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The solo taxonomy + (ECAG was introduced by Tammeleht and colle … ECAG was introduced by Tammeleht and colleagues (2019) to help evaluate development of understanding during group-work. The number and content of tasks can be modified by the teacher. The unit of analysis can be an individual or a group. SOLO levels can be identified in written work or during oral presentations.Table 1. ECAG example (from Tammeleht, 2022). (Pam Hook has provided permission to use the images).[[File:Img5.png|center|frameless|500x500px|alt=]][[File:Img5.png|center|frameless|500x500px|alt=]])
Role play: AI in Healthcare + (Each group formulates advice and reports i … Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.erences among groups' opinions and advice.)
Role play: AI in Healthcare + (Each group formulates advice and reports i … Each group formulates advice and reports it back to the plenary session. The teacher facilitates the presentation of each group's advice and encourages the group to ask questions and reflect on similarities and differences among groups' opinions and advice.erences among groups' opinions and advice.)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (Each subgroup presents the results of the … Each subgroup presents the results of the last round to the other groups.The trainer thanks the participants for their work and the sharing of personal examples; recaps the lessons learnt and might refer to the objectives of the exercise that were presented at the start.End with evaluation.Depending on the agreements made prior to the training, the trainer might take a photo of each sheet and share these photo's with the participants so each can look back at the results.ants so each can look back at the results.)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (Each subgroup receives a flip-over sheet a … Each subgroup receives a flip-over sheet and marker. The name of Variety of Goodness is written on top of the flip-over sheet. The participants think in subgroups of the link between the Variety of Goodness and research and make notes on the flip-over sheet. The trainer encourages them to also use arrows, drawings or other symbols that help to picture their reflection on this Variety of Goodness in research . on this Variety of Goodness in research .)
Werte/Tugenden und Normen + (Eine Woche bevor die Übung durchgeführt wi … Eine Woche bevor die Übung durchgeführt wird, wirst du gebeten, über eine Situation aus deinem wissenschaftlichen Alltag nachzudenken, in der du Zweifel darüber hattest, was die „richtige“ Verhaltensweise in dieser Situation ist (siehe „Handout 1“). Während der Übung werden nicht alle Situationen der Teilnehmenden diskutiert. Je nachdem, wie die Übung durchgeführt wird, kann es sein, dass dich dein:e Trainer:in im Vorhinein kontaktiert und dir mitgeteilt wird, wenn deine Situation für die Diskussion während der Übung ausgewählt wurde.Schau dir folgendes Video an, um einen Eindruck von der Übung “Werte/Tugenden und Normen” im VIRT2UE Train-the-Trainer-Programm zu bekommen: https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2ist=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2)
Der Balanceakt + (Eine Woche bevor die Übung durchgeführt wi … Eine Woche bevor die Übung durchgeführt wird, wirst du gebeten, über eine Situation aus deinem wissenschaftlichen Alltag nachzudenken, in der du moralische Zweifel darüber hattest, was passiert ist, oder darüber, was du in der Situation hättest tun können oder sollen. Die Situation muss vor der Übung nicht schriftlich ausformuliert werden. Es muss außerdem keine dramatische Situation sein, auch gewöhnliche Situationen, in denen dir fragwürdige Forschungspraktiken aufgefallen sind, sind für diese Übung geeignet.Schau dir folgendes Video an, um einen Eindruck von der Übung “Der Balanceakt” im VIRT2UE Train-the-Trainer-Programm zu bekommen: [https://www.youtube.com/watch?v=sjov1WIvKvg&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5 VIRT2UE Train-the-Trainer program: Middle Position Exercise]ain-the-Trainer program: Middle Position Exercise])
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Einige Wochen vor dem Termin solltest du K … Einige Wochen vor dem Termin solltest du Kontakt zu den Workshop-Teilnehmenden aufnehmen und sie um Folgendes bitten:* Um möglichst gut vorbereitet zu sein, sollten sie das Selbstauskunfts-Arbeitsblatt ausfüllen. Passe die Arbeitsblätter gern so an, wie du es für richtig hältst.* Wenn ihr im Workshop die verschiedenen Arten des Guten von Forschung ausgiebig diskutieren wollt, dann teile diesen [https://www.youtube.com/watch?v=E9SO9HIYTnc Link] mit den Workshop-Teilnehmenden und bitte sie, sich das Video zum Selbstauskunfts-Ansatz und den verschiedenen Arten des Guten in der Forschung anzusehen.Lege einen Termin fest, bis zu dem dir die Workshop-Teilnehmenden die Arbeitsblätter ausgefüllt zurückschicken sollen (ca. eine Woche vor dem Workshop-Termin).Das Selbstauskunfts-Arbeitsblatt ermöglicht es den Teilnehmenden, aus ihrer Perspektive darüber nachzudenken, auf wie viele unterschiedliche Arten etwas ''gut'' sein kann. Zusätzlich entsteht dadurch eine gute inhaltliche Grundlage für die Diskussion während des Workshops. Erwähne bei der Verteilung der Vorbereitungs-Aufgaben, dass die Teilnehmenden eine (gedruckte oder digitale) Kopie ihres ausgefüllten Selbstauskunfts-Arbeitsblattes zum Workshop mitbringen sollten. Sie sollten außerdem darauf vorbereitet sein, ihre Antworten mit dem Rest der Gruppe zu teilen und zu diskutieren.t der Gruppe zu teilen und zu diskutieren.)
