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Werte/Tugenden und Normen + (Lade die Teilnehmenden abschließend ein, ü … Lade die Teilnehmenden abschließend ein, über den gesamten Prozess während der vergangenen Übung nachzudenken: Was ist für sie die Take-Home-Message, die sie aus dieser Übung mitnehmen? Versuche, einige Schlussfolgerungen oder Erkenntnisse festzuhalten, indem du die Teilnehmenden fragst:- War es einfach, die Werte/Tugenden zu den Normen in Beziehung zu setzen? War es schwierig? Warum?- Hat der Versuch, sich in die Lage der Person zu versetzen, die die Beispielsituation erlebt hat, deine Sichtweise auf Werte/Tugenden und damit auch auf Normen oder Verhaltensweisen erweitert?- Haben die von anderen genannten Werte / Tugenden, Normen oder Verhaltensweisen dabei geholfen, anders über das Thema nachzudenken und zum Beispiel Werte / Tugenden anders oder umfassender zu betrachten? Wie wird diese Erfahrung aus der Übung heute dein Denken über Dilemmata im Forschungsalltag verändern?r Dilemmata im Forschungsalltag verändern?)
Werte/Tugenden und Normen + (Lade nun die Person, die sich zuvor bereit … Lade nun die Person, die sich zuvor bereit erklärt hat, ihren Fall zu präsentieren, dazu ein, den anderen Teilnehmenden diesen Fall zu beschreiben. Dabei sollte sie vor allem beschreiben, warum sie die Situation als moralisch problematisch empfunden hat. Du und die Gruppe können der Person helfen, die zwei Seiten des Dilemmas auszuformulieren (z. B. Sollte ich A oder B tun?). Die Person, die den Fall präsentiert, bestimmt jedoch letzten Endes, was die richtige Formulierung ihres Dilemmas ist. Achte darauf, dass zwei alternative Handlungsoptionen (A und B) bestimmt werden und nicht dritte Optionen erkundet oder kreative Lösungen gesucht werden. Dadurch werden die Teilnehmenden ermutigt, den Fokus auf das Dilemma an sich zu richten und nicht nach einer schnellen Lösung oder einem Ausweg aus dem Dilemma zu suchen. Schreibe das Dilemma und passende Stichpunkte zur Beschreibung des Falls auf ein Flipchart. Beschreibung des Falls auf ein Flipchart.)
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training + (Large-scale in our module means that the t … Large-scale in our module means that the tool can be used with big groups. As many REI training formats take place with small groups, we also outline tools for use in those groups. The presented tools can be used with different target groups and in different fields within HE (higher education) context. All analysis tools are applicable in different disciplines.Short-, mid- and long-term are relative concepts. By short-term training effects we understand the learning, which is displayed during and soon after training;by mid-term, training effects learning, which is displayed when the training has ended and usually pertains to the learning content and/or learning process. By long-term effects we understand the learning that is displayed months or even years after training. The longer the timeframe is, the more challenging it becomes to pinpoint what is training effect and what is development and learning in a more general sense. Long-term effects are, thus, best approached as manifestations of behaviour over time.Feasibility is here understood as the level of effort and specialised competence or equipment that is needed to carry out the measurement or evaluation of learning. Feasibility is higher when a means of measurement is easy and fast to implement, and lower when requiring time and specialised knowledge of the use of the method and the analysis of the results.he method and the analysis of the results.)
