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New Tools and Services for Reproducibility + (The [https://eur04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fgithub.com%2FGESIS-Methods-Hub%2Fguidelines-for-methods%2Fblob%2Fmain%2FREADME-template.md&data=05%7C02%7Cb.leitner%40amsterdamumc.nl%7C98306bdc1d14436a474308de062e488a%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C638954993173754302%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8wKJxWZb4qfVKLG%2F%2Bgn4HWuQCxrkIvrUyENg%2FEEwiWM%3D&reserved=0 Reproducibility Checklist for Computational Social Science Research] provides a simple, structured framework to enhance the reproducibility of computational methods shared on [https://eur04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmethodshub.gesis.org%2F&data=05%7C02%7Cb.leitner%40amsterdamumc.nl%7C98306bdc1d14436a474308de062e488a%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C638954993173788095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=fZvqBgWjUcBuH%2FNJKGAl8WYPcNRsRQujUc8k%2FbPcG3Q%3D&reserved=0 Methods Hub]. Designed for minimal effort and maximum usability, the checklist helps researchers document and share their data and code in a consistent, verifiable way that fosters trust and collaboration within the social science community. This pilot contributes to more efficient, transparent, and reproducible computational social science by integrating practical usability with clear documentation standards.The [https://github.com/GESIS-Methods-Hub/guidelines-for-methods/blob/main/README-template.md checklist tempelate] is publicly available through GitHub [https://github.com/GESIS-Methods-Hub/guidelines-for-methods project repositoriy] and is accompanied by [https://github.com/GESIS-Methods-Hub/guidelines-for-methods/blob/main/guidelines.md user guidance] for researchers who want to submit a method. These resources explain how to apply the checklist in practice, both independently and in connection with [https://methodshub.gesis.org/ Methods Hub].ain how to apply the checklist in practice, both independently and in connection with [https://methodshub.gesis.org/ Methods Hub].)
M-Power Workshop + (A PhD candidate i … A PhD candidate is new to a laboratory, and they face some conflict with a peer when it comes to booking the laboratory space and equipment. This scenario is focused on how to work together collaboratively and how to handle misunderstandings.vely and how to handle misunderstandings.)
M-Power Workshop + (A PhD candidate i … A PhD candidate is new to a laboratory, and they face some conflict with a peer when it comes to booking the laboratory space and equipment. This scenario is focused on how to work together collaboratively and how to handle misunderstandings.vely and how to handle misunderstandings.)
M-Power Workshop + (A PhD candidate r … A PhD candidate realizes their supervisor may have different interests in the outcome of their scientific output due to their investments and connections. This scenario is focused on how to open up and discuss possible conflicts of interests. discuss possible conflicts of interests.)
M-Power Workshop + (A PhD candidate, … A PhD candidate, meets with their esteemed but chaotic promotor every 6 weeks, where their unpreparedness and inconsistent advice leave them feeling unsupported. This scenario is focused on handling conflicts and communication issues with a supervisor.d communication issues with a supervisor.)
M-Power Workshop + (A PhD candidate, … A PhD candidate, meets with their esteemed but chaotic promotor every 6 weeks, where their unpreparedness and inconsistent advice leave them feeling unsupported. This scenario is focused on handling conflicts and communication issues with a supervisor.d communication issues with a supervisor.)
M-Power Workshop + (A PhD candidate, … 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.h colleagues who are resilient to change.)
M-Power Workshop + (A PhD candidate, … 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.h colleagues who are resilient to change.)
Myths and rituals: Art-science, sustainable tech, and degrowth + (After you have listened to the podcast, engage in the following activity to check your understanding and confront common misconceptions while receiving instant feedback that deepens learning.)