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Einige Wochen vor dem Termin wirst du von … Einige Wochen vor dem Termin wirst du von deinem/r Trainer:in gebeten, dich auf die Übung vorzubereiten. Dazu füllst du das Selbstauskunfts-Arbeitsblatt aus, das dir von deinem/r Trainer:in zugeschickt werden wird. Du solltest ihn spätestens eine Woche vor dem Workshop wieder an dein:e Trainer:in zurücksenden. Das Arbeitsblatt ermöglicht es dir, über deine intuitiven Gedanken zum Konzept des Guten nachzudenken. Dein:e Trainer:in wird es nutzen, um eure Gedanken zu dem Thema in die Diskussion während der Übung einzubeziehen. [[File:SDA.png|center|frameless|297x297px]]Sieh dir außerdem dieses [https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3 Video] an, um dir einen Eindruck vom VIRT2UE Train-the-Trainer-Programm zu verschaffen. Train-the-Trainer-Programm zu verschaffen. )
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity + (Employ one or more of the following tests: … Employ one or more of the following tests: *''Harm test'': does this option do less harm than alternatives?*''Publicity test'': would I want my decision published in the newspaper?*''Defensibility test'': could I defend my choice before a committee?*''Reversibility test'': would I still make my choice if I were adversely affected by it?*''Colleague test'': what are my colleagues’ responses to the options?*''Professional test'': what might my profession’s governing body or ethics committee say about my choice?*''Organization test'': what does the company’s ethics officer or legal counsel say about my choice?cs officer or legal counsel say about my choice?)
Training Initiatives for Research Ethics and Integrity + (EnTIRE is the project behind [[Main Page|The Embassy of Good Science]] … EnTIRE is the project behind [[Main Page|The Embassy of Good Science]], a Wiki based community driven platform on research ethics and integrity which provides resources such as guidelines, cases and training material for and by researchers and research stakeholders who want to support good science.eholders who want to support good science.)
Training Initiatives for Research Ethics and Integrity + (EnTIRE is the project behind [[Main Page|The Embassy of Good Science]] … EnTIRE is the project behind [[Main Page|The Embassy of Good Science]], a Wiki based community driven platform on research ethics and integrity which provides resources such as guidelines, cases and training material for and by researchers and research stakeholders who want to support good science.eholders who want to support good science.)
Reflecting on Experiences and Practicing Exercises + (Encourage trainees to express doubts and … Encourage trainees to express doubts and questions that might have arisen during the time in between the two face-to-face sessions. Address both theoretical and practical issues and invite them to reflect on how to enable a virtue ethics approach in people’s ways to think about and do research.ple’s ways to think about and do research.)
Introduction to environmental justice + (Environmental justice does not only invite … Environmental justice does not only invite us to reflect on "what" is affected by research but also "who" is affected, and who has power to shape decisions. In this activity we will engage in an exercise to '''identify''' and explore the '''stakeholders''' connected to your research. This will help you better understand who is affected by your work and in what ways. The Rainbow Diagram will be used to classify stakeholders based on their proximity and influence. The closer a stakeholder is placed to the center, the more directly they are affected by the research or have influence over it.by the research or have influence over it.)
INTEGRITY High School Research Integrity Course + (Epidemiology is the branch of medicine whi … Epidemiology is the branch of medicine which deals with the incidence, distribution, and control of diseases and other factors relating to health. The word ‘epidemiology’ is derived from Greek and literally means ‘the study of what is upon the people’. Epidemiology is widely applied to cover the description and causation of epidemic and infectious diseases such as COVID-19, but also of diseases in general including their related conditions. Thus, epidemiologists are interested in examining other areas of healthcare such as high blood pressure, mental illness, diabetes and obesity.ure, mental illness, diabetes and obesity.)
Kavramlara aşinalık kazanmak + (Erdem etiği ve erdem etiğinin araştırma doğruluğu ile olan ilişkisi üzerine okumalar yapabileceğiniz [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Araştırma doğruluyla ilişkili erdemler] sayfasını açın.)
