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Uyarlanmış ikilem oyunu + (Bu alıştırma hem büyük gruplar içerisinde … Bu alıştırma hem büyük gruplar içerisinde hem de birkaç küçük grup ile kullanılmaya uygundur. Eğer eğitim esnasında daha çok ''fikir yürütme/ yorumlama'' süreçleri üzerine eğilmek istiyorsanız oyunu küçük gruplarla oynamayı tercih edin. Ancak öncelikli hedefiniz katılımcılarda ''farkındalık yaratmaksa'' daha büyük gruplarla çalışın. Lütfen eğitim gerçekleşmeden önce bu konudaki kararınızı vermiş olun (daha fazla bilgi için '''Pratik İpuçları''' bölümüne bakınız).n '''Pratik İpuçları''' bölümüne bakınız).)
Orta Yol + (Bu alıştırmada kişisel deneyimler ve ahlak … Bu alıştırmada kişisel deneyimler ve ahlaki belirsizlik üzerine fikir yürütmeyi teşvik edeceksiniz. Bu nedenle katılımcılarınızın kendi deneyim ve fikirlerini güvenle paylaşabilecekleri bir öğrenme ortamı yaratmanız önemlidir.Alıştırmayı yönetirken katılımcılarınızın hassas noktalarını korumaya çalışın ve katılımcıları başkalarının görüşlerine saygı duymaya teşvik edin.Bunun yanı sıra, oturumdan önce katılımcılarınıza, alıştırma esnasında paylaşılan bilgilerin siz ve oturumdaki diğer katılımcılarca gizli tutulacağına ilişkin bir gizlilik beyanı imzalatmanızı tavsiye ederiz.lilik beyanı imzalatmanızı tavsiye ederiz.)
Erdemler ve Normlar + (Bu aşamada gizlilik ilkesi üzerinde durulm … Bu aşamada gizlilik ilkesi üzerinde durulması önem arz etmektedir. Oturum esnasında gerçek hayatta karşılaşılmış bir ikilem inceleneceğinden katılımcıların oturumda paylaşılan bilgiyi kesinlikle gizli tutmaları gerekmektedir. Katılımcılara, alıştırma esnasında paylaşılan bilgilerin gizli kalacağı ve eğitimden sonra imha edileceğine ilişkin bir gizlilik beyanı dağıtmanız ve imzalatmanız şiddetle tavsiye edilir.z ve imzalatmanız şiddetle tavsiye edilir.)
Erdemler ve Normlar + (Bu aşamada katılımcılardan, kendilerini va … Bu aşamada katılımcılardan, kendilerini vaka sunucusunun yerine koymalarını ve durumu daha iyi anlayabilmeleri için vakadaki hangi noktaların netleştirilmesi gerektiği üzerine düşünmelerini isteyin. Katılımcıların kendilerini vaka sunucusunun yerine koymalarını sağlayacak tüm sorular bu noktada sorulmalıdır.yacak tüm sorular bu noktada sorulmalıdır.)
Eğitimi organize etme + (Bu eğitim programı, bir bütün olarak, eğitmenlerin ciddi manada özveri göstermesini gerektirdiğinden eğitimi organize etme ve yönetme işini bir meslektaşınızla birlikte gerçekleştirmeniz şiddetle tavsiye edilir (özellikle yüz yüze oturumlar için).)
VIRT2UE Train-the-Trainer program + (Can you be too honest? This exercise helps … Can you be too honest? This exercise helps to develop moral sensitivity with respect to basic virtues related to Research Integrity (RI). In particular it fosters reflection on the inherent moral ambiguity of specific virtues and how this ambiguity looks like in concrete research practice.[[File: MPE.png|link=https://www.youtube.com/watch?v=sjov1WIvKvg&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5]][[File: MPE.png|link=https://www.youtube.com/watch?v=sjov1WIvKvg&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5]])
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training + (Challenges in assessing training effective … Challenges in assessing training effectiveness are that results are limited through extensive missing data, heterogeneity of trainings and evaluation tools, short interventions not allowing sufficient time to induce change or development, and small sample sizes. As the goals of trainings differ, different tests are used to measure those goals, making comparisons difficult. In addition, measurements take a lot of time and labour to assess and analyse, especially if the data are qualitative and learners receive feedback on their learning and development.eedback on their learning and development.)
Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia + (Chambers, J. M., & Hille Ris Lambers, … Chambers, J. M., & Hille Ris Lambers, R. (Eds.). (2020). 71 visions on our role in social-environmental transformative change. Wageningen University & Research.Morris, B. S., Chrysochou, P., Christensen, J. D., Orquin, J. L., Barraza, J., Zak, P. J., & Mitkidis, P. (2019). Stories vs. facts: Triggering emotion and action-taking on climate change. Climatic Change, 154, 19–36. '"`UNIQ--nowiki-0000003A-QINU`"'Westerink, J., et al. (2026). Transformative pathways for social networks to navigate towards a nature-positive society: Collaborate, challenge, and disrupt. Current Opinion in Environmental Sustainability, 79, 101617. https://doi.org/10.1016/j.cosust.2026.101617, 101617. https://doi.org/10.1016/j.cosust.2026.101617)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Changes to the process of seeking informed … Changes to the process of seeking informed consent must not be allowed to compromise potential participants’ understanding of a research project. This includes ensuring that research participants do not mistake research for treatment (‘therapeutic misconception’), especially when healthcare staff rather than researchers seek consentstaff rather than researchers seek consent)
Rights of Citizen Scientists + (Citizen and participatory science form a c … Citizen and participatory science form a critical component of the broader open science framework, which seeks to make the scientific process more transparent and collaborative. UNESCO recognizes the value of involving citizens in scientific research, not only to advance scientific knowledge but also to enhance public engagement with science (UNESCO, 2021).Citizen and participatory science form a critical component of the broader open science framework, which seeks to make the scientific process more transparent and collaborative. UNESCO recognizes the value of involving citizens in scientific research, not only to advance scientific knowledge but also to enhance public engagement with science (UNESCO, 2021). Collaboration, participation, and inclusion are crucial for achieving several broader open science goals (data, collection, science literacy, dissemination of research results, implementation of evidence-based policies etc.). Nonetheless, this involvement presents challenges, such as reconciling the activism of citizen science with the discovery-oriented and objective nature of academic research (Rasmussen & Cooper, 2019) or blurring of the researchers/research subject roles in research that have largely been kept separate in traditional research ethics guidance (Resnik, 2019). Issues of potential conflicts of interest may arise when citizen scientists are motivated by personal or group interests. Addressing these challenges requires transparency about research goals, openness regarding the roles and interests of all scientists, and ethical handling of open data. The field is rapidly evolving, and many ethical considerations are still being developed and resolved.'''References'''#Rasmussen, L. M., & Cooper, C. (2019). Citizen science ethics. ''Citizen Science: Theory and Practice'', 4(1). https://doi.org/10.5334/cstp.235#Resnik, D.B. (2019). Citizen scientists as human subjects: Ethical issues. ''Citizen Science: Theory and Practice'', 4(1). https://doi.org/10.5334/cstp.150#UNESCO (2021). Recommendation on Open Science. https://doi.org/10.54677/MNMH8546on Open Science. https://doi.org/10.54677/MNMH8546)
Rights of Citizen Scientists + (Citizen science offers valuable opportunit … Citizen science offers valuable opportunities for all stakeholders involved;however, it also raises new issues regarding research ethics and integrity. Some authors have expressed concerns regarding the potential '''exploitation and instrumentalization''' of citizen scientists, where their unpaid work is utilized without proper acknowledgment of their contributions (Resnik, 2019). Therefore, '''recognizing the contributions''' of citizen scientists in all phases of research especially in scientific publications is essential to acknowledge their valuable research inputs. In some cases, citizen scientists may qualify for co-authorship if they have made substantial intellectual contributions to the research, including contributions to study design, data analysis, manuscript writing, and agreement to be accountable for all aspects of the research ([https://bit.ly/N7uoq3 ICMJE]). While traditional academic authorship criteria may not always directly apply to citizen scientists, there are various other ways to appropriately recognize their involvement. Citizen scientists who have contributed to the research but whose contributions do not justify authorship may be acknowledged as contributors, with their roles and specific tasks described in a contributorship statement or acknowledgments. Open and transparent communication with citizen scientists throughout the research process, involving them in discussions about authorship and recognition, is crucial for building trust and ensuring that everyone involved feels appropriately acknowledged for their contributions.Additionally, issues of '''data quality and ownership''' have been raised in the context of citizen science, as citizen scientists are often not specifically trained in research ethics and methodologies. The quality of data collected by citizen scientists can be ensured through various methods. Researchers can provide appropriate training to citizen scientists on data collection techniques and emphasize the importance of maintaining good research records. It is also crucial to ensure that the technological solutions chosen for citizen science projects are comprehensible and user-friendly, which can help minimize errors or misunderstandings during data collection and improve the overall quality of the collected data. Moreover, facilitating discussions between professional researchers and citizen scientists on questions of data ownership and future data accessibility is important to establish clear agreements on how the data will be used, shared, and accessed.Citizen scientists should also be provided with information regarding research integrity to ensure ethical conduct. This includes informing them about potential financial and non-financial '''conflicts of interest''', such as relationships with organizations sponsoring research or personal interests (Resnik, 2019). Openly discussing the expectations and motivations of citizen scientists within the research team can help foster transparency and compliance with research ethics principles.To provide a framework for conducting citizen science projects the European Citizen Science Association (ECSA) has developed the 10 principles of citizen science. Before moving to the next step, please, read: [http://doi.org/10.17605/OSF.IO/XPR2N ECSA (European Citizen Science Association). (2015). Ten Principles of Citizen Science]'''References'''#ICMJE. [https://bit.ly/N7uoq3 Defining the role of authors and contributors.]#Resnik, D.B. (2019). Citizen scientists as human subjects: Ethical issues. ''Citizen Science: Theory and Practice'', 4(1). https://doi.org/10.5334/cstp.150#The Embassy of Good Science: “[https://embassy.science/wiki-wiki/index.php/Theme:Cbe88760-7f0e-4d6d-952b-b724bb0f375e Authorship criteria]”p/Theme:Cbe88760-7f0e-4d6d-952b-b724bb0f375e Authorship criteria]”)