Debatte und Dialog + (Lass nun die beiden Subgruppen wieder in k … Lass nun die beiden Subgruppen wieder in kommunikative Interaktion miteinander treten, nun jedoch mit einer „dialogischen Haltung“. Gleiches oder anderes Fallbeispiel? * Es ist von Vorteil, wenn ihr das gleiche Fallbeispiel und dieselben Gruppen wie in Schritt 3) verwendet. An diesem Punkt der Übung kann es für die Teilnehmer:innen herausfordernd sein, ihre eigene Grundhaltung aktiv zu verändern (von Debatte zu Dialog). Zu diesem Zweck könnte es sinnvoll sein, ein neues Fallbeispiel einzuführen und neue Gruppen einzuteilen, die die unterschiedlichen Positionen des Dilemmas vertreten – den Teilnehmer:innen wird es leichter fallen, eine andere Grundhaltung einzunehmen. Cave:* Die Erfahrung mit dieser Übung hat gezeigt, dass die Teilnehmer:innen erst einmal wieder zu debattieren beginnen. Sei als Moderator:in des Dialogs aufmerksam, wenn Merkmale einer Debatte zu erkennen sind (z.B. wenn sich die Teilnehmer:innen gegenseitig unterbrechen, sich nicht zuhören, mit vorschnellen Urteilen oder wertenden Gesten kommunizieren, oder in den Selbstverteidigungsmodus verfallen, statt klärende Fragen zu stellen). Falls das passiert, beende das Gespräch und hilf den Teilnehmer:innen dabei, darüber zu reflektieren, was gerade passiert ist. Dabei können folgende Fragen nützlich sein:o Was passiert gerade?o Was nimmst du gerade wahr?o Kann jemand erklären oder beschreiben, was gerade passiert ist? o (Nach der Beschreibung, was gerade passiert ist:) Was könntet ihr nun stattdessen tun? (Dabei auf die Merkmale eines Dialogs verweisen.)Versuche in diesem Moment, möglichst konkrete Aussagen herauszuarbeiten, die die Haltung in der eben erlebten Interaktion beschreiben (z.B. wir haben versucht, uns gegenseitig zu überzeugen, wir haben uns unterbrochen, …). Wenn ihr das herausgearbeitet habt, gib den Teilnehmer:innen Tipps, wie sie in der kommenden Interaktion einen Dialog aufgreifen können, z.B.:o Was würde dir helfen, die andere Position besser zu verstehen?o Welche Fragen könntest du stellen?o Was kannst du tun, um die andere Gruppe dazu zu bringen, euch Fragen zu stellen?o Was können wir verändern, um den Dialog zu stärken?n wir verändern, um den Dialog zu stärken?)
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity + (Lastly, learning experiences and the outcome are evaluated.)
Transformative research (part 2): Emotions & justice + (Le Guin, U. K. (1973). ''The ones who walk away from Omelas''. In R. Silverberg (Ed.), ''New dimensions 3'' (pp. 1–8). Nelson Doubleday.)
Debate and Dialogue + (Let both subgroups talk again with each ot … Let both subgroups talk again with each other for about 10 minutes but now with a dialogical attitude. Preferably, stay with the same case and the same groups as in step 3. Although it might be difficult, participants are actively challenged to change in their attitude (from debate to dialogue). It is also possible to use a new case and designate again groups defending the difference sides of the dilemma. Presenting a new case might be easier for participants adopt a dialogical attitude.In general, people tend to start debating with each other again. Therefore, be alert to the attitude of a debate and intervene immediately when participants start debating during the time for dialogue. For example, participants who interrupt others, don't listen, attach others with judgmental sentences/postures/gestures, or defend themselves instead of asking questions for clarification etc.). In case it happens, stop the conversation and help the participants to reflect on what happened by asking one of the following questions: ***What is happening right now?*What do you experience?*Can somebody explain or describe what happened?*After describing what happened: what can/should you do instead? (Referring to characteristics of a dialogue).Refer in this moment of reflection as much as possible to a specific attitude. For example, trying to convince the other, interruptions, etc. Once the debate-attitude has been described, provide the participants with tips to resume a dialogue by asking for example: ***What would help you to better understand the other side?*What question could you ask?*What can you do to invite the other side to ask you questions?*What should we change to promote the dialogue? should we change to promote the dialogue?)
Transformative research (part 1): Storytelling, reflection, and the power of reimagining academia + (Listen to the first episode of Earth to Research and learn about what it means to do transformative research in times of ecological and social crisis.)
Just Transition (part two): Green colonialism and energy justice + (Listen to the podcast from min. 08:07 to 15:35 and answer the questions below.)