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Erkläre den Teilnehmenden, dass die Antwor … Erkläre den Teilnehmenden, dass die Antworten auf dem Selbstauskunfts-Arbeitsblatt ausschließlich für Übungszwecke verwendet werden. Sie sollten nur solche Informationen teilen, bei denen sie sich dabei wohl fühlen, sie in der Gruppe auszusprechen und die keine Meldepflicht nach sich ziehen würden. Es wird dringend empfohlen, die Teilnehmenden eine Vertraulichkeitserklärung unterschreiben zu lassen.chkeitserklärung unterschreiben zu lassen.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Especially during pandemics, researchers who handle potentially infectious biological materials should be adequately trained and equipped to safeguard public health)
VIRT2UE Videos + (Ethical and unethical behaviors explained, in the context of research. By the VIRT2UE project for The Embassy of Good Science. [[File: Ethical decision making4.png|link=https://www.youtube.com/watch?v=HRBJxLo6k5s]])
Measurement tools for collecting learning outputs: medium term effects + (Ethical awareness can be investigated thro … Ethical awareness can be investigated through domain-specific and domain-transcending measures (see Jordan, 2007). Domain-specific measure can be used to measure awareness and knowledge of a specific field. Domain-transcending measure provides an opportunity to obtain information about more general ethical issues irrespective of the discipline. These measures can be used simultaneously or separately, and they may provide information about the outcomes of training but also perhaps about the impact on practices and behaviour (mostly Kirkpatrick’s level 2). (Löfström, 2012)A domain-specific measure contains ethical issues typical of a field and may rely on authentic examples, such as the following example, which is a fictive research proposal with multiple choice questions about ethical issues addressed in the proposal (Löfström, 2012). Such a measure is relatively easy to compose based on a fictive but realistic research proposal or other realistic academic text. The measure is suitable for use in HE context and can be adopted for various disciplines when research proposals of the filed as well as ethical issues are modified. A score can be calculated for each correct response (2 per section totalling a maximum score of 10).Instruction: Read through the following four excerpts from a research proposal. Sentences with a number following it contain an ethical issue. Please, pair the number in the parenthesis with the corresponding ethical issue in the column to the right.{| class="wikitable"|+*(Suggested responses are marked in bold here. In the questionnaire the respondent gets five options and should choose 2.)The tool is suitable for use in training for more knowledgeable learners like early-career researchers and supervisors.A domain-transcending measure contains ethical issues which are common to research irrespective of the field. Depending on when the tool is used, it can provide information about Kirkpatrick’s levels 2 and 3. Various ethical issues may have varying prevalence depending on the field. In the following example, there are ten examples of ethical/integrity issues, and the participant is asked to indicate whether or not these involve ethical issues, and then provide their own examples of when the named issue may pose ethical considerations (Löfström, 2012). Depending on the field, the examples could vary highly. Potentially, all items could pose ethical issues. A score can be provided based on participant’s recognition of the item as potentially involving ethical considerations. Furthermore, the examples provided by participants can be analysed applying the SOLO taxonomy/ECAG.This tool is most suitable for use in training for students and ECRs.Instruction: Indicate by checking the boxes whether you consider the following to be research ethical issues. If you answer: ‘Can be an ethical issue’, please provide an example of when it could be an ethical issue in the space below each item.|The goal of the proposed research is to gain a broader understanding of education and wellbeing issues and concerns of youth. To accomplish this, aim a focus group involving youth aged 9-15 is formed (1). During regular bi-monthly meetings the youths’ concerns relating to education and wellbeing will be identified and discussed. The project also aims at developing the dissemination of wellbeing-related information through web-based and printed resources and materials (2). Local development needs in the area of educational, recreational and health services for youth will be identified. Participants are encouraged to disseminate information resulting from the project. |Confidentiality *Right to withdraw Vulnerable populations Reporting of results Risk-benefit analysis|-|Research participants will be recruited at local schools, and if necessary, through the snowball technique (3). Parental permission will be sought from the youth volunteering for the focus group. Youth receiving parental permission will be included in the project. Informed consent and parental consent will be obtained in writing. The nature and purpose of the research project, its potential risks and benefits to participation will be explained to the participating adolescents and their parents or legal guardians (4). |Informed consent Right to withdraw Vulnerable populations Voluntary participation Reporting of results|-|Participants will be asked to share their experiences and thoughts about education and wellbeing-related issues and concerns with participants in the focus group and with the researchers. Participants have the right to determine what and how much information they disclose. Identifiable personal information will not be disclosed (5). Participants may discontinue at any time without penalty or inquiries about their decision (6).|Anonymity Confidentiality Informed consent Right to withdraw Vulnerable populations|-|The researchers will monitor and facilitate focus group discussions as needed. The youth participating in the focus group are encouraged to show respect for their peers and not to disclose information about the other participants outside the research project (7). Participants are informed of their obligation to report information that indicates potential risk or harm to self or others (8). |Confidentiality Right to withdraw Voluntary participation Reporting of results Risk-benefit analysis|-|Discussion sessions are taped and recorded, and transcribed verbatim, and also survey data will be collected from the participants. All data will be maintained in a secure location on campus with only project researchers having access to it (9). Data will be stored a year after project completion, after which it will be destroyed. Participants and their parents will be informed that discussions may cover sensitive areas and that participants may be provided with psychological and medical information pertaining to questions that may arise during focus group sessions. A psychologist will be available to assist participating youth who may feel discomfort due to issues raised in the project (10). |Anonymity Confidentiality Informed consent Voluntary participation Risk-benefit analysis|}[[File:Img18.png|center|frameless|600x600px]]enter|frameless|600x600px]])
Evaluating the content of learning outputs + (Ethical principles (Kitchener, 1985) can b … Ethical principles (Kitchener, 1985) can be used to evaluate the characteristics of the ethical dilemma:[[File:Img9.png|center|frameless|500x500px]]Figure 1. Ethical principles (Kitchener, 1985).In the case introduced in the section what is this about the following response may be given by the learners:Ethical issues that could emerge in this case: underage children, parental consent, procedure of getting the consent, considering the wishes of the child, organising data collection, cooperation with the (pre)school, which is more harmful for the child - being recorded (for the research purposes) or being upset about the procedure of fulfilling the parent’s demands.Ethical principles that can be at stake in this case:* respect for autonomy - in this case there is a conflict between the autonomy of the child and the autonomy of the parent - for the researchers there is no simple answer. The procedure of informing should be altered to prevent these situations from happening in the future.* doing no harm (non-maleficence) - in this case the researchers’ only chance of not harming the children whose parents had not given their consent would have been not proceeding with data collection, but in that case they would be harming the research/society/greater good.* benefiting others (beneficence) - the research is probably important to the society, but it is not right to harm anyone to benefit others.* being just (justice) - the researchers must be fair towards the children, their parents, the school, the society - if their rights get into a conflict of interest, new means of data collection must be found.* being faithful (fidelity) - researchers must respect the wishes of the parents, but also children. wishes of the parents, but also children.)