Quality of research outputs and data sets + (Citizen science projects collect and share … Citizen science projects collect and share diverse types of data. As pointed out by Balázs et al.: "Some projects are solely quantitative data projects, while others are solely qualitative. Mixed-method citizen science projects also exist which include both quantitative and qualitative data collection, generation, and manipulation." (Balázs et al., 2021) Due to this variety of data and other reasons, data quality in citizen science encounters various challenges that can impact the reliability and usability of the collected information. For example, analysis of the data collected by iNaturalist project revealed that the data suffers from various kinds of biases, for example, towards certain taxa (such as birds, plants, and mammals). Also, there is some evidence of spatial sampling bias. For example, about 58% of all threatened species observations in iNaturalist come from the U.S., Canada, Mexico, Russia and New Zealand (Soroye et al., 2022).Balázs et al. point out the two main aspects of data quality in citizen science - reliability and validity. Reliability refers to the stability and consistency of data over time. In the context of citizen science, reliable data means that results can be replicated consistently. (Balázs et al., 2021) For example, in a project tracking water quality in a river, if different citizen scientists using the same measurement tools consistently report similar results for the same water samples, the data is deemed reliable. Validity in data refers to the extent to which the data accurately represents what it is supposed to measure or describe. For example, in a citizen science project on weather monitoring, if citizen scientists consistently report all relevant weather parameters (temperature, humidity, precipitation), the data is valid as it provides a comprehensive view of weather conditions.Data contextualization refers to the practice of providing essential context and information surrounding a dataset, enabling a better understanding of how the data was generated, its purpose, and its quality. It includes metadata, attribution, and curation details to situate the data within its broader context. (Balázs et al., 2021) For example, in a climate monitoring citizen science project, metadata could include details about the creation of data set, contributors, methodology, instruments used, calibration procedures, and the temporal and spatial resolution of data. Metadata enhances the understanding and usability of the data.''Four aspects of data accuracy in citizen science''. Balázs B. et al. https://doi.org/10.1007/978-3-030-58278-4_8, [https://creativecommons.org/licenses/by/4.0/ CC BY 4.0]'''References'''#Balázs, B., Mooney, P., Nováková, E., Bastin, L., Jokar Arsanjani, J. (2021). Data Quality in Citizen Science. In: ''The Science of Citizen Science''. Springer https://doi.org/10.1007/978-3-030-58278-4_8#Soroye, P. et al. (2022). The risks and rewards of community science for threatened species monitoring. ''Conservation Science and Practice'', 4(9), e12788. https://doi.org/10.1111/csp2.12788e12788. https://doi.org/10.1111/csp2.12788)
Risks to the environment, animals, plants, and ecosystems + (Citizen scientists play an increasingly si … Citizen scientists play an increasingly significant role in knowledge production and there are many scientific projects to which their contribution is vitally important. For example, monitoring threatened species requires collecting vast amounts of data and correspondingly significant financial investment. To accomplish this task cost-effectively, scientists increasingly rely on data, collected by citizen scientists via projects like iNaturalist. However, although extremely valuable, this practice presents some risks for the environment and ecosystems.'''References'''#[https://www.inaturalist.org/ https://www.inaturalist.org]turalist.org/ https://www.inaturalist.org])
‘And the band played on’ movie fragment no. 3 + (Close the exercise with underlining the importance of good communication in dealing with research integrity issues and dilemma’s. Continue with the next fragment or next part of the workshop.)
Measurement tools for collecting learning outputs: medium term effects + (Collaboration has proven to be a crucial e … Collaboration has proven to be a crucial element in REI education (cf. Tammeleht et al., 2019). This means that when integrating group activities in training sessions, group dynamics and active participation may indicate how learners develop.CoTrack monitors group dynamics and turn-taking of participants during group-work (Chejara et al., 2021). CoTrack has previously been used in REI training context (see Tammeleht et al., 2022). We piloted it also with WP3 to monitor group dynamics during a discussion game on ethics (see figure 6). The application provides information about group dynamics: how active participants are during group discussions and how their interaction is directed. This MMLA tool does not provide information about the degree to which training content has been learned, but if the learning objectives include engagement in dialogue (like for example the Debate and Dialogue exercise developed in the Virt2UE project) (Stolper & Inguaggiato, n.d.), then this tool can be used to capture the learning process (Kirkpatrick’s level 2). [[File:Img24.png|left|frameless|150x150px]]Figure 6. Piloting results with CoTrack (with 4 participants). (from Parder et al., 2024)This tool is suitable for use in training with various target groups with a limited number of participants.CoTrack application: https://www.cotrack.website/en/k application: https://www.cotrack.website/en/)