Transformative research (part 2): Emotions & justice + (After your story, … After your story, write a short reflection addressing:*What shifts in your thinking emerged through writing it?*What implications does your story raise for how research might change?If you can, share your thoughts with a colleague or a friend.lang="EN-US">If you can, share your thoughts with a colleague or a friend.)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (Choose the cases … Choose the cases you would like to play. The groups can play either the same cases (cases can then be projected on slides) or different ones (cases can be projected by expanding the window below or printed handouts).The cases for handouts can also be found [https://zenodo.org/records/17733497 here].*Prepare the cases to be shared with the players (print them, put them on slides or other visuals to be used in the activity).*Decide whether to hold joint discussions about particular cases across groups or have each group discuss separately.<div><div><div></div></div></div>. <div><div><div></div></div></div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Discuss core ethi … Discuss core ethical concepts related to gene editing, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. For more engagement, you can ask participants to select one of the following topics and focus on it in depth: '''A) Gene editing in embryos→''' key concepts: moral status of embryos, human enhancement, risk/benefit, autonomy and beneficence. Resources:#Matching exercise on gene editing in human embryos and its associated ethical issues: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of germline gene editing: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of gene editing in human embryos: [https://classroom.eneri.eu/node/311 Gene Editing And Human Embryos]'''B) Gene editing justice and equality→''' key concepts: risk/benefits ratio, costs/benefits of gene therapy, patents gains, global considerations, medical need vs. human enhancement, socioeconomic inequalities, inclusion and stigma of people with disabilities. <div>#Introduction to gene editing and equality issues: [https://classroom.eneri.eu/node/314 Gene Editing, Justice, And Equality]#Potential benefits and risks of gene editing in terms of justice and equality: [https://classroom.eneri.eu/node/315 Gene Editing, Justice, And Equality cont.]#Benefits and financial gains of CRISPR-Cas9: [https://classroom.eneri.eu/node/316 Who Profits Financially From CRISPR-Cas9?]'''C) Gene editing, dual use and non-human use→''' key concepts: dual use, risk/benefit of gene editing, non-human gene editing, environmental impacts, food safety.<div>#Introduction to gene editing misuses and dual use: [https://classroom.eneri.eu/node/317 Gene Editing, Misuse, And Dual Use]#Environmental impacts of gene editing: [https://classroom.eneri.eu/node/318 Ethical Challenges For Non-Human Gene Editing]#Overview of the challenges related to agriculture and food safety of gene editing: [https://classroom.eneri.eu/node/319 Food Safety]#Gene editing in animals overview and some ethics issues: [https://classroom.eneri.eu/node/321 Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.]</div></div><div></div><div>'''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div>>Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.] </div></div><div></div><div> '''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Discuss core ethi … Discuss core ethical concepts related to gene editing, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. For more engagement, you can ask participants to select one of the following topics and focus on it in depth:'''A) Gene editing in embryos→''' key concepts: moral status of embryos, human enhancement, risk/benefit, autonomy and beneficence. Resources:#Matching exercise on gene editing in human embryos and its associated ethical issues: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of germline gene editing: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of gene editing in human embryos: [https://classroom.eneri.eu/node/311 Gene Editing And Human Embryos]'''B) Gene editing justice and equality→''' key concepts: risk/benefits ratio, costs/benefits of gene therapy, patents gains, global considerations, medical need vs. human enhancement, socioeconomic inequalities, inclusion and stigma of people with disabilities.<div>#Introduction to gene editing and equality issues: [https://classroom.eneri.eu/node/314 Gene Editing, Justice, And Equality]#Potential benefits and risks of gene editing in terms of justice and equality: [https://classroom.eneri.eu/node/315 Gene Editing, Justice, And Equality cont.]#Benefits and financial gains of CRISPR-Cas9: [https://classroom.eneri.eu/node/316 Who Profits Financially From CRISPR-Cas9?]'''C) Gene editing, dual use and non-human use→''' key concepts: dual use, risk/benefit of gene editing, non-human gene editing, environmental impacts, food safety.<div>#Introduction to gene editing misuses and dual use: [https://classroom.eneri.eu/node/317 Gene Editing, Misuse, And Dual Use]#Environmental impacts of gene editing: [https://classroom.eneri.eu/node/318 Ethical Challenges For Non-Human Gene Editing]#Overview of the challenges related to agriculture and food safety of gene editing: [https://classroom.eneri.eu/node/319 Food Safety]#Gene editing in animals overview and some ethics issues: [https://classroom.eneri.eu/node/321 Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.]##'''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div></div>ri.eu/node/321 Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.] # #'''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div></div>)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (Guide participant … Guide participants by going through the following steps:#''' '''Players read the case and the solutions.#Then everyone individually picks the solution that they are most likely to support (this is an individual decision and discussion at that stage should be discouraged).#When all players have made their choice, all individuals within a group should simultaneously reveal their choices to each other (easiest to do with simply raising the number of fingers corresponding to the solution). Often different solutions are chosen and realization of this peer disagreement is an important aspect of the methodology.#Each player then takes turns explaining their reasons behind their choice. Others listen without intervening, commenting or criticising.#After everyone has provided their reasons, discussion begins with the aim of finding consensus in the group. Consider whether reaching a common decision is possible. Provide reasons for your choice and explain why other solutions may not seem as good. After listening to other players’ explanations, you can choose to either stick with your initial choice, change it or provide a new solution.#When you have reached a consensus (or decided not to achieve it), move on to the next case.hen you have reached a consensus (or decided not to achieve it), move on to the next case.)