Levels of reflective thinking and ethics reflection in academic writing + (Ethics sections in doctoral dissertations … Ethics sections in doctoral dissertations can be seen as one type of display of learning of REI, especially if the final piece of writing can be compared to earlier drafts. Based on an analysis of the ethics sections of 60 PhD dissertations, Marita Cronqvist (2024) has identified topic areas and corresponding criteria (Table 1). This framework could be applied in the analysis of the content and evaluating the quality of ethical considerations displayed in the research ethics section of dissertations (Table 1).Table 1. Criteria for assessing ethics sections (Cronqvist, 2024)[[File:Img8.png|center|frameless|600x600px]]There may be guidelines present in different countries on which ethics components should be considered in the dissertations, but there seems to be no consensus on that. The topics identified by Cronqvist (2024) can be used to analyse the content and quality of the ethical considerations in dissertations, but perhaps also research articles or reports on research conduct.h articles or reports on research conduct.)
Specific Research Ethics and Integrity Considerations for Crisis Research + (Ever wondered about the ethical compass gu … Ever wondered about the ethical compass guiding scientific discovery? This video highlights the long history of teaching and learning, tracing it all the way back to Plato's Academy. While the specific subjects taught have evolved over time, the underlying ethical questions remain relevant. Ethics in research is not merely about compliance but also about moral reflection. Drawing on real-world examples, our training module aims to provide guidance and support for researchers in navigating ethical considerations.hers in navigating ethical considerations.)
Modified Dilemma Game + (Examine the Rotterdam Dilemma Game cases a … Examine the Rotterdam Dilemma Game cases and familiarize yourself with the classification criteria.'"`UNIQ--ref-00000189-QINU`"' Select the dilemmas you want to discuss. If using the Dilemma Game [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game app], start a new 'room' in group mode, creating a name for the room and specifying that it will be used for a 'lecture'. You will then be able to select the cases. Please note that cases are grouped per topic. If the training is specifically aimed at reflecting on issues such as research processes, roles of different parties or publication ethics, the trainer might pick cases which correspond to those topics. Besides, while selecting the cases, take the attributes of the trainee group into account as well. For example, if you are going to play the game with a group of PhD students, then you should pick the cases suitable for them. '"`UNIQ--references-0000018A-QINU`"'m. '"`UNIQ--references-0000018A-QINU`"')
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Existing regulatory requirements for the secondary use of personal data and biological materials must prevail during pandemics, unless an explicit exception has been enacted)

Practicing Reflection in Dialogue + (Experience the exercises as facilitated by your trainers.)

Modified Dilemma Game + (Explain how the game is played by mentioni … Explain how the game is played by mentioning the rules, the materials to be used, and steps to be followed. If using the app, the steps will include: '''Playing the game (app version)'''#Providing participants with the room code provided by the app.#Share your screen in lecture mode, introduce the first dilemma.#Invite the participants to choose one of the four alternative courses of action which best reflects how they would act in the dilemma situation.#Collect the responses via the app. When all responses have been received, display the proportions choosing a, b, c, or d in lecture mode.Emphasize that participants can ask technical questions to you any time, and let participants know how much time they will have to discuss the dilemma(s). they will have to discuss the dilemma(s).)
‘And the band played on’ movie fragment no. 3 + (Explain the difference between a debate and a dialogue. Do the participants recognise their answers in step 2 as describing a debate and their answers to step 3 as a dialogue?)