Teaching methods for strengthening research ethics and integrity + (Collaborative learning is a pedagogical ap … 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 interaction is a central component of collaborative learning that allows learners to learn from each other's experiences, perspectives, and insights. By participating in discussions, debates, and collaborative projects with their peers, learners learn about various viewpoints, cultural perspectives, and disciplinary approaches to research ethics and integrity. Peer interaction also fosters collaboration, communication skills and teamwork, which are essential for addressing ethical challenges in research environments where collaboration and interdisciplinary cooperation are increasingly common.'"`UNIQ--ref-00000062-QINU`"''"`UNIQ--ref-00000063-QINU`"''"`UNIQ--ref-00000064-QINU`"' During collaborating trainings, a variety of teaching methods can be used. Prior research has addressed collaborative learning with the use of case-based approaches, storytelling, flipped classroom, and role play and games (e.g., [https://www.erim.eur.nl/research-integrity/training-and-education/dilemma-game/ Rotterdam dilemma game]) .'"`UNIQ--ref-00000065-QINU`"''"`UNIQ--ref-00000066-QINU`"''"`UNIQ--ref-00000067-QINU`"''"`UNIQ--ref-00000068-QINU`"' Collaborative approaches are utilised in [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]], [[Initiative:F9656f91-a514-44ff-9264-d6b3414fdddc|INTEGRITY]] and [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]].'"`UNIQ--references-00000069-QINU`"'[[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]]. '"`UNIQ--references-00000069-QINU`"')
Teaching methods for strengthening research ethics and integrity + (Collaborative learning is a pedagogical ap … 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 interaction is a central component of collaborative learning that allows learners to learn from each other's experiences, perspectives, and insights. By participating in discussions, debates, and collaborative projects with their peers, learners learn about various viewpoints, cultural perspectives, and disciplinary approaches to research ethics and integrity. Peer interaction also fosters collaboration, communication skills and teamwork, which are essential for addressing ethical challenges in research environments where collaboration and interdisciplinary cooperation are increasingly common.'"`UNIQ--ref-00000094-QINU`"''"`UNIQ--ref-00000095-QINU`"''"`UNIQ--ref-00000096-QINU`"' During collaborating trainings, a variety of teaching methods can be used. Prior research has addressed collaborative learning with the use of case-based approaches, storytelling, flipped classroom, and role play and games (e.g., [https://www.erim.eur.nl/research-integrity/training-and-education/dilemma-game/ Rotterdam dilemma game]) .'"`UNIQ--ref-00000097-QINU`"''"`UNIQ--ref-00000098-QINU`"''"`UNIQ--ref-00000099-QINU`"''"`UNIQ--ref-0000009A-QINU`"' Collaborative approaches are utilised in [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]], [[Initiative:F9656f91-a514-44ff-9264-d6b3414fdddc|INTEGRITY]] and [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]].'"`UNIQ--references-0000009B-QINU`"'[[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]]. '"`UNIQ--references-0000009B-QINU`"')
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (Collect the sheets in due time and familia … Collect the sheets in due time and familiarize yourself with the responses given by participants. Participant’s input will be useful the content of the session. Prepare a Powerpoint presentation to facilitate the reflection during the session. If you made the participants watch the [https://www.youtube.com/watch?v=E9SO9HIYTnc video on the typologies of goodness], here is a [https://www.dropbox.com/s/a30do4g82u2a4fb/SDA%20Sample%20ppt%20on%20Goodness%20simplified%20version%20%281%29.pptx?dl=0 sample powerpoint] you can use. If you did not make the participants watch the video, you may [https://www.dropbox.com/s/xwiv7e0hggu3h9c/SDA%20Sample%20ppt%20on%20Goodness%20extended%20version.pptx?dl=0 use this powerpoint]. Revise the presentation as needed.point]. Revise the presentation as needed.)
05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity + (Communicate my Early View and associated reasons to the rest of the committee)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Community researchers are part of the research team and should be treated and respected as researchers, including during pandemic)
Conflicts of interest in citizen science + (Conflict of interest can happen in a varie … Conflict of interest can happen in a variety of human activities, but in some areas such as science and research, it is especially important, because it erodes objectivity – one of the central virtues of scientific research. A recent review revealed that industry-sponsored studies are more often in favour of the sponsors’ products compared with studies with other sources of funding (Lundh et al., 2017). Because of the effect it can potentially have on research, scientific journals require a separate declaration of conflict of interest when submitting scientific articles. The issue of conflict of interest is especially relevant in the context of citizen science due to the nature of some of its projects. Namely, some citizen science projects are citizen-initiated and therefore the investigators might have an inherent conflict of interest which in turn might prevent them from seeing their study in a more objective light.'''References'''#Lundh, A., Lexchin, J., Mintzes, B., Schroll, J. B., & Bero, L. (2017). Industry sponsorship and research outcome. ''Cochrane Database of Systematic Reviews'', 2. https://doi.org/10.1002/14651858.MR000033.pub3https://doi.org/10.1002/14651858.MR000033.pub3)
‘And the band played on’ movie fragment no. 3 + (Continue the conversation between the two groups and ask them to try to make it a dialogue instead of debate. The observers get to call for a time out when they feel the dialogue shifts to a debate.)
Technology and sustainability + (Convention on Biological Diversity, [https … Convention on Biological Diversity, [https://www.cbd.int/article/greening-tech-for-people-and-planet Greening Tech for People and Planet], 1 June 2021.Xavier Harding, [https://www.mozillafoundation.org/en/blog/ai-internet-carbon-footprint/ The Internet's Invisible Carbon Footprint], Mozilla Foundation, 3 Aug 2023.United Nations, thoughtworks, [https://www.thoughtworks.com/content/dam/thoughtworks/documents/e-book/tw_ebook_responsible_tech_playbook_united_nations.pdf Responsible Technology Playbook. Tools for the United Nations], 2023.book. Tools for the United Nations], 2023.)