Supervisors’ research ethics and integrity leadership training + (Look at slide 8-12 (in step 1) and ask par … Look at slide 8-12 (in step 1) and ask participants to go over the REI leadership principles and take a role of a REI leader.After having explained what the activity is about you may ask the participants to turn to the posters and work independently. Or you can go over the case analysis as a group following tasks on the slides (both slides and posters include same tasks). The tasks involve: Read the case. The case has a mentor-mentee situation and a dilemma for the leader/supervisor to deal with.*Identify the ethical principles that may be at stake in this case.*Use the ethical analysis to solve the situation described in the case.*Analyse which ethical approaches the possible courses of action follow.*Reflect back at the REI leadership framework – the group should discuss which REI leadership principles would contribute to solving this case and reflect if they displayed any of the principles.t if they displayed any of the principles.)
Ethics of care and human-nature relations + (Look back at the 5 phases of care by Toron … Look back at the 5 phases of care by Toronto and think about your research. How could you reflect on and integrate the 5 phases of care in your research? You can think about your research design or a specific phase of your research. For inspiration you can look at [https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article this article] where a research group describes in detail how they have integrate the and reflected upon the 5 phases of care in their research.[https://www.tandfonline.com/doi/full/10.1080/09650792.2018.1450771?utm_source=researchgate.net&medium=article][[File:5 phases.png|center|frameless|600x600px]][[File:5 phases.png|center|frameless|600x600px]])
Mapping research connections to environmental justice: Crisis Tree exercise + (Look closely at the image and reflect on the issues that might be affecting your research. Hover over the image to reveal example reflection questions that can help you reflect on your research.)
Interim Practice Work + (Make arrangements for the time and venue f … Make arrangements for the time and venue for experiencing each exercise and send out invitations to prospective participants (6-12 max.). You do not need to do the 5 exercises in one go or with the same group. You may combine exercises and integrate them in one session (e.g. [https://embassy.science/wiki/Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa Debate-dialogue] and [https://embassy.science/wiki/Instruction:A0dd2e82-52e7-4030-a396-54525630e75c Dilemma game]).Make sure to distribute and plan the collection of the required forms (i.e. [https://www.dropbox.com/s/078geogqap548ne/SDA%20sheet%20ver%203%20%281%29.docx?dl=0 Self-declaration] and case reflection form - included in the tips of the [https://embassy.science/wiki/Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b Virtues and norms] instructions).c95f134b Virtues and norms] instructions).)
02 - The Seven Steps Method: A Method for Analysing Cases in Research Ethics and Research Integrity + (Many problems disappear upon closer examination of the situation, while others change radically.)
Planetary health, human well-being and environmental justice + (Match the key concepts in planetary health to their descriptions.)
Der Balanceakt + (Mit dieser Übung wirst du Reflexionsprozes … Mit dieser Übung wirst du Reflexionsprozesse über persönliche Erfahrungen und Unsicherheiten bezüglich des “richtigen” Verhaltens anstoßen. Darum ist es wichtig, ein sicheres Umfeld zu schaffen, in dem die Teilnehmenden sich trauen, offen über ihre Fälle und Ideen zu sprechen. Beim Durchführen der Übung solltest du selbst auf die Verletzlichkeit der Teilnehmenden achten, und alle Teilnehmenden darin unterstützen, die Meinungen und Äußerungen der anderen Teilnehmenden zu respektieren. Wir empfehlen dir, den Teilnehmenden vor der Durchführung der Übung eine Vertraulichkeitserklärung auszuhändigen, die sie unterschreiben sollten. Damit wird schriftlich die Erwartungshaltung festgehalten, dass die während der Übung ausgetauschten Informationen vertraulich behandelt werden.nformationen vertraulich behandelt werden.)