IRECS Training format (template) + (It i … It is strongly recommended to circulate the relevant [https://classroom.eneri.eu/node/377 "technology basics" e-modules] among participants prior to the training. Trainers can consult [https://www.irecs.eu/irecs-training-materials this page] to get some guidance on how to navigate the concent of the modules. Trainers should select the most pertinent modules from those developed by the project, aligning their choices with the session's specific topic.[[File:Image irecs training.png|thumb|Guidance for irecs training materials available at https://www.irecs.eu/irecs-training-materials]][[File:Image irecs training.png|thumb|Guidance for irecs training materials available at https://www.irecs.eu/irecs-training-materials]])
IRECS Training format (template) + (It i … It is strongly recommended to circulate the relevant [https://classroom.eneri.eu/node/377 "technology basics" e-modules] among participants prior to the training. Trainers can consult [https://www.irecs.eu/irecs-training-materials this page] to get some guidance on how to navigate the concent of the modules. Trainers should select the most pertinent modules from those developed by the project, aligning their choices with the session's specific topic.[[File:Tr1.png|center|frameless|300x300px]][https://www.irecs.eu/irecs-training-materials Overview of irecs Training Materials on ENERI Classroom]erview of irecs Training Materials on ENERI Classroom])
Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia + (In the two steps … In the two steps above, we have learned about the PEPE framework.*'''Pluralizing''' invites researchers to go beyond the superficial combining of different perspectives that's inattentive to power and to genuinely reflect on the question: how to attend different knowledge forms and navigate that plurality of different perspectives?*'''Empowering''' tries to address the fact that in research we often communicate dry data or facts and publish them, but we don't attend to all of the emotions and perspectives that play a critical role in how we do research and the importance of ''whose'' voice matters.*'''Politicizing''' that attends to the issue of power. We all have very different assumptions about how research might challenge power structures. And that could be more of a scholar activist perspective, but it could also be deeply collaborative.*'''Embedding''' addresses the fact that we're operating in systems that are not necessarily always supportive of what we're doing. How do we move beyond temporary experiments to lasting institutional change?;span lang="EN-US">ow do we move beyond temporary experiments to lasting institutional change?)
Transformative research (part 2): Emotions & justice + (In this episode, … In this episode, Lucy Sabin, Josephine Chambers, and Rianne Janssen engage in a conversation about transformative research and explain how this approach to research challenges the assumption that simply producing knowledge leads to societal change. Instead, this approach asks researchers to confront hidden narratives about their role, engage creatively with imagination, and recognize research as an emotional, ethical, and relational practice—not just a rational one. Through storytelling, creative expression, and reflection (e.g., the Omelas analogy), participants explore tensions between engaging societal agendas and preserving critical, imaginative independence.Listening to this podcast we learn that transformation can happen on two levels: externally in systems and policies, and internally in researchers’ values, motivations, and identities. Taking this approach and reflecting on one's own research practices can recenter humanity in research, showing that imagination, creativity, and self-awareness are vital for shaping futures.ty, and self-awareness are vital for shaping futures.)
New Tools and Services for Reproducibility + (In this pilot, [h … In this pilot, [https://schema-lab.hypatia-comp.athenarc.gr/ SCHEMA] was developed as an open-source framework, comprising SCHEMA api for programmatic execution and SCHEMA lab for a user-friendly web interface to support reproducible computational research through containerized execution, metadata capturing and experiment management. It provides a scalable environment that enables researchers to design and run reproducible computational workflows and experiments. computational workflows and experiments.)