Applying ecofeminist ethics to research practice + (Cortés Valderrama, G., Peláez Cardona, V., … Cortés Valderrama, G., Peláez Cardona, V., Mirembe, A., Ndoye, F., Victoria Bojacá, M., and Ernestine Leikeki, S. (2022) Transformative Pathways: Climate and Gender-Just Alternatives to Intersecting Crises. Women Engage for a Common Future [Online] [https://www.wecf.org/wp-content/uploads/2022/10/WECF_libro_Transformative_Pathways_221018_compressed.pdf Available here.]Decolonialidad Europa (2013) Charter of Decolonial Research Ethics. [https://decolonialityeurope.wixsite.com/decoloniality/charter-of-decolonial-research-ethics Available here].Equinox (2021) Towards Climate Justice Rethinking the European Green Deal from a racial justice perspective. [Online] [https://www.equinox-eu.com/wp-content/uploads/2021/06/Towards-Climate-Justice-Equinox.pdf Available here].Heffernan, R., Heidegger, P., Köhler, G., Stock, A., and Wiese, K., (2022) “A Feminist European Green Deal: Towards an Ecological and Gender Just Transition” Friedrich-Ebert-Stiftung [Online [https://library.fes.de/pdf-files/iez/18990.pdf Available here].Heidegger, P., Lharaig, N., Stock, A., Wiese, K., and Heffernan, R. (eds) Why the European Green Deal needs ecofeminism: Moving from gender-blind to gender-transformative environmental policies. European Environmental Bureau [Online] [https://eeb.org/library/why-the-european-green-deal-needs-ecofeminism/ Available here].Kimberlé, C. (2016) The urgency of intersectionality. Ted Talks. [https://www.ted.com/talks/kimberle_crenshaw_the_urgency_of_intersectionality Available here].Marin, D., Cotts, F., Heidegger, Ruby Silk and Lorena Doghi, Ituen, I, Gallagher, H., Acker, W., and Schüpf, D. (2024) Bearing the brunt: Roma and traveller experiences of environmental racism in Western Europe. European Environmental Bureau [Online] [https://eeb.org/wpcontent/uploads/2024/01/roma-report-WEB-1.pdf Available here]./01/roma-report-WEB-1.pdf Available here].)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Data and scientific insights about new infectious agents should be quality controlled and shared as swiftly as possible with the scientific community and other stakeholders, without prejudice to the sharer.)

Research Ethics and Integrity: Governance and Processes + (David Shaw shares his perspective as a REC chair working in Europe.)

What is reproducibility? + (Defining reproducibility and replicability … Defining reproducibility and replicability, has been a challenge in the research community, as different interpretations and even contradicting definitions are often used. Defining these terms has proven to be challenging as their use and understanding differs between fields of research. However, the European funded iRise consortium developed a reproducibility glossary by critically reviewing existing scientific literature. The glossary provides working definitions for the use of terms reproducibility, replicability and replication, as well as related concepts.'''References'''Voelkl, B., Heyard, R., Fanelli, D., Wever, K., Held, L., Würbel, H., Zellers, S., & Maniadis, Z. (2024). Glossary of common terminology resulting from scoping reviews. https://osf.io/ewybt.ng from scoping reviews. https://osf.io/ewybt.)
Der Balanceakt + (Der Trainer wird die Übung in drei Teilen … Der Trainer wird die Übung in drei Teilen durchführen:''Teil I: Individuelle Reflexion''Erinnere dich an eine Situation (siehe “Vorbereitung”), in der du dir nicht sicher warst, was das richtige Verhalten in der Situation ist, oder in der du Bedenken bezüglich der Research Integrity hattest. Welcher Wert war in dieser Situation angegriffen? Überlege dir, welches Verhalten du in der Situation zeigen müsstest, um diesem Wert gerecht zu werden.''Teil II: Reflexion in der Kleingruppe''Wählt eine Person aus (“Sprecher:in”), die später im Plenum über den nun stattfindenden Gruppenprozess berichten wird. Nun schildert jede:r in der Kleingruppe seine Situation und hört sich die Schilderung der anderen Kleingruppenmitglieder aufmerksam an. Wählt eine Situation aus, über die ihr gemeinsam intensiv nachdenken wollt.Nach der Auswahl der Situation füllt jede:r individuell das Handout 2 aus (siehe “Praktische Tipps”).Tauscht im Anschluss eure Notizen in der Kleingruppe aus, indem ihr in einer Gruppenreflexion oder einem Gruppendialog über Unterschiede und Ähnlichkeiten in Bezug auf die ausgewählten Werte und Verhaltensweisen sprecht.''Teil III: Zusammenfassung der Arbeit in den Kleingruppen und allgemeine Erkenntnisse'' In diesem Teil werden die Diskussionsergebnisse aus den Kleingruppen berichtet,allgemeine Erkenntnisse formuliert,und die Übung evaluiert.(Eine detaillierte Beschreibung der einzelnen Schritte ist bei den Anweisungen für Trainer:innen zu finden)n Anweisungen für Trainer:innen zu finden))
Werte/Tugenden und Normen + (Der/die Trainer:in wird die Übung in 5 Tei … Der/die Trainer:in wird die Übung in 5 Teilen durchführen:''Teil I: Orientierung: Situation und Dilemma''Die ausgewählte Situation wird präsentiert und das Dilemma wird ausformuliert.''Teil II: Klärungsphase''Die Teilnehmenden haben nun Zeit, sich in die Lage der Person zu versetzen, die die Situation präsentiert hat. Dafür können sie der präsentierenden Person Fragen stellen.''Teil III: Werte/Tugenden und Normen''Im Anschluss werden Werte und Normen gesammelt, die die Teilnehmenden für die besprochen Situation als relevant erachten (siehe „Handout 2“).''Teil IV: Dialog über Unterschiede und Gemeinsamkeiten''Unter Betrachtung der eben gesammelten Werte/Tugeden und Normen aller Teilnehmenden in der Gruppe: Was fällt euch auf? Was ist bemerkenswert?''Teil V: Konklusion''Zum Abschluss werden die Eindrücke zusammengefasst und Erkenntnisse formuliert. (Eine detaillierte Beschreibung der einzelnen Schritte ist bei den Anweisungen für Trainer:innen zu finden.) Anweisungen für Trainer:innen zu finden.))