Exploring Training Materials on the Responsible Use of AI + (Most of the resources available are made b … Most of the resources available are made by recommendations and guidelines on the use of responsible AI. Published by the European Commission, the [https://research-and-innovation.ec.europa.eu/document/download/2b6cf7e5-36ac-41cb-aab5-0d32050143dc_en?filename=ec_rtd_ai-guidelines.pdf Living Guidelines on the Responsible Use of Generative AI in Research] provides recommendations for researchers, research institutions and funding organizations. [https://www.academicintegrity.eu/ ENAI] developed [https://www.academicintegrity.eu/wp/wp-content/uploads/2024/06/Using-GenAI-Tools-Practical-Guide-for-Students-Ver1-MAR2024.pdf a practical guide for students] (see also [https://www.academicintegrity.eu/wp/wp-content/uploads/2024/06/USING-GENAI-TOOLS_guide_for_students_ver2.pdf here]) on the use of generative AI. [https://ukrio.org/ UKRIO] provides a full list of resources on [https://ukrio.org/ukrio-resources/ai-in-research/#list the use of AI in research].research/#list the use of AI in research].)
Exploring Training Materials on the Responsible Use of AI + (Most of the resources available are made b … Most of the resources available are made by recommendations and guidelines on the use of responsible AI. Published by the European Commission, the [https://research-and-innovation.ec.europa.eu/document/download/2b6cf7e5-36ac-41cb-aab5-0d32050143dc_en?filename=ec_rtd_ai-guidelines.pdf Living Guidelines on the Responsible Use of Generative AI in Research] provides recommendations for researchers, research institutions and funding organizations. [https://www.academicintegrity.eu/ ENAI] developed [https://www.academicintegrity.eu/wp/wp-content/uploads/2024/06/Using-GenAI-Tools-Practical-Guide-for-Students-Ver1-MAR2024.pdf a practical guide for students] (see also [https://www.academicintegrity.eu/wp/wp-content/uploads/2024/06/USING-GENAI-TOOLS_guide_for_students_ver2.pdf here]) on the use of generative AI. [https://ukrio.org/ UKRIO] provides a full list of resources on [https://ukrio.org/ukrio-resources/ai-in-research/#list the use of AI in research].research/#list the use of AI in research].)
Kavramlara aşinalık kazanmak + (Münazara ve diyalog kavramları üzerine okumalar yapabileceğiniz [https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Diyalog ve Münazara] sayfasını açın.)
Münazara ve Diyalog + (Münazarayı başlatın: gruplara karşı grubu … Münazarayı başlatın: gruplara karşı grubu ikilemin kendi savundukları tarafının en iyi seçenek olduğuna ikna etmelerini söyleyin. Münazara esnasında sadece birkaç kişinin söz alması durumunda moderatör olarak siz de katılımcıları zorlayacak ya da ilgilerini uyandıracak şeyler söyleyebilirsiniz. Genel olarak münazaraya - katılımcılar seslerini yükseltmeye başlasa da - fazla müdahale etmemeye çalışın. Sürecin çok duygusal bir hale geldiği izlenimine kapılırsanız münazarayı sonlandırın ve katılımcılara agresifleşmelerine ya da sinirlenmelerine yol açan şeyin ne olduğunu sorun.Katılımcıların münazarayı fazla kibar ve medeni biçimde sürdürmesi durumunda ise moderatör olarak aktif müdahalede bulunmanız ve grupları birbirlerini ikna etmeye zorlamanız gerekebilir. Hatta aşağıdakiler gibi tahrik edici yorumlarda da bulunabilirsiniz:- Yok artık, gerçekten böyle mi düşünüyorsun?- Bu argümanın geçerli bir argüman olduğunu nerden çıkardın?erli bir argüman olduğunu nerden çıkardın?)
Münazara ve Diyalog + (Münazarayı başlatın: gruplara karşı grubu … Münazarayı başlatın: gruplara karşı grubu ikilemin kendi savundukları tarafının en iyi seçenek olduğuna ikna etmelerini söyleyin. Münazara esnasında sadece birkaç kişinin söz alması durumunda moderatör olarak siz de katılımcıları zorlayacak ya da ilgilerini uyandıracak şeyler söyleyebilirsiniz. Genel olarak münazaraya - katılımcılar seslerini yükseltmeye başlasa da - fazla müdahale etmemeye çalışın. Sürecin çok duygusal bir hale geldiği izlenimine kapılırsanız münazarayı sonlandırın ve katılımcılara agresifleşmelerine ya da sinirlenmelerine yol açan şeyin ne olduğunu sorun.Katılımcıların münazarayı fazla kibar ve medeni biçimde sürdürmesi durumunda ise moderatör olarak aktif müdahalede bulunmanız ve grupları birbirlerini ikna etmeye zorlamanız gerekebilir. Hatta aşağıdakiler gibi tahrik edici yorumlarda da bulunabilirsiniz:- Yok artık, gerçekten böyle mi düşünüyorsun?- Bu argümanın geçerli bir argüman olduğunu nerden çıkardın?erli bir argüman olduğunu nerden çıkardın?)
