UNIQ--ref-0000007D-QINU`"''"`UNIQ--ref-0000007E-QINU`"''"`UNIQ--ref-0000007F-QINU`"' This module provides an overview of methods and approaches to teaching, which according to extant research, are the best ways to support learning in the context of research ethics and integrity. These methods and approaches are compatible with the training materials and resources produced within the selected EU-funded projects and presented in the BEYOND trainer guide. Indeed, many of the activities described in the project materials draw on a case-based approach, scaffolding and collaborative learning. To underpin the use of these methods and approaches, this guide provides an overview of why and how they support RE/RI learning, so that trainers may make their teaching choice based on research evidence. '"`UNIQ--references-00000080-QINU`"'
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instruction step text: Across disciplines, case-based learning (CBL) is a well-established method that encourages higher levels of cognition by having students apply their knowledge to real-world or fictional situations (see Bloom's Taxonomy or Relational/extended abstract levels of learning in SOLO taxonomy). Learners usually '''work in groups''' on case studies, which are narratives with one or more characters and/or scenarios. The cases pose a disciplinary issue or issues, to which learners come up with remedies while working with an instructor.'"`UNIQ--ref-00000052-QINU`"''"`UNIQ--ref-00000053-QINU`"''"`UNIQ--ref-00000054-QINU`"' Case studies are an effective teaching tool that engages learners, stimulates critical thinking, and enables a deeper understanding of real-life situations. The use of case studies is a deliberate process designed to promote active engagement, critical thinking, and deeper understanding among students. Prior research (e.g., Löfström & Tammeleht, 2023 citing: Bagdasarov et al., 2012;Johnson et al., 2012;McWilliams & Nahavandi, 2006;Nonis & Swift, 2001;O'Leary & Cotter, 2000) has identified the use of cases to be beneficial in RE/RI teaching/learning.'"`UNIQ--ref-00000055-QINU`"' Understanding why and how learning occurs is essential for improving teaching, and as a result, understanding how learners learn can be accessed through an awareness of learning within the framework of research ethics and integrity.'"`UNIQ--ref-00000056-QINU`"' '''It begins with the careful selection''' of relevant case studies that align with the learning objectives of the course. These cases should not only be current and authentic but should also reflect the students' interests and experiences and provide them with a tangible connection to the course material. RE/RI case-studies can be easily found on [https://embassy.science/wiki-wiki/index.php/Main_Page the Embassy of Good Science]. '''Once a suitable case study has been selected''', the teaching process usually begins with an int…
instruction step title: Learn about the case based approach
wiki page sort key: 1

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instruction step text: Collaborative learning is a pedagogical approach that emphasises active participation, shared responsibility and mutual support among students. Collaborative learning is based on the idea that the production and internalisation of the knowledge is established by collaboration. Moreover, learning is usually best supported through social negotiation rarther than competition. Furthermore, team learning has been demonstrated to significantly enhance ethical practice. Research indicates that students primarily interpret their socialisation into academia and their field by the ethical standards and practices that they observe.'"`UNIQ--ref-0000005C-QINU`"''"`UNIQ--ref-0000005D-QINU`"''"`UNIQ--ref-0000005E-QINU`"' When teaching research ethics and integrity, collaborative learning can be particularly effective as it can promote deeper understanding, critical thinking and ethical reasoning skills. In collaborative learning environments, students are actively engaged in the learning process rather than passively receiving information. They participate in discussions, debates and hands-on activities that require them to grapple with ethical dilemmas, analyse complex issues and apply ethical principles to real-world scenarios. This active engagement promotes deeper learning and retention of ethical concepts and principles. Collaborative learning encourages students to critically evaluate information, perspectives and arguments related to research ethics and integrity. Through discussions with peers, analysing case studies and reflecting on their own ethical beliefs and values, learners develop the ability to identify ethical issues, consider alternative viewpoints and make informed decisions.'"`UNIQ--ref-0000005F-QINU`"''"`UNIQ--ref-00000060-QINU`"''"`UNIQ--ref-00000061-QINU`"' Collaborative learning environments provide opportunities for learners to challenge assumptions, explore ethical complexity and develop reasoned arguments based on evidence and ethical principles. Peer i…
instruction step title: Learn about collaborative learning
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instruction step text: Across disciplines, case-based learning (CBL) is a well-established method that encourages higher levels of cognition by having students apply their knowledge to real-world or fictional situations (see Bloom's Taxonomy or Relational/extended abstract levels of learning in SOLO taxonomy). Learners usually '''work in groups''' on case studies, which are narratives with one or more characters and/or scenarios. The cases pose a disciplinary issue or issues, to which learners come up with remedies while working with an instructor.'"`UNIQ--ref-00000084-QINU`"''"`UNIQ--ref-00000085-QINU`"''"`UNIQ--ref-00000086-QINU`"' Case studies are an effective teaching tool that engages learners, stimulates critical thinking, and enables a deeper understanding of real-life situations. The use of case studies is a deliberate process designed to promote active engagement, critical thinking, and deeper understanding among students. Prior research (e.g., Löfström & Tammeleht, 2023 citing: Bagdasarov et al., 2012;Johnson et al., 2012;McWilliams & Nahavandi, 2006;Nonis & Swift, 2001;O'Leary & Cotter, 2000) has identified the use of cases to be beneficial in RE/RI teaching/learning.'"`UNIQ--ref-00000087-QINU`"' Understanding why and how learning occurs is essential for improving teaching, and as a result, understanding how learners learn can be accessed through an awareness of learning within the framework of research ethics and integrity.'"`UNIQ--ref-00000088-QINU`"' '''It begins with the careful selection''' of relevant case studies that align with the learning objectives of the course. These cases should not only be current and authentic but should also reflect the students' interests and experiences and provide them with a tangible connection to the course material. RE/RI case-studies can be easily found on [https://embassy.science/wiki-wiki/index.php/Main_Page the Embassy of Good Science]. '''Once a suitable case study has been selected''', the teaching process usually begins with an int…
instruction step title: Learn about the case based approach
wiki page sort key: 1