What is reproducibility? + (Designed for researchers, publishers, and … Designed for researchers, publishers, and funders, these specialised courses deliver both theoretical knowledge and practical tools to enhance reproducible research practices. Our comprehensive training program explores the core principles, methodologies, and discipline-specific challenges of research reproducibility, providing actionable strategies that participants can implement in their work. Currently, three specialised modules are available online: *Reproducibility primer for publishers *Reproducibility primer for funders*Reproducibility primer for qualitative research *Reproducibility primer for AI-driven research Additional modules covering epistemic diversity studies, tools and best practices, and more will be released soon to complete our training program. Getting started is simple: #Create a [https://openplato.eu/login/index.php free account] on the OpenPlato platform#Enrol in either the comprehensive [https://openplato.eu/course/view.php?id=543 TIER2 Reproducibility Training Course] or individual modules based on your interests#Learn at your own pace with the interactive contentyour own pace with the interactive content)
Kavramlara aşinalık kazanmak + (Değer ve norm kavramlarına aşinalık kazanmak için [https://embassy.science/wiki/Theme:B4f7b2e3-af61-4466-94dc-2504affab5a8 değerler ve normlar] sayfasını açın.)
Debatte und Dialog + (Die Durchführung der Übung durch eine:n Tr … Die Durchführung der Übung durch eine:n Trainer:in beinhaltet die folgenden Schritte:# Vorbereitung# Präsentation eines Fallbeispiels mit einem moralischen Dilemma (mit genau zwei Optionen)# Einteilung von Subgruppen (jede Subgruppe hat die Aufgabe, eine der zwei Optionen des Dilemmas zu verteidigen)# Alle Teilnehmenden führen eine Debatte # Reflexion über die Debatte mit Fokus auf den Prozess# Erklärung der Merkmale eines Dialogs# Alle Teilnehmenden führen einen Dialog# Reflexion über die Unterschiede zwischen der Debatte und dem Dialog# Reflexion über den Nutzen eines Dialogs in Gruppenprozessen/ReflexionsprozessenDie einzelnen Schritte sind im Detail bei den Anleitungen für die Trainer:innen beschrieben.itungen für die Trainer:innen beschrieben.)
Reflecting on Experiences and Practicing Exercises + (Discuss issues you (might) have encountere … Discuss issues you (might) have encountered during the exercises with other participants and reflect on your role and experience in facilitating the exercises.Make sure the specific goals of the exercises and their contribution to the overall goals of the training are clear to you. In particular reflect on the virtue-based approach to research integrity which is put forward in this training and on how to enable a virtue ethics approach in people’s ways to think about and do research. You might consider asking clarifying questions to make sure you have a good understanding of the approach and are able to use the same approach in training others. use the same approach in training others.)