Münazara ve Diyalog + (Münazarayı başlatın: gruplara karşı grubu … Münazarayı başlatın: gruplara karşı grubu ikilemin kendi savundukları tarafının en iyi seçenek olduğuna ikna etmelerini söyleyin. Münazara esnasında sadece birkaç kişinin söz alması durumunda moderatör olarak siz de katılımcıları zorlayacak ya da ilgilerini uyandıracak şeyler söyleyebilirsiniz. Genel olarak münazaraya - katılımcılar seslerini yükseltmeye başlasa da - fazla müdahale etmemeye çalışın. Sürecin çok duygusal bir hale geldiği izlenimine kapılırsanız münazarayı sonlandırın ve katılımcılara agresifleşmelerine ya da sinirlenmelerine yol açan şeyin ne olduğunu sorun.Katılımcıların münazarayı fazla kibar ve medeni biçimde sürdürmesi durumunda ise moderatör olarak aktif müdahalede bulunmanız ve grupları birbirlerini ikna etmeye zorlamanız gerekebilir. Hatta aşağıdakiler gibi tahrik edici yorumlarda da bulunabilirsiniz:* Yok artık, gerçekten böyle mi düşünüyorsun?* Bu argümanın geçerli bir argüman olduğunu nerden çıkardın?erli bir argüman olduğunu nerden çıkardın?)
Nature relations in research and innovation + (Nature-based solutions harness the power o … Nature-based solutions harness the power of ecosystems to tackle a wide range of pressing global challenges. By working with natural processes rather than against them, these approaches offer effective ways to mitigate and adapt to climate change, support biodiversity, and reduce the risks of natural disasters such as floods and wildfires. At the same time, they contribute to improved human health and well-being, while addressing social issues like inequality and access to green spaces. By restoring and protecting ecosystems, nature-based solutions provide holistic, sustainable responses to the interconnected crises we face today. Watch the video “What Are Nature-Based Solutions” and pay attention to the five benefits of nature-based solutions NbS.ve benefits of nature-based solutions NbS.)
Create and use interactive content! + (Next, log in using your ORCiD! As interactive content is made on a different section of the Embassy platform, '''please note that you will need to log in again''', even if you had already logged in to create otherresources.)
Green labs, smarter science: Practical steps for sustainable research and innovation + (Nice work! You have explored various strat … Nice work! You have explored various strategies for greening lab operations. These strategies are centered around small daily actions that can be undertaken to minimize energy consumption and adopt eco-friendly procurement options. However, it is essential to integrate these actions into our daily routines to ensure that laboratories contribute significantly to environmental sustainability and Green Transition.'''Here, reflect on your own actions towards greening labs by answering the questions below.''' labs by answering the questions below.''')

Mapping research connections to environmental justice: Crisis Tree exercise + (Note the most important issues that might be affecting your research)

A Case of Non-Human Gene Editing + (Now it is time to decide whether or not to … Now it is time to decide whether or not to approve the study. As a member of the research ethics committee, which option will you go for?'''Feedback'''While gene drive technology presents a potentially revolutionary solution to malaria control, it raises a host of ethical concerns, particularly regarding ecological impacts, human consent, and long-term consequences. Careful consideration of these risks and proactive steps to mitigate them will be essential to the responsible development and deployment of this technology.lopment and deployment of this technology.)
Group reflection using an imaginary line: Biobanking + (Now that trainees have had time to reflect … Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions: ''What do you miss? What would you add now?''''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''an you conclude, based on the mind maps?'')