Myths and rituals: Art-science, sustainable tech, and degrowth + (Inspired by the e … Inspired by the examples shared in the podcast, this task invites you to slow down and imagine a small ritual that embodies care for something within your research environment (e.g., water, soil, lab equipment, participants, data, community).Reflect and respond to the prompts below:="EN-US">Reflect and respond to the prompts below:)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Introduce a case. … Introduce a case. The case must be related to the concepts selected and presented during the interactive lecture. Therefore, if only one of the topics was covered, the case should be related to that topic.<div>Below, some case examples are presented. Note that justice issues appear in both cases: *'''Case related to topic A&B''': ''The ISSCR suggests that studies proposing to grow human embryos beyond two weeks should be considered on a case-by-case basis. Imagine that you are a member of a committee that has been asked to approve a study that involves gene editing of embryos that will be grown for 28 days. How would you go about this, and what sort of things might you include in your deliberations? Would you approve this study?'' (case extracted from: [https://classroom.eneri.eu/node/312 Reflection Activity])*'''Case related to topic C&B''': ''Imagine you are on an ethics committee reviewing a research proposal to produce genetically modified mosquitoes to combat malaria. This would releasing gene-edited organisms into a natural ecosystem in Sub-Saharan countries mostly. As an ethics expert, what criteria would you use to assess this proposal? How would you balance the potential health benefits with ethical concerns around environmental impact, dual-use, etc.?'' (case extracted from: [https://classroom.eneri.eu/node/387 A case of non-human gene editing]) </div><div>'''Instructions for trainer:'''<div> *Present the case (10 minutes). In case you need more information, you can retrieve it from the ENERI modules. Take into account the amount of time you have for this exercise. It is advised to project slide with the case, so participants can look at it during the group discussion.*Divide participants into subgroups (4-5 members). You can provide each group with a white board/digital board.*Provide participants with the following instructions for the subgroup discussion:'''a.''' Read the case carefully and reflect on it individually (10 minutes). Ask yourself: What is important to you, and what would you do if you were part of the REC member evaluating this research proposal? What aspects would you focus on in the ethical evaluation of that research proposal?'''b.''' In dialogue with your group mates (10 minutes) try to identify: research gains, potential risks, connection of the case to the concepts that were discussed in the interactive lecture, other key ethical tensions. '''c.''' Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)?</div></div>Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)? </div></div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Introduce a case. … Introduce a case. The case must be related to the concepts selected and presented during the interactive lecture. Therefore, if only one of the topics was covered, the case should be related to that topic.<div>Below, some case examples are presented. Note that justice issues appear in both cases:*'''Case related to topic A&B''': ''The ISSCR suggests that studies proposing to grow human embryos beyond two weeks should be considered on a case-by-case basis. Imagine that you are a member of a committee that has been asked to approve a study that involves gene editing of embryos that will be grown for 28 days. How would you go about this, and what sort of things might you include in your deliberations? Would you approve this study?'' (case extracted from: [https://classroom.eneri.eu/node/312 Reflection Activity])*'''Case related to topic C&B''': ''Imagine you are on an ethics committee reviewing a research proposal to produce genetically modified mosquitoes to combat malaria. This would releasing gene-edited organisms into a natural ecosystem in Sub-Saharan countries mostly. As an ethics expert, what criteria would you use to assess this proposal? How would you balance the potential health benefits with ethical concerns around environmental impact, dual-use, etc.?'' (case extracted from: [https://classroom.eneri.eu/node/387 A case of non-human gene editing]) </div><div>'''Instructions for trainer:'''<div>*Present the case (10 minutes). In case you need more information, you can retrieve it from the ENERI modules. Take into account the amount of time you have for this exercise. It is advised to project slide with the case, so participants can look at it during the group discussion.*Divide participants into subgroups (4-5 members). You can provide each group with a white board/digital board.*Provide participants with the following instructions for the subgroup discussion:'''a.''' Read the case carefully and reflect on it individually (10 minutes). Ask yourself: What is important to you, and what would you do if you were part of the REC member evaluating this research proposal? What aspects would you focus on in the ethical evaluation of that research proposal?'''b.''' In dialogue with your group mates (10 minutes) try to identify: research gains, potential risks, connection of the case to the concepts that were discussed in the interactive lecture, other key ethical tensions. '''c.''' Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)?</div></div>Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)? </div></div>)
Just Transition (part two): Green colonialism and energy justice + (Listen to the podcast again focussing on thefollowing fragments: [2:16–4:00], [6:28–8:23] Listen and pay attention to how Laura del Duca defines different types of justice.)
Transformative research (part 2): Emotions & justice + (Now that you have … Now that you have identified possible blind spots and challenges in your research, we invite you to use storytelling to craft an original short story. By doing so, you can reflect on hidden assumptions, neglected impacts, silenced voices, and power relations within your own research context or field. Storytelling helps us see what academic prose often hides.telling helps us see what academic prose often hides.)