Group reflection using an imaginary line: Biobanking + (Discuss the main concepts related to bioba … Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides. Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.'''Slide 1: Biobanking'''[[File:N1.png|center|frameless|400x400px]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]'''Slide 2: Sharing Of Biological Samples and Data'''[[File:N2.png|center|frameless|400x400px]]<div>Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?'' Quiz Questions(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]</div><div>'''1. What is a primary consideration when sharing biological samples between biobanks?'''</div><div>A. Biobank location B. Sample quantityC. Sample age D. Regulatory compliance</div><div>'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''A. Speed of data transfer   B. Exclusive ownership rights C. Data encryption methods D. Harmonisation of consent processes</div><div>'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''A. To economise on the costs of data sharingB. To enable the seamless integration and analysis of datasets from diverse sourcesC. To ensure that information collected follows standardised formatsD. To allow staff from different biobanks to develop good relations  </div>collected follows standardised formats D. To allow staff from different biobanks to develop good relations  </div>)
Group reflection using an imaginary line: Biobanking + (Discuss the main concepts related to bioba … Discuss the main concepts related to biobanking. To build your presentation you can use the content of the [https://classroom.eneri.eu/node/250 irecs modules,] which will provide you with videos and examples, and integrate those in a few PowerPoint slides. Below are two slides on "Biobanking" and "Sharing of Biological Samples and Data" that can serve as examples.'''Slide 1: Biobanking'''[[File:Appendix A irecs slide 1.png|center|thumb|600x600px|Example Slide 1: Biobanking]]Additional notes to slide 1: Present an overview of the definition of a biobank and the types of biobanks and samples. Below are key concepts and resources to support your presentation.*[https://classroom.eneri.eu/node/251 '''What is a biobank?'''] – To engage the audience you can invite one of the trainees to share what they think a biobank is. Explain key concepts such as ''human biobanks, biological samples, health-related data, autonomy and dignity of donors and their fundamental rights.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/251 What Is A Biobank?]*[https://classroom.eneri.eu/node/254 '''Types of biobanks and their uses'''] Explain key concepts such as ''population based, disease specific and virtual biobanks''. Resources for information about those concepts: [https://classroom.eneri.eu/node/254 Types Of Biobanks And Their Uses]*[https://classroom.eneri.eu/node/255 '''Types of biological samples'''] Explain key concepts such as: ''blood, tissues, saliva, DNA, RNA, urine, CFS, cell lines, plasma and serum and fecal samples.'' Resources for information about those concepts: [https://classroom.eneri.eu/node/255 Types Of Biological Samples]'''Slide 2: Sharing Of Biological Samples and Data''' [[File:Appendix A slide 2 irecs.png|center|thumb|600x600px|Example slide 2: Sharing of biological samples and data]]<div>Additional notes to slide 2: Background information about this topic can be found in the irecs e-module [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data]. To interact on this topic with the trainees, the quiz from the e-module can be completed in plenary. Below you will find the questions from the quiz. The quiz can be done digitally or in the lecture room, where trainees can indicate their answers by raising their hands.Before you show the right answer, you can stimulate the conversation by asking open questions: ''Can you tell me more about your choice? Or:'' ''No one answered option (A/B/C/D), could you explain why you didn’t choose that option?'' Quiz Questions(Retrieved from [https://classroom.eneri.eu/node/258 Sharing of Biological Samples & Data)]</div><div>'''1. What is a primary consideration when sharing biological samples between biobanks?''' </div><div>A. Biobank location B. Sample quantity C. Sample age D. Regulatory compliance </div><div>'''2. Why is data harmonisation important when sharing data between biobanks? Select all that apply.'''A. Speed of data transfer   B. Exclusive ownership rights C. Data encryption methods  D. Harmonisation of consent processes </div><div>'''3. What is a key ethical and legal consideration when sharing data internationally between biobanks?'''A. To economise on the costs of data sharingB. To enable the seamless integration and analysis of datasets from diverse sources C. To ensure that information collected follows standardised formats D. To allow staff from different biobanks to develop good relations  </div>nformation collected follows standardised formats D. To allow staff from different biobanks to develop good relations  </div>)
Modified Dilemma Game + (Divide participants into groups (e.g. of around 5 participants in each). Keep in mind that the game can also be played plenary if this fits the groups’ aims (please see '''Practical Tips''').)
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (Divide participants into groups of 3 to 5 … Divide participants into groups of 3 to 5 and ask them to discuss their inputs in their self-declaration sheets and to relate their inputs to virtues and research integrity . Provide trainees with the following lists of questions which they can use to stimulate reflection: 1. Share with the group your inputs in the self-declaration sheets on the types of goodness. Explain why you think your example exemplifies a certain type of goodness. Allow your group mates to ask questions.2. For each typology of goodness, discuss with your group what can happen if a type of goodness is not present.3. Are there varieties of goodness that are less relevant for research integrity?4. Are virtues necessary to achieve each typology of goodness?Give the trainees 20 to 30 minutes to discuss and to decide among themselves who should be the rapporteur.g themselves who should be the rapporteur.)
Debate and Dialogue + (Divide the group in two sub-groups and ins … Divide the group in two sub-groups and instruct each group which side of the dilemma they have to defend. There are two ways to split the group: A) participants choose a side themselves, or B) the trainer divides the group in two subgroups. Both approaches have pros and cons to consideration. With option A, the participants are more likely to believe in and strongly defend their position. With option B, the participants have to learn to defend a position which they might not agree with. If you are aware of power differences in a group e.g. supervisors and (PhD) students, it might be advisable for the moderator to divide the group. Participants assigned to a group might feel less pressure when defending their position against people more powerful than them. If there is enough space available in the room, position the two subgroups facing each other,they should literarily stand facing each other. Before starting the debate, give both groups a few minutes to discuss their arguments and strategy to convince the other group. and strategy to convince the other group.)
Münazara ve Diyalog + (Diyalog yönteminin ayırt edici özellikleri … Diyalog yönteminin ayırt edici özelliklerini ve bu yönteme uygun tutumları açıklayın (ağırdan alma, konuşmaktansa dinlemeyi tercih etme, hemen hüküm vermeme, sorular sorma,pratik ipuçları bölümüne bakınız). Odağınızı diyalog yöntemi üzerine çevirip bu yöntemin özelliklerini anlatın veya katılımcılara münazara ve diyalog arasındaki farklılıklara ilişkin tabloyu dağıtın (pratik ipuçları bölümüne bakınız).ağıtın (pratik ipuçları bölümüne bakınız).)