Group reflection using an imaginary line: Biobanking + (Now that trainees have had time to reflect … Now that trainees have had time to reflect on the topic of biobanking you can go back to the mindmaps created at the beginning of this training session. Invite trainees to reflect on the mind maps by asking the following questions:''What do you miss? What would you add now?''''Is there anything that surprises you? Which aspect deserves more attention, and why? What insights can you gather from the mind map (what have you learned)? What can you conclude, based on the mind maps?''an you conclude, based on the mind maps?'')
Ethics of care and human-nature relations + (Now that we have learned about care ethics … Now that we have learned about care ethics and the way in which care has been conceptualized and enacted by indigenous evironmental movements let's look at a particular story brought to us by a microplastic researcher. In this story we hear few examples of how care-based and environmentally aware practices can be embedded in the context of research.Listen to the podcast below.of research. Listen to the podcast below.)
Create and populate an Initiative page for your project! + (Now that you have a blank Initiative for y … Now that you have a blank Initiative for your project, it's time to add some information! In order to save your initiative page, you need to add at least 3 things: a '''Title''', an '''Image''', and a '''Link.'''[[File:Initiative Prerequsities.png|center|frameless|600x600px]]'''Title''' - This should be the title of your project. The title you enter will be used to link to resources across the Embassy platform, so it would be wise to use the shortest title possible! '''Image''' - The image which will display next to your project name across the Embassy. If your project has a logo or icon, you should use this! Accepted filetypes include jpg/jpeg, png, svg and xml files with a maximum size of 120mb. '''Link''' - Here you can include a link to your project website, or to a suitable alternative like the repository for your project outputs. This must take the form of a valid URL.You can also add a description of your project to your initiative page in the "What is this about?" box, but keep it short - the word limit on this section is 75 words.he word limit on this section is 75 words.)
Introduction to environmental justice + (Now that you have learned about environmental justice, we invite you to reflect on your research by answering the questions below.)
Create and use interactive content! + (Now we can start making content! Once you … Now we can start making content! Once you have logged in, you should see the option to add content on the left of your screen. Click this link, and then from the next screen select the "Interactive content" option.From the following menu, you can now select from one of 30+ different kinds of interactive content to make. Clicking on one of these options will take you to a page where you can begin creating the selected content! '''Not sure which kind of content to make or how to create it?''' Once a kind of content has been selected from the list, you will see these buttons at the top of your screen: [[File:H5p guidance.png|center|thumb|600x600px|'Tutorial' and 'Example' buttons]]Clicking the 'Tutorial' button will open a video explaining how to create the content type you have selected, and clicking the 'Example' button will take you to a page where you can see what a finished piece of content will look like! For can also find more examples of H5P content listed [https://h5p.org/content-types-and-applications on the H5P website.]ypes-and-applications on the H5P website.])
‘And the band played on’ movie fragment no. 3 + (Now, start a debate between both groups. A … Now, start a debate between both groups. Ask them to convince the other team to support their movie character (Dr. Jim Curran or Dr. Don Francis).Stop the discussion after a couple of minutes for some reflection:1. How did the participants feel about the conversation? What was the atmosphere like?2. If some participants were assigned to be observers, they rst describe what they saw happening.3. Make notes on a black- or whiteboard or flip-over about the characteristics of the discussion (e.g. competitive, interruptions, raising voices).mpetitive, interruptions, raising voices).)
Debatte und Dialog + (Nun soll es um den Dialog gehen. Präsentie … Nun soll es um den Dialog gehen. Präsentiere die Merkmale eines Dialogs: Tempo herausnehmen, Zuhören statt Sprechen, kein vorschnelles Urteilen, Fragen stellen (siehe „Praktische Tipps“). Du kannst die Übersicht über die Unterschiede zwischen Debatte und Dialog als Handout an die Teilnehmer:innen austeilen.Handout an die Teilnehmer:innen austeilen.)