Applying ecofeminist ethics to research practice + (Now you have a br … 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.nd transformative within research ethics.)

Just Transition (part two): Green colonialism and energy justice + (Open the podcast episode below.)

Communities and collaborators + (TIER2 brings a un … TIER2 brings a unique combination of skills and perspectives, consisting of eleven partners from seven countries, well spread across Europe. The partner organisations all bring a wealth of expertise and experience regarding the target communities (computer science, life science, social science), research culture reform, technical aspects of infrastructure and services, as well as expertise in social sciences and humanities, and gender aspects of R&I. ==[https://irise-project.eu/ iRise]==[[File:IRISE .png|thumb]]iRise aims to deepen understanding of reproducibility drivers, evaluate their effectiveness and provide concrete solutions to enhance scientific evidence. Their direct objectives are:- Develop working definitions and a general framework for diagnosing and addressing reproducibility problems, define costs, benefits and opportunities, and assess the utility of theoretical evidence in forecasting the success of interventions.- Perform scoping and systematic reviews to identify and evaluate existing interventions to improve reproducibility.- Explore the interface between reproducibility and research culture, and in particular considerations and mainstreaming of equity, diversity, and inclusion (EDI).- Consult and engage key stakeholder groups in prioritising practices and practical tool development for adoption to increase reproducibility.- Test efficacy and feasibility of specific interventions to increase reproducibility.==[https://osiris4r.eu/ OSIRIS]==[[File:OSIRIS .png|thumb]]Open Science to Increase Reproducibility in Science (OSIRIS) aims to facilitate the shift by systematically gathering knowledge on the underlying drivers, testing effective evidence-based solutions, identifying incentives for reproducibility by stakeholders, and embedding reproducibility in research design.holders, and embedding reproducibility in research design.)
New Tools and Services for Reproducibility + (TIER2's Decision … TIER2's Decision Aid provides clarity on the meaning, relevance, and feasibility of ‘reproducibility’ for researchers to aid them in identifying what type of reproducibility is relevant for their research and indicate what they must consider regarding how feasible such ‘reproducibility’ would be for them.such ‘reproducibility’ would be for them.)
New Tools and Services for Reproducibility + (The Reproducibili … The Reproducibility Monitoring Dashboard hosts tools that enable funding agencies to track and monitor the reusability of research artifacts across various projects, programs, topics, and disciplines. This auto-generated dashboard assesses the impacts of policies related to data and code sharing. <div># OSF link for development materials: https://osf.io/wnvtx/# Dashboard prototype for EU-funded Machine Learning projects: https://app.powerbi.com/view?r=eyJrIjoiZTc0MmU1ZTktNzAyMy00ZTk1LWFkZmYtNDVmYjU2YzdhMzZhIiwidCI6IjZhZTA3NzAyLWM1ZjctNGYzOC05Yjg3LWFjYWQ2MmE3NWQ5MyIsImMiOjl9 </div>2YzdhMzZhIiwidCI6IjZhZTA3NzAyLWM1ZjctNGYzOC05Yjg3LWFjYWQ2MmE3NWQ5MyIsImMiOjl9 </div>)
New Tools and Services for Reproducibility + (The Reproducibili … The Reproducibility Promotion Plan for Funders (RPP) has developed a policy template with recommendations for funders to foster reproducible practices both in the research they fund across three key areas of funding work: evaluation and monitoring, policy and definitions, and incentives. The RPP provides actionable recommendations and best practice examples that funders and funding institutions can adapt to meet their specific needs.All drafts of the RPP can be found on [https://osf.io/3fpbj/ OSF]. [[File:RPP4F One Pager.jpg|center|thumb]][[File:RPP4F One Pager.jpg|center|thumb]])
New Tools and Services for Reproducibility + (The [https://osf. … The [https://osf.io/pn27g Reproducibility Management Plan (RMP) Pilot] aims to create a prototype of key thematic subjects and questions that will serve as the starting point to support reproducibility at the planning stage of research. Work involves defining what an RMP is, integrating it into the ARGOS service, and testing its effectiveness with feedback from the community. The pilot addresses researchers, beneficiaries and funders for its adoption.<div>Please find the integrated ARGOS tool here: https://argos.openaire.eu/portal/. Tutorials on OpenPlato: # '''ARGOS Service for Admins''': https://openplato.eu/course/view.php?id=150 # '''ARGOS Info Pack''': https://openplato.eu/course/view.php?id=547 # '''ARGOS Service for Users''': https://openplato.eu/course/view.php?id=122 </div><div>Reports on co-creation activities: '"`UNIQ--nowiki-0000003A-QINU`"' </div>: https://openplato.eu/course/view.php?id=122 </div><div> Reports on co-creation activities: '"`UNIQ--nowiki-0000003A-QINU`"' </div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (The aim of this a … The aim of this activity is to invite participants to '''reflect''' on their '''expectations'''. This is useful both for trainers and participants. '''Trainers can pick between two possible activities:''' '''OPTION 1:''' ''Mind map activity → 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: <div>*Divide participants into subgroups.