http://https://embassy.science:443/wiki/Special:URIResolver/Instruction-3AEeee007a-2D14ec-2D4ffa-2Db62e-2D514aafe4bd1a-23_f49e3d2ec695a38fb0c1a9be33789340
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instruction step text: Collaborative learning is a pedagogical approach that emphasises active participation, shared responsibility and mutual support among students. Collaborative learning is based on the idea that the production and internalisation of the knowledge is established by collaboration. Moreover, learning is usually best supported through social negotiation rarther than competition. Furthermore, team learning has been demonstrated to significantly enhance ethical practice. Research indicates that students primarily interpret their socialisation into academia and their field by the ethical standards and practices that they observe.'"`UNIQ--ref-0000008E-QINU`"''"`UNIQ--ref-0000008F-QINU`"''"`UNIQ--ref-00000090-QINU`"' When teaching research ethics and integrity, collaborative learning can be particularly effective as it can promote deeper understanding, critical thinking and ethical reasoning skills. In collaborative learning environments, students are actively engaged in the learning process rather than passively receiving information. They participate in discussions, debates and hands-on activities that require them to grapple with ethical dilemmas, analyse complex issues and apply ethical principles to real-world scenarios. This active engagement promotes deeper learning and retention of ethical concepts and principles. Collaborative learning encourages students to critically evaluate information, perspectives and arguments related to research ethics and integrity. Through discussions with peers, analysing case studies and reflecting on their own ethical beliefs and values, learners develop the ability to identify ethical issues, consider alternative viewpoints and make informed decisions.'"`UNIQ--ref-00000091-QINU`"''"`UNIQ--ref-00000092-QINU`"''"`UNIQ--ref-00000093-QINU`"' Collaborative learning environments provide opportunities for learners to challenge assumptions, explore ethical complexity and develop reasoned arguments based on evidence and ethical principles. Peer i…
instruction step title: Learn about collaborative learning
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master page: Teaching methods for strengthening research ethics and integrity
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instruction step text: [https://www.structural-learning.com/post/scaffolding-in-education-a-teachers-guide Scaffolding] is a teaching technique, which involves providing tailored support to learners based on their current expertise and gradually withdrawing support as they become more proficient. This approach, researched in the context of research ethics and integrity, is used in both face-to-face and online learning environments, including problem-based and inquiry learning.'"`UNIQ--ref-000000A2-QINU`"''"`UNIQ--ref-000000A3-QINU`"''"`UNIQ--ref-000000A4-QINU`"' Conceptual scaffolding is crucial in problem-based and inquiry learning, helping learners navigate complex concepts and considering various learning styles. Teachers can adjust academic content to suit learners' abilities. Online courses benefit from personalised learning paths that can be adjusted in real-time. Scaffolding aligns with the idea of Vygotsky's zone of proximal development, that is instruction and facilitation should target the domain where the learner can function with assistance. It is unnecessary to provide scaffolding in domains which the learner already masters, or which are still beyond the learners reach. When teaching research ethics and integrity, scaffolding entails dissecting difficult ideas into smaller, more digestible chunks and supporting students as they gain knowledge. Scaffolding can be planned into the design of the course teaching/learning activities and the instructions of these, but often opportunities to incorporate scaffolding techniques present themselves ad hoc. In this case, it is important that the trainer is aware of a variety of techniques and recognises situations in which they can be beneficially used to support learning. The steps for incorporating scaffolding include: #Identifying what the learner already knows, that is, what is their current level and where is the zone of proximal development:#Setting goals, which reflect the learning objectives, for the learner in line with what wa…
instruction step title: Learn about scaffolding and feedback
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master page: Teaching methods for strengthening research ethics and integrity
wiki namespace: 7800
instruction step text: [https://www.structural-learning.com/post/scaffolding-in-education-a-teachers-guide Scaffolding] is a teaching technique, which involves providing tailored support to learners based on their current expertise and gradually withdrawing support as they become more proficient. This approach, researched in the context of research ethics and integrity, is used in both face-to-face and online learning environments, including problem-based and inquiry learning.'"`UNIQ--ref-00000070-QINU`"''"`UNIQ--ref-00000071-QINU`"''"`UNIQ--ref-00000072-QINU`"' Conceptual scaffolding is crucial in problem-based and inquiry learning, helping learners navigate complex concepts and considering various learning styles. Teachers can adjust academic content to suit learners' abilities. Online courses benefit from personalised learning paths that can be adjusted in real-time. Scaffolding aligns with the idea of Vygotsky's zone of proximal development, that is instruction and facilitation should target the domain where the learner can function with assistance. It is unnecessary to provide scaffolding in domains which the learner already masters, or which are still beyond the learners reach. When teaching research ethics and integrity, scaffolding entails dissecting difficult ideas into smaller, more digestible chunks and supporting students as they gain knowledge. Scaffolding can be planned into the design of the course teaching/learning activities and the instructions of these, but often opportunities to incorporate scaffolding techniques present themselves ad hoc. In this case, it is important that the trainer is aware of a variety of techniques and recognises situations in which they can be beneficially used to support learning. The steps for incorporating scaffolding include: #Identifying what the learner already knows, that is, what is their current level and where is the zone of proximal development #Setting goals, which reflect the learning objectives, for the learner in line with what wa…
instruction step title: Learn about scaffolding and feedback
wiki page sort key: 3