Micromodule care ethics and environmental ethics + (Extending kinship relationships to Nature … Extending kinship relationships to Nature implies extending the concept of interdependency to the environment and as a consequence the responsibilities that humans have towards the environment. This perspective, rooted in ancestral scientific foundation, based on experimentation, observation and adaptation is deeply embedded in indigenous systems around the world, including Ubuntu among the Bantu and Xhosa peoples of Africa, Lokahi for Native Hawaiians, All my relations widely used by Tribal and Indigenous nations across Turtle Island and Tendrel of Tibetan Buddhism from Tibet, the Himalayas, and South Asia: it underlines how humans hold care responsibilities toward non-human relatives (Gauthier et al 2005).This view is defined by Gauthier et al. as “Kincentric ecology”:y Gauthier et al. as “Kincentric ecology”:)
Ara dönem uygulama çalışması + (Eğitime katılanlara doldurdukları <u&gt … Eğitime katılanlara doldurdukları [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 özdüşünüm formlarını] zamanında göndermelerini hatırlatın. Formları topladıktan sonra katılımcılarınızın alıştırmaları nasıl deneyimlediğini öğrenmek için topladığınız formları analiz edin. Buna ek olarak katılımcılara ikinci oturumda tartışmak ya da uygulamak istedikleri şeyleri doğrudan sormanız da mümkündür. Bu şekilde oturum içinde uygulama kısmı için ayıracağınız zamanı belirlemek kolaylaşacaktır.ı için ayıracağınız zamanı belirlemek kolaylaşacaktır.)
Ara dönem uygulama çalışması + (Eğitime katılanlardan topladığınız formlar … Eğitime katılanlardan topladığınız formların içeriğine göre, ikinci yüz yüze oturumda tartışılacak konuların bir listesini yapabilirsiniz. Özellikle özdüşünüm formunda bulunan 3., 4. ve 5. sorular bu konuda size oldukça yardımcı olacaktır çünkü bu sorular nelerin iyi gittiği, nelerin iyi gitmediği ve nelere dikkat edilmesi gerektiği hususunda fikir vermektedir. Formlardan aldığınız bilgileri listeleyen kısa bir PowerPoint sunumu hazırlamayı da düşünebilirsiniz. Bu, oturum esnasında yapılacak tartışmaları yapılandırmak ve yönlendirmek açısından yardımcı olabilir.landırmak ve yönlendirmek açısından yardımcı olabilir.)
Sertifika + (Eğitimi alan kişiler olarak üç online modü … Eğitimi alan kişiler olarak üç online modülü tamamlamanız ve alıştırmaları kolaylaştırıcı olarak yönetmeyi öğreneceğiniz oturumlara katılmanız gerekmektedir. Hastalık ya da farklı bir zorunluluktan dolayı herhangi bir oturumu kaçırmanız durumunda sizden oturumda işlenilen alıştırmanın herhangi bir katılımcı arkadaşınız tarafından yapılan ‘uygulamasına’ katılmanız ve alıştırmayı kolaylaştırıcı olarak yönetmeyi kendi kendinize pratik etmeniz istenecektir. Sonrasında da özdüşünüm formunu doldurarak bu deneyiminiz üzerine fikir yürütmeniz gerekmektedir.iz üzerine fikir yürütmeniz gerekmektedir.)
Eğitimi organize etme + (Eğitimi alanlara ilk oturuma hazırlanmalar … Eğitimi alanlara ilk oturuma hazırlanmaları ve oturumlar arasında alıştırmaları uygulamaları için yeterince zaman verilmelidir. Eğitim takvimini hazırlarken:a. Hazırlık materyallerini (online modüller ve ödevler de dahil olmak üzere) ilk katılımlı oturumdan en az bir ay önce katılımcılara ulaştırmanız,b. İlk katılımlı oturum(lar) ile ikinci katılımlı oturum arasında en az iki aylık boş bir zaman dilimi bırakmanız gerekmektedir.bir zaman dilimi bırakmanız gerekmektedir.)
Sertifika + (Eğitimi tamamladıktan ve 10 araştırmacıyı … Eğitimi tamamladıktan ve 10 araştırmacıyı eğittikten sonra (toplamda 60 saat) VIRT2UE konsorsiyumundan ‘Eğitmen’ sertifikasını almaya hak kazanacaksınız. Lütfen eğitmeninizle görüşerek kursun gerekliliklerini tam olarak yerine getirip getirmediğinizi kontrol edin.rine getirip getirmediğinizi kontrol edin.)