*Provide each group with a digital (or physical) board.*Ask them to brainstorm and write down the words that come to mind when they think of "gene editing."*Ask them to divide the terms into:-Topics they want to learn more about.-Topics they are already familiar with.</div>*After 6-7 minutes of discussion in sub-groups, ask all groups share their maps with the group. Together with the group select the most common unknown topics.'''OPTION 2:''' ''Learning goals with Mentimeter'' <div>*Prepare and share a Mentimeter (or similar tool) with the following question: ''after this session I expect to be able to…''*Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>) with the following question: ''after this session I expect to be able to…'' *Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (The aim of this a … The aim of this activity is to invite participants to '''reflect''' on their '''expectations'''. This is useful both for trainers and participants.'''Trainers can pick between two possible activities:''''''OPTION 1:'''''Mind map activity → 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:<div>*Divide participants into subgroups.*Provide each group with a digital (or physical) board.*Ask them to brainstorm and write down the words that come to mind when they think of "gene editing."*Ask them to divide the terms into:-Topics they want to learn more about.-Topics they are already familiar with.</div>*After 6-7 minutes of discussion in sub-groups, ask all groups share their maps with the group. Together with the group select the most common unknown topics.'''OPTION 2:'''''Learning goals with Mentimeter''<div>*Prepare and share a Mentimeter (or similar tool) with the following question: ''after this session I expect to be able to…''*Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>l) with the following question: ''after this session I expect to be able to…'' *Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>)
Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia + (The course descri … The course described in the podcast titled “''Transformative Research for Sustainability Challenges”,'' was born out of interviews with 71 researchers about how their work connects to societal transformation. What emerged was a striking tension: while many researchers had high aspirations for the societal impact of their work, their day-to-day practice often fell short of those ideals. The course supports PhD candidates to question assumptions, build solidarity, and explore new ways of doing research. As Josephine puts it: “We’re so trained into certain ways of doing research and thinking that that’s legitimate.” The course encourages participants to reflect not just on what they study, but on why they do it—prompting questions like:''What are your values? What do you think is important? How do you position yourself in the world and in your research field?''The course creates space for reflection, discomfort, and reimagining. PhD candidates are encouraged to break out of their silos, engage in creative methods, and explore their emotions. Through reflection, researchers are encouraged to reclaim ownership over their own narratives of change. At the heart of the course is the PEPE framework: Pluralizing, Empowering, Politicizing, and Embedding.Watch this video to learn more about transformative research and the PEPE framework.You can expand the window by clicking on the button on the bottom-right corner./span> You can expand the window by clicking on the button on the bottom-right corner.)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (The methodology o … The methodology of BEYOND cases is rooted in the values clarification method. It simultaneously develops discussions on ethics and values-related issues while enhancing competencies necessary for dialogic communication, including: '''1) skills for listening and responding, 2) openness, 3) empathy, and 4) mutuality orientation'''5. This particular methodology has been developed through various educational games created by the Centre for Ethics at the University of Tartu, with the first game released in 2010 for teachers. Subsequent games have been designed for medical workers, students, researchers and the general public. The training material is intended for use as active learning methods with high interactivity, such as group work and group discussions. The method combines individual activities (taking first personal responsibility via choosing one’s own solution) with group activities (discussing the case, solutions and their underlying motivations and values, and potentially reaching a consensus). The material consists of ethical dilemmas which are developed in accordance with the methodology described by Parder et al. (2024)6.*The narrative is described from the perspective of the protagonist – the protagonist must be someone that the trainees find it easy to identify with.*The characters and the basic relationships between them are described without too much detail, leaving thus room for trainees to fill the missing information with their own life experiences.*The information about the motives of the actors has been kept to a minimum to give the trainees an opportunity to draw from their experiences.*The temporal dimension of the narrative is also kept limited – in some cases background information is given, but the pre-given choices were kept within one temporal moment.