Exploring Specific Research Ethics and Integrity Topics
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A02a025d1-2Dfb65-2D40b4-2D914f-2D5efed84ee112
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Exploring Specific Research Ethics and Integrity Topics

Exploring Training Materials on Open Science
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A238dfd77-2D9a59-2D4dec-2Db498-2D3e2214ddc1fe
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wiki page content language: en
wiki page sort key: Exploring Training Materials on Open Science

Exploring Training Materials on the Responsible Use of AI
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A55649946-2Df15f-2D4c94-2D89e1-2Db79dff231c0e
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wiki page content language: en
wiki page sort key: Exploring Training Materials on the Responsible Use of AI

Introducing Research Ethics and Integrity
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A30f33e85-2D09ed-2D4ea7-2D9ac2-2D7fb26d27ae55
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wiki page sort key: Introducing Research Ethics and Integrity

Introduction to the BEYOND Trainer Guide
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A1c5bdda7-2D6444-2D497b-2Daaf2-2D53852a0fd8ee
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wiki page content language: en
wiki page sort key: Introduction to the BEYOND Trainer Guide

Learning about Research Ethics and Integrity Games
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page: https://embassy.science:443/wiki/Instruction-3A126b8806-2D0cc1-2D4625-2Db11b-2Df60f43ad9f6f
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wiki page content language: en
wiki page sort key: Learning about Research Ethics and Integrity Games

Learning about Supervision and Mentorship
type: Subject
page: https://embassy.science:443/wiki/Instruction-3ABcec25e1-2Dc0d9-2D4e1d-2Db5c3-2Deb9c13ae3618
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Learning about Supervision and Mentorship

Research Ethics and Integrity Games
type: Subject
page: https://embassy.science:443/wiki/Instruction-3AB07372c5-2D4564-2D4187-2D8e99-2Db51bdc9f26d5
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Research Ethics and Integrity Games

Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A204c2375-2D0867-2D4302-2D845f-2Dcdc99e3d38bc
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience

Training Initiatives for Research Ethics and Integrity
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A44eb9553-2D4c0a-2D40c9-2D9ed1-2D50b4f591e3fb
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Training Initiatives for Research Ethics and Integrity

Using Different Learning Taxonomies
type: Subject
page: https://embassy.science:443/wiki/Instruction-3A4afd5ea7-2D0308-2D4e80-2D9dfc-2D6b66daf2ac81
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Using Different Learning Taxonomies

Using Learning Cards to teach Research Ethics and Integrity
type: Subject
page: https://embassy.science:443/wiki/Instruction-3AEe61dfb7-2D737f-2D40ff-2D9568-2Daa669cd6865c
wiki namespace: 7800
wiki page content language: en
wiki page sort key: Using Learning Cards to teach Research Ethics and Integrity

Related To Object
type: ObjectProperty
page: https://embassy.science:443/wiki/Property-3ARelated_To_Object
wiki namespace: 102
wiki page content language: en
wiki page sort key: Related To Object

Related Instructions
type: ObjectProperty
page: https://embassy.science:443/wiki/Property-3ARelated_To_Instruction
wiki namespace: 102
wiki page content language: en
wiki page sort key: Related To Instruction
type: wpg