Eğitimi organize etme + (Eğitimin üç ayağı bulunmaktadır: 1) On … Eğitimin üç ayağı bulunmaktadır:1) Online materyaller2) Yüz yüze toplantılar (iki oturuma bölünmüştür)3) Eğitimi alanların kendi çalışma ortamlarında gerçekleştireceği uygulamalarKatılımcılar toplam 60 saat eğitim alacaklardır (aşağıda genel bir özet sunulmuştur).{| class="wikitable" border="1" cellspacing="0" cellpadding="0" width="578"| width="123"|| width="400"|İçerik| width="55"|Süre|-| width="123"|Online ders| width="400"|Araştırma doğruluğu ve erdem etiğine giriş, ECoC ve eğitimde üzerinde durulacak temel kavramlar + kişisel deneyimler üzerine fikir yürütme| width="55"|4 sa.|-| width="123"|Hazırlık çalışmaları| width="400"|Yüz yüze eğitime hazırlık için yapılacak ödevlerin tamamlanması| width="55"|5 sa.|-| width="123"|İlk (yüz yüze) grup oturumu| width="400"|Alıştırmaların deneyimlenmesi ve bu alıştırmaları kolaylaştırıcı olarak yönetmek üzerine fikir yürütme| width="55"|16 sa.|-| width="123"|Ara dönem uygulama çalışması| width="400"|Katılımcıların alıştırmaları kendi kurumlarında/ ortamlarında uygulaması ve bir sonraki oturuma hazırlanma| width="55"|27 sa.|-| width="123"|İkinci (yüz yüze) grup oturumu| width="400"|Deneyimler üzerine fikir yürütme ve tartışma + Seçilen alıştırmaları uygulama + Alıştırmaların katılımcıların kendi çalışma ortamlarında didaktik olarak uygulanması üzerine tartışma| width="55"|8 sa.|}Toplam: 60 sa.Eğitmen olarak, eğitim verdiğiniz kişilerin hazırlık materyallerini zamanında aldığından emin olmanız ve ilk katılımlı oturum için gerekli zamanı ayırmanız gerekmektedir. gerekli zamanı ayırmanız gerekmektedir. )
Orta Yol + (Eğitmen, aşağıda kısaca listelenmiş olan a … Eğitmen, aşağıda kısaca listelenmiş olan adımları takip ederek alıştırmayı yönlendirecektir.BÖLÜM I:BİREYSEL FİKİR YÜRÜTME1. Araştırma doğruluğuna ilişkin kaygılarınızın olduğu ve yapılacak doğru şeyin ne olduğundan emin olamadığınız somut bir durumu hatırlayın.2. O durumda risk altında olan bir erdem seçin.3. Seçtiğiniz erdeme uygun davranışın ne olduğu üzerine fikir yürütün.BÖLÜM II:ALT GRUPLAR İÇİNDE FİKİR YÜRÜTME1. Alt grubunuzda gerçekleştirdiğiniz çalışmalar hakkında diğer katılımcılara bilgi verecek bir sözcü seçin.2. Vakanızı grupla paylaşın ve gruptaki diğer katılımcıların vakalarını dikkatle dinleyin.3. Birlikte üzerinde fikir yürütülecek vakayı seçin.4. Çalışma kağıdı 2’yi bireysel olarak doldurun (pratik ipuçlarına bakınız).5. Seçilen erdem ve davranışlara ilişkin benzerlikler/farklılıklar üzerine grup halinde fikir yürüterek/ diyalog kurarak notlarınızı grubunuzla paylaşın.BÖLÜM III:TOPLU KAPANIŞ: ALT GRUP ÇALIŞMASININ ÖZETİ VE GENEL OLARAK ÇIKARILAN DERSLER1. Alt gruplarda yapılan tartışmalara ilişkin geribildirimde bulunun.2. Çıkarılan dersleri belirleyin.3. Oturumu değerlendirin.(Adımlara ilişkin ayrıntılı açıklamaları eğitmenler için hazırlanmış talimatlarda bulabilirsiniz.) hazırlanmış talimatlarda bulabilirsiniz.))
Münazara ve Diyalog + (Eğitmen, aşağıda kısaca listelenmiş olan a … Eğitmen, aşağıda kısaca listelenmiş olan adımları takip ederek alıştırmayı yönlendirecektir. 1. Alıştırmaya giriş2. Açık bir ahlaki ikilem içeren örnek bir vakanın sunumu3. Alt grupların oluşturulması (ikilemdeki iki seçenekten birisini savunmanız istenecektir)4. Münazaranın başlatılması 5. Münazara sürecine ilişkin fikir yürütme6. Diyalog yönteminin ayırt edici özelliklerinin öğrenilmesi7. Diyaloğun başlatılması8. Münazara ve diyalog arasındaki farklar üzerine fikir yürütme9. Diyaloğun değeri üzerine gruplar içerisinde yapılacak yorumlamalarAdımlara ilişkin ayrıntılı açıklamaları eğitmenler için hazırlanmış talimatlarda bulabilirsiniz.n hazırlanmış talimatlarda bulabilirsiniz.)
Erdemler ve Normlar + (Eğitmen, aşağıda kısaca listelenmiş olan a … Eğitmen, aşağıda kısaca listelenmiş olan adımları takip ederek alıştırmayı yönlendirecektir. 1. Oryantasyon: vaka ve ikilemVakanın sunumu ve içerdiği ikilemin formülasyonu2. Yer değiştirme ve netleştirmeKatılımcılara vakaya ilişkin netleştirici sorular sormaları için zaman verilecektir. Bu, katılımcıların kendilerini konuşmacının yerine koymalarına yardımcı olacaktır.3. Erdemler ve normlarSöz konusu vaka ile ilgili olduğu düşünülen erdemler ve bunlara denk düşen normlara genel bir bakış (pratik ipuçları kısmındaki Çalışma sayfası 2 başlığına bakınız).4. Benzerlik ve farklılıklar üzerine diyalogKatılımcıların erdem ve normları arasındaki benzerlikler ve farklılıklar üzerine bir diyalog. Nelerin dikkate değer olduğunu düşünüyorsunuz?5. SonuçlarGenel özet ve alıştırmadan çıkarılan derslerAdımlara ilişkin ayrıntılı açıklamaları eğitmenler için hazırlanmış talimatlarda bulabilirsiniz.n hazırlanmış talimatlarda bulabilirsiniz.)