*The dilemma and the pre-given solutions were balanced – the narrative was written from the neutral perspective and the pre-given solutions were morally acceptable from the perspective of at least one ethical theory.The drafting of solutions was inspired by four ethical theories: deontology, utilitarianism, care ethics and virtue ethics. It has to be noted that the solutions are not in perfect accordance with the theories as the aim of this training methodology is not to teach ethical theories to trainees, but rather to provide realistic alternative solutions to choose from.Finally, the aim of the methodology is not to teach a “right” answer to the dilemma as dilemmas often involve conflicts between two or more valuable ethical principles, but to focus on the reflection of the cases and solutions and to guide participants to carry out moral reasoning with emphasis on the skills of listening and discussing.<div>----<div>''''''[5] Kent , M. L., and Taylor, M. (2002). Toward a Dialogic Theory of Public Relations. ''Public Relations Review,'' ''28''(1), 21–37. https://doi.org/10.1016/S0363-8111(02)00108-X;Taylor, M., and Kent, M. L. (2014). Dialogic Engagement: Clarifying Foundational Concepts. ''Journal of Public Relations Research,'' ''26''(5), 384–398. https://doi.org/10.1080/1062726X.2014.956106;Yang, S.-U., Kang, M., and Cha, H. (2015). A Study on Dialogic Communication, Trust, and Distrust: Testing a Scale for Measuring Organization–Public Dialogic Communication (OPDC). ''Journal of Public Relations Research,'' ''27''(2), 175–192. https://doi.org/10.1080/1062726X.2015.1007998</div><div>[6] Parder, M. L., Tammeleht, A., Juurik, M., Paaver, T., Velbaum, K., and Harro-Loit, H. (2024). Digital Discussion Game on Values: Development, Use and Possibilities for Measuring Its Functionality. In Y. P. Cheng, M. Pedaste, E. Bardone, Y. M. Huang (eds). (2024). Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science, 14785. Springer, Cham. </div></div> Game on Values: Development, Use and Possibilities for Measuring Its Functionality. In Y. P. Cheng, M. Pedaste, E. Bardone, Y. M. Huang (eds). (2024). Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science, 14785. Springer, Cham. </div></div>)
Communities and collaborators + (The primer initia … The primer initiative from the United Kingdom Reproducibility Network was designed introduce a broad audience to important topics and aspects of open and reproducible scholarship. Each primer is a 3-to-4-page summary document which describes the open or reproducible research practice, why one might be interested in it, and how they can be applied or adopted with thorough guidance. More information on the Primers Initative can be found here: [https://www.ukrn.org/primers/ https://www.ukrn.org/primers/] .t;span lang="EN-US">https://www.ukrn.org/primers/] .)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (The purpose of th … The purpose of this training activity is to engage participants in a game to encourage discussion and promote better self-understanding and mutual understanding, while also enhancing listening and argumentation skills. The game is played in groups of 3–6 players. There can be as many groups as needed, although facilitation might require more effort with more groups. The cases focus on issues that are especially relevant for young and/or early career researchers and attempt has been made to cover topics that have emerged more recently in research ethics and integrity field (AI, researcher rehabilitation etc.).eld (AI, researcher rehabilitation etc.).)
IRECS Training format (template) + (Trainers should d … Trainers should develop specific learning goals for their session. The learning objectives for these sessions should align with those of the e-learning modules. General expected outcomes at the end of these sessions include the following:*Participants should be knowledgeable on relevant literature, developments and regulations with regards to the topic addressed*They should be able to indicate what ethical issues are pressing regarding research concerning specific technologies*They should be able to apply relevant ethical concerns on realistic cases*They should be aware how learning materials are relevant for their professional/academic context are relevant for their professional/academic context)
IRECS Training format (template) + (Trainers should d … Trainers should develop specific learning goals for their session. The learning objectives for these sessions should align with those of the e-learning modules. General expected outcomes at the end of these sessions include the following:*Participants should be knowledgeable on relevant literature, developments and regulations with regards to the topic addressed*They should be able to indicate what ethical issues are pressing regarding research concerning specific technologies*They should be able to apply relevant ethical concerns on realistic cases*They should be aware how learning materials are relevant for their professional/academic context are relevant for their professional/academic context)
Applying ecofeminist ethics to research practice + (We will begin with an interactive book on ecofeminist principles. Click through four of the ecofeminist principles for research to learn more about their background! Fill in the blanks to complete the paragraphs.)