Massive Open Online Course (MOOC) + (On this course unit you will focus on the … On this course unit you will focus on the topic of social safety, and how discussions on social safety touch upon integrity issues. The week is divided in three smaller sections: *Video "never waste a good talent"*Short lecture on social safety*Apply your knowledge and start working on the final assignmentwledge and start working on the final assignment)
Massive Open Online Course (MOOC) + (On this course unit you will focus on the … On this course unit you will focus on the topic of authorship, and how discussions on authorship touch upon integrity issues. The unit is divided in three smaller sections: *Video "standing on the shoulders of giants" and video where people share their experiences on topics that are dealt with in the scene you watched.*Short lecture on authorship*Apply your knowledge and start working on the final assignmentwledge and start working on the final assignment)
Massive Open Online Course (MOOC) + (On this course unit you will focus on the … On this course unit you will focus on the topic of open access and intellectual property. The week is divided in three smaller sections: *Video "sour and sweet tastes"*Short lecture on open access and intellectual property*Apply your knowledge and start working on the final assignmentwledge and start working on the final assignment)
Massive Open Online Course (MOOC) + (On this course unit you will focus on the … On this course unit you will focus on the topic of academic quality and how discussions on academic quality touch upon integrity issues. The unit is divided in three sections: *Video "to publish or not to publish"*Short lecture on academic quality*Apply your knowledge and start working on the final assignmentwledge and start working on the final assignment)
05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity + (Once I have formed my Early View, the next step is to ask: *"What are my reasons for thinking this?" When formulating these reasons, I need to: *Assess the strengths and weaknesses of the reasons for my view.)
05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity + (Once an issue has been identified and clar … Once an issue has been identified and clarified, the next step is to ask: *"What do I think?"When formulating an Early View, I need to: *Know when I can and can’t rely on this Early View*Ensure my view does not prejudice against diverging opinions.my view does not prejudice against diverging opinions.)
Virtues and Norms + (Once the case is clear, you ask participan … Once the case is clear, you ask participants to put themselves in the case presenter’s shoes and think about which virtue(s) (two are enough but more are also welcome) would play a role in the specific dilemma, if they were in the case presenter’s situation. You can ask them:“If you were in the case presenter’s situation and had to decide what to do, which virtue would be important for you in making this decision?”Please note that virtues should not necessarily be linked to one of the options. In this step, participants should reflect on which moral character (virtue) they should embody in order to act with integrity in the situation at stake. Contextually, you ask them to reflect on which rule of action (norm) or behaviour follows from the virtue they selected themselves. They can ask themselves:“What should I do in this situation in order to act in accordance with this virtue?” “What rule of action should I follow in order to embody this virtue in this situation?”Please note that different norms can be related to the same virtue and ''vice versa''.ted to the same virtue and ''vice versa''.)
03 - Four Quadrant Approach: A Method for Analysing Cases in Research Ethics and Research Integrity + (Once the details of a case have been outli … Once the details of a case have been outlined according to the four quadrants, there are a series of questions that should be considered: *What is at issue? Try to list what is the major ethical issue at the case, e.g researchers’ dishonesty, negligent conduct, informed consent, rules of data collection etc.)*Where is the conflict? Is there a conflict between principles of research or principles of research integrity? (e.g. autonomy, justice, beneficence or between honesty, reliability and respect for colleagues)*What is this a case of? Does it sound like other cases you may have encountered? (e.g. Is it a case of "self-plagiarism", “fabrication of data in a grant application” or “low risk research involving humans without a valid informed consent”?)*What do we know about other cases like this one? Is there clear precedent? If so, we call this a paradigm case. A paradigm case is one in which the facts of the case are very clear cut and there has been much professional and/or public agreement about resolution of the case.*How is the present case similar to the paradigm case? How is it different? Is it similar (or different) in significant ways?s it similar (or different) in significant ways?)
Create and populate an Initiative page for your project! + (Once you have completed the above steps, click the "Save Page" button. Your initiative page is now complete, and you should be able to see it listed in the [[Special:BrowseData/Initiative|Initiative section]]!)