Deneyimler üzerine fikir yürütme ve alıştırmaları uygulama + (Eğitmeniniz gözetiminde alıştırmaların bazı bölümlerini ve farklı varyasyonlarını yeniden uygulayın. Eğitmenleriniz ve grubunuzla eğitim materyallerinin farklı bağlamlara uyarlanabilirliği üzerine tartışın.)
Uyarlanmış ikilem oyunu + (Eğitmeniniz size oyunun nasıl oynanacağını açıklayacak ve sizden ikilem oyunu uygulamasını indirmenizi isteyecektir.)
Ara dönem uygulama çalışması + (Eğitmeninizle iletişime geçin ve özdüşünüm … Eğitmeninizle iletişime geçin ve özdüşünüm formlarınızı teslim edin. İkinci yüz yüze oturumda üzerinde durmak isteyeceğiniz soru ve konuları eğitmeninizle paylaşın. Örneğin: Katılımcılarınızın öğrenme sürecini kolaylaştıran ya da sekteye uğratan şeyler nelerdi? Bir sonraki kolaylaştırma deneyiminizde farklı yapacağınız ya da aynı şekilde yapmaya devam edeceğiniz şeyler neler olurdu?maya devam edeceğiniz şeyler neler olurdu?)
IRECS Training format (template) + (Facilitate a discussion about the topic's relevance to participants' professional lives/studies (splitting into smaller groups if needed) and guide them in formulating key take-home message.)
IRECS Training format (template) + (Facilitate a discussion about the topic's relevance to participants' professional lives/studies (splitting into smaller groups if needed) and guide them in formulating key take-home message.)
Interim Practice Work + (Facilitate each exercise and evaluate/refl … Facilitate each exercise and evaluate/reflect upon the experiences with your training participants. After facilitating each exercise reflect on your experience and on your role as trainer by filling in the '''[https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 self-reflection form]'''.%20form.pdf?dl=0 self-reflection form]'''.)
Measurement tools for collecting learning outputs: short term effects + (Focusing and attention are important in ob … Focusing and attention are important in obtaining new skills and competencies, the same applies to ethics and integrity. Monitoring physiological markers in the context of ethics training has not been researched much. In the context of education there are examples of studying engagement and heart-rate, but eye-tracking is novel.Eye-tracking/gaze-tracking may have the potential of revealing new insights about how learners process information for moral judgment in learning situations. Gaze-tracking collects a very large number of data points and thus allows within-person comparisons through focusing on events that are similar and frequent. This enables the analysis of how an individual (re)acts across these situations (Kirkpatrick’s level 2). The data can be viewed for example through heat maps. To facilitate the analysis, visual markers (QR codes) can be used to locate and synchronise the data. The latest SeeTrue eye tracking device model we have used has a software component to recognize code markers. The gaze tracking device will recognize markers as they appear depending on where the person wearing the device is looking at. Thus, with an additional software component developed by researchers at the University of Helsinki, it has been possible to consolidate the gaze points coordinates of various markers into a unified pair of coordinates, allowing tracking the gaze of the person wearing the device on an idealized static version of the scene which contains the areas of interest, in our case posters on ethical principles and ethics theories (Figure 13a). Eye-tracking data are analysed statistically and displayed often in density plots or heat-maps (Figure 13b). With these plots we can see what the salient areas of interest observed by a subject during a given time interval in the discussion taking place during an episode happen to be. A sensible temporal analysis of the gaze patterns and scan paths is also possible once this representation is available. An initial analysis suggests that the participant whose gaze is visualized in Figure 13b has focused especially on the ethical principle of beneficence and virtue ethics theory. This information can then be considered in light of the case that the participants were discussing, as well as under prior and subsequent arguments presented by the participant. If understanding ethical principles and ethics theory is an intended learning outcome of the training, then, the way in which learners apply the theories and principles can indicate how effectively the training conveys its content. It is noteworthy that the information in the poster boards should correspond with content related to the intended learning outcomes of the training for this method to be used in assessing training effectiveness.The analysis is time-consuming and would not be used for large-scale measurement of learning. Specific equipment and software are necessary for collecting and analysing the information. If the facilitator has access to these tools, this measurement gives interesting insights about the learning process. Ethical considerations must be considered: while the equipment is easy to remove, it nevertheless attaches to the body (Hannula et al., 2022). [[File:Img17.png|center|frameless|500x500px]]Figure 13. a) to the left code recognition (with fisheye distortion correction using our own software) and b) to the right density plot (heat map) of the gaze point locations during a short interval.The tool may be most suitable for students and early-career researchers as the target group of training and in case of small groups.p of training and in case of small groups.)