M-Power Workshop + ( A PhD candidate … A PhD candidate realizes their supervisor may have different interests in the outcome of their scientific output due to their investments and connections. This scenario is focused on how to open up and discuss possible conflicts of interests. discuss possible conflicts of interests.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Directionality towards planetary stewardship: From disconnection to relational praxis + (After exploring the image, consider the following guided reflection prompts)
Münazara ve Diyalog + ([https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5 Diyalog ve münazara] üzerine hazırlanmış sayfayı okuyun.)
Communities and collaborators + (===Why build communities and engage stakeh … ===Why build communities and engage stakeholders?===<div>TIER2 actively engages with researchers from different research areas (social, life, and computer sciences) and two cross-disciplinary stakeholder groups (funders and publishers) to enhance reproducibility across contexts. </div><div>Through our co-creation and engagement activities, we are actively fostering communication within and across stakeholder groups creating communities of practices. Opportunities for knowledge exchange and sharing of perspectives further enhances our TIER2 community building efforts </div><div>We are emphasizing our stakeholder engagement and collaboration especially during the selection, prioritization, development, implementation, and evaluation phases of our new reproducibility-related tools and practices, designed within out eight pilot activities. Through co-creation activities, we explore opportunities for closer collaboration within and across stakeholder communities and facilitate the sharing of resources and expertise. By fostering a sense of ownership and involvement, we ensure that the new tools and practices, created within the project, are valuable and useful to the communities as well as beneficial to all parties involved. </div>===Resources to plan and conduct open and inclusive co-creation activities:===*[https://osf.io/7zpyd/files/hyf9z Types of co-creation events]*[https://osf.io/7zpyd/files/sy3za DEIA resources for virtual co-creation events][[File:TIER2 Stakeholder Communities.jpg|thumb|Infographic illustrating the stakeholder communities and the activities they are involved with within TIER2.]][[File:WCRI Co-creation Poster.jpg|thumb|Strategies for fostering research integrity through community co-creation. ]][File:WCRI Co-creation Poster.jpg|thumb|Strategies for fostering research integrity through community co-creation. ]])
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (A fair plan for access to the benefits of pandemic research should be agreed early on in any project, in collaboration with stakeholders.)
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (A few weeks before the session, get in con … A few weeks before the session, get in contact with the participants in the session and ask them to do the following: *to prepare by filling out the self-declaration sheet. You may download samples of this sheet [https://www.dropbox.com/s/ymx1d8qtznt5r7j/SDA%20sheet%20ver%201%20%281%29.docx?dl=0 HERE] and [https://www.dropbox.com/s/rw3e32aj5ed1aas/SDA%20sheet%20ver%203.docx?dl=0 HERE]. Adapt the sheets as you see fit.*If you wish to not discuss the typologies of goodness extensively during the session, make the participants watch this [https://www.youtube.com/watch?v=E9SO9HIYTnc video on the Self-Declaration Approach and the Typologies of Goodness].Set a deadline for the assignment and ask participants to send you their self-declaration sheet at least one week before the session.The self-declaration sheet allows participants to reflect on the types of goodness from their standpoint. This also provides you with content for discussion during the session.When distributing the assignments be sure to mention that participants should not forget to bring a copy (either print or electronic) of their filled-out self-declaration sheets to the session and to be ready to discuss their responses with the rest of the group. ir responses with the rest of the group. )
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (A few weeks before the session, you will b … A few weeks before the session, you will be asked by your trainer to prepare for the session. For this you will need to fill out the self-declaration sheet (which will be sent to you by your trainer) and send it to the trainer at least a week before the training session. You may download samples of the self-declaration sheets [https://www.dropbox.com/s/ymx1d8qtznt5r7j/SDA%20sheet%20ver%201%20%281%29.docx?dl=0 HERE] and [https://www.dropbox.com/s/rw3e32aj5ed1aas/SDA%20sheet%20ver%203.docx?dl=0 HERE]. The self-declaration sheet allows you to reflect on your intuitions on goodness and will be used by the trainer to include your intuitions in the discussion during the session. Watch the videos to have an impression of this VIRT2UE Train-the-Trainer program. [[File: SDA.png|link=https://www.youtube.com/watch?v=E9SO9HIYTnc]][[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]][File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]])