Organizing the training + (Once you have designed the program and the … Once you have designed the program and the time schedule you advertise the training and invite participants. In order to decide who to invite please consider that the VIRT2UE training primarily targets researchers or trainers/educators/teachers who have a background in research (i.e. are or have been working as researchers) and who want to become research integrity trainers. Trainees of your training should have a basic understanding of research integrity. To invite people to join your training you can use the template invitation letter.ou can use the template invitation letter.)
Create and populate an Initiative page for your project! + (Once you have published your Initiative pa … Once you have published your Initiative page, it's time to link your content across the Embassy to your project! When adding or editing [[Special:BrowseData/Instruction|Modules]], [[Special:BrowseData/Guide|Courses]], and [[Resources]] to the Embassy, you will have the option to select a "Related Initiative" (see below)[[File:Related initiative.png|center|thumb|600x600px]]Select your project from the drop down menu and then save your content. '''Now your content should be listed on your Initiative page, easily accessible for users!''' To see an example of what this should look like, check out the page for the [[Initiative:76ef100a-e459-4942-bd1f-701f747e8906|ROSiE project]].[[Initiative:76ef100a-e459-4942-bd1f-701f747e8906|ROSiE project]].)
Recognition and Networking + (Once you will have been registered you will provide further details in your profile about your research integrity and ethics expertise using the categories developed by the ENERI project.)
Measurement tools for collecting learning outcomes: long-term effect + (One option to measure effectiveness of a l … One option to measure effectiveness of a learning process and outcomes is to check multiple points during the learning process and after the intervention. Effectiveness of REI training can also be deducted based on the quality of ethics sections in published articles and dissertations. The goal is to measure if the ethical competencies acquired during training (and other activities) have been retained and in use (Kirpatrick’s level 3).This kind of data collection requires some planning from the facilitator – text collection measures should be planned (a Moodle course may be convenient as all submissions by the same person will accumulate there), group size should be considered (in case of large groups it may be too time-consuming to keep an eye on many submissions), perhaps colleagues can collaborate to collect texts (e.g. one text collected during the course and another later during another course). In case of articles published or dissertations defended by the researchers in the same institution, the quality and content of the ethics sections may shed light on the practices prevalent in that community. Texts collected at various points can be analysed using the SOLO taxonomy, reflection levels (if relevant), content criteria (ethical principles, ethical analysis, ethical approaches). Ethics sections can be analysed based on the framework analysing ethics content (Cronqvist, 2024). This tool is suitable for use in training for various target groups, but it may be challenging to reach the participants of prior trainings.reach the participants of prior trainings.)
The Middle Position + (One week before the exercise takes place y … One week before the exercise takes place you will be asked to think about a situation from your work as researcher in which you experienced a kind of moral doubt about what happened or about what you could/should do/have done. The case does not have to be written down beforehand. It does not have to be a dramatic case, ordinary cases of questionable research practices which you are willing to share with others are also suitable. Watch the video to have an impression of the 'The Middle Position Exercise' of the VIRT2UE Train-the-Trainer program.[[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]])
Virtues and Norms + (One week before the exercise takes place a … One week before the exercise takes place ask participants to:1) Submit a research integrity personal case (by using the form for case reflection, see practical tips) 2) Read the following theme pages on The Embassy:a) [https://embassy.science/wiki/Theme:520b3bc7-a6ab-4617-95f2-89c9dee31c53 Virtues in research integrity] b) [https://embassy.science/wiki/Theme:17d406f9-0b0f-4325-aa2d-2fe186d5ff34 Moral conflict and moral dilemma] c) [https://embassy.science/wiki/Theme:B4f7b2e3-af61-4466-94dc-2504affab5a8 Values and norms] d) [https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Dialogue versus debate]The submitted case does not need to be a research misconduct case but a case in which, as researchers, participants were in doubt about the right thing to do. While asking for cases it is good to manage expectations. Make sure to mention that not all the cases can be discussed during the exercise. However, reflecting on a personal case is important since it brings the focus on participants’ practice as researchers and underlines the fact that moral uncertainty is not something to be ashamed of but it is part of everyone’s experience. Select a case which might be interesting for participants and ask the case