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity + (For example, persons involved, laws, professional codes, and other practical constraints.)
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity + (For example, “there’s something about this decision that makes me uncomfortable” or “do I have a conflict of interest?”)
Der Balanceakt + (Formuliere gemeinsam mit allen Teilnehmend … Formuliere gemeinsam mit allen Teilnehmenden einige übergreifende Erkenntnisse für die Gruppe. Achte besonders auf die Identifizierung und Begründung der mittleren Position (d.h. des tugendhaften Verhaltens).Frage die Teilnehmenden, wie sich die aus dieser Übung gezogenen Erkenntnisse auf den Europäischen Verhaltenskodex für die Integrität der Forschung beziehen und auf welche Weise diese Übung ihnen bei der Förderung der im Europäischen Verhaltenskodex für die Integrität der Forschung genannten Prinzipien, Werte und Tugenden helfen könnte;Frage die Teilnehmenden, ob und wie diese Übung und die Idee, eine mittlere Position zu finden, ihnen helfen könnte, wenn sie in ihrer Arbeit als Wissenschaftler:in mit einer moralischen Frage bezüglich der Research Integrity konfrontiert werden.Wiederhole kurz die Ziele dieser Übung und frage die Teilnehmenden, inwieweit die Ziele für jede:n erfüllt werden konnten.Notiere abschließend auf einem Flipchart die wichtigsten Erkenntnisse und einige Überlegungen dazu, wie diese Übung den Teilnehmenden helfen könnte, wenn sie mit einem moralischen Problem bezüglich der Integrität der Forschung konfrontiert werden.egrität der Forschung konfrontiert werden.)
Earth to research podcasts + (From art-science collaborations to technological “fixes” like carbon capture to ancient myths, listen to Sofia Greaves who shares stories of projects at the European Commission’s Joint Research Centre and beyond.)
Biobanking: Technology Basics + (From biological samples to precision medic … From biological samples to precision medicine for patients. Virchows Arch. 2021 Aug;479(2):23Annaratone L, De Palma G, Bonizzi G, Sapino A, Botti G, Berrino E, Mannelli C, Arcella P, Di Martino S, Steffan A, Daidone MG, Canzonieri V, Parodi B, Paradiso AV, Barberis M, Marchiò C; Alleanza Contro il Cancro (ACC) Pathology and Biobanking Working Group (2021) Basic principles of biobanking:3-246. doi: 10.1007/s00428-021-03151-0. Epub 2021 Jul 13. PMID: 34255145; PMCID: PMC8275637. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8275637/ BBMRI-ERIC Common Service ELSI https://www.bbmri-eric.eu/services/common-service-elsi/ European Commission (2018) Data protection in the EU https://commission.europa.eu/law/law-topic/data-protection/data-protection-eu_en Council of Europe (2016) Recommendation CM/Rec(2016)6 of the Committee of Ministers to member States on research on biological materials of human origin https://search.coe.int/cm/Pages/result_details.aspx?ObjectId=090000168064e8ff Harati, M.D., Williams, R.R., Movassaghi, M., Hojat, A., Lucey, G.M., Yong, W.H. (2019). An Introduction to Starting a Biobank. In: Yong, W. (eds) Biobanking. Methods in Molecular Biology, vol 1897. Humana Press, New York, NY. https://doi.org/10.1007/978-1-4939-8935-5_2 Healthtalk.org What is biobanking and why is it important? https://healthtalk.org/experiences/biobanking/what-is-biobanking-and-why-is-it-important/ ISBER (International Society for Biological and Environmental Repositories) (2024) Best practices for repositories https://www.isber.org/page/BPR NIH (2024) Genomic Data Sharing (GDS) Policy https://sharing.nih.gov/genomic-data-sharing-policy OECD Guidelines for Human Biobanks and Genetic Research Databases (HBGRDs) https://www.oecd.org/health/biotech/guidelines-for-human-biobanks-and-genetic-research-databases.htmWorld Medical Association (2016) Declaration of Tapei on ethical considerations regarding health databases and biobanks https://www.wma.net/policies-post/wma-declaration-of-taipei-on-ethical-considerations-regarding-health-databases-and-biobanks/ regarding-health-databases-and-biobanks/ )
Create and populate an Initiative page for your project! + (From the tabs at the top of the [[Main Page|Embassy homepage]] … From the tabs at the top of the [[Main Page|Embassy homepage]], click the "Community" tab.Once there, click the "Initiatives" block to navigate to the Initiatives section of the Embassy. [[File:Initiatives Section navigation.png|center|thumb|600x600px]]Once you are at the Initiatives section, click on the "Add Initiative" button in the top right corner to create a new page for your initiative.[[File:Add Initiative 2.png|center|thumb|600x600px]][[File:Add Initiative 2.png|center|thumb|600x600px]])