Münazara ve Diyalog + (Diyalog yönteminin ayırt edici özellikleri … Diyalog yönteminin ayırt edici özelliklerini ve bu yönteme uygun tutumları açıklayın (ağırdan alma, konuşmaktansa dinlemeyi tercih etme, hemen hüküm vermeme, sorular sorma, pratik ipuçları bölümüne bakınız). Odağınızı diyalog yöntemi üzerine çevirip bu yöntemin özelliklerini anlatın veya katılımcılara münazara ve diyalog arasındaki farklılıklara ilişkin tabloyu dağıtın (pratik ipuçları bölümüne bakınız).ağıtın (pratik ipuçları bölümüne bakınız).)
Münazara ve Diyalog + (Diyalog yönteminin ayırt edici özellikleri … Diyalog yönteminin ayırt edici özelliklerini ve bu yönteme uygun tutumları açıklayın (ağırdan alma, konuşmaktansa dinlemeyi tercih etme, hemen hüküm vermeme, sorular sorma, pratik ipuçları bölümüne bakınız). Odağınızı diyalog yöntemi üzerine çevirip bu yöntemin özelliklerini anlatın veya katılımcılara münazara ve diyalog arasındaki farklılıklara ilişkin tabloyu dağıtın (pratik ipuçları bölümüne bakınız).ağıtın (pratik ipuçları bölümüne bakınız).)
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Du beginnst die Übung, in dem du in einer … Du beginnst die Übung, in dem du in einer kurzen Präsentation die verschiedenen Typen des Guten vorstellst. Fokussiere dich dabei auf das Gute in der Forschung. Die Dauer und Tiefe der Diskussion hängt unter anderem davon ab, ob die Teilnehmenden zuvor das Video geschaut haben.lnehmenden zuvor das Video geschaut haben.)
Debatte und Dialog + (Du startest die Debatte, indem du beide Su … Du startest die Debatte, indem du beide Subgruppen einlädst, die andere Seite von ihrer Position zu überzeugen (z.B. „Liebe Gruppe 1, liebe Gruppe 2: Warum ist eure Position die richtige? Überzeugt die andere Seite davon. Die Debatte beginnt JETZT.“)Eingreifen in die Debatte als Moderator:in:- Im Allgemeinen solltest du als Moderator:in nicht zu sehr in die Debatte eingreifen, selbst wenn die Teilnehmer:innen lauter werden. - Du solltest die Debatte jedoch dann beenden, wenn Personen besonders emotional reagieren. In dem Fall, spreche die Person an („Ich habe den Eindruck, du bist gerade sehr ängstlich/traurig…“) und frag sie, was an der Situation dazu geführt hat, dass sie so ängstlich/traurig/.. ist. - Falls sich nur wenige Personen beteiligen, oder die Teilnehmer:innen zu höflich oder zurückhaltend agieren, kannst du als Moderator:in intervenieren und die Gruppen auffordern, sich gegenseitig von ihren Positionen zu überzeugen. Mögliche Formulierungen dafür sind bspw:o An Person aus Gruppe A: „Komm schon, denkst du wirklich, dass …?“ (dann wiederhole, was gerade von einer Person aus Gruppe B gesagt wurde)o „Und warum genau denkst du, dieses Argument sei wichtig?“u denkst du, dieses Argument sei wichtig?“)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (During pandemics, all those involved in the research cycle should strive for respectful engagement with each other in the spirit of equitable and collaborative problem-solving)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (During pandemics, researchers may experience a heightened risk of hostility and related safety and security concerns. Research ethics committees should check that risk management plans are in place)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (During pandemics, studies involving health … During pandemics, studies involving healthy volunteers in which novel compounds are administered to humans or no rescue therapy is available should only be started if space in intensive care units is assured for the needs of healthy volunteers, as well as for all patients in routine care. well as for all patients in routine care.)
VIRT2UE Videos + (During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts to explain the concept of Research Integrity. [[File: What is research integrity3.png|link=https://www.youtube.com/watch?v=CIIjtAgkfr4]])
VIRT2UE Videos + (During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts on their opinions and views on Research Integrity education [[File: Research Integrity Education3.png|link=https://www.youtube.com/watch?v=DHKhvewTNP4]])
Preparatory Viewing: Introduction to Concepts & Themes + (During the 2019 World Conference on Resear … During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts on their opinions and views on Research Integrity education. [[File: Research Integrity Education3.png|link=https://www.youtube.com/watch?v=DHKhvewTNP4&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=6]][[File: Research Integrity Education3.png|link=https://www.youtube.com/watch?v=DHKhvewTNP4&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=6]])
Preparatory Viewing: Introduction to Concepts & Themes + (During the 2019 World Conference on Resear … During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts to explain the concept of Research Integrity. [[File: What is research integrity3.png|link=https://www.youtube.com/watch?v=CIIjtAgkfr4&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=5]][[File: What is research integrity3.png|link=https://www.youtube.com/watch?v=CIIjtAgkfr4&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=5]])
Preparatory Viewing: Introduction to Concepts & Themes + (During the 2019 World Conference on Resear … During the 2019 World Conference on Research Integrity in Hong Kong, we asked experts on the importance and usefulness of Research Integrity networks.[[File: Research Integrity Networks3.png|link=https://www.youtube.com/watch?v=sCv718oBPl0&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=4]][[File: Research Integrity Networks3.png|link=https://www.youtube.com/watch?v=sCv718oBPl0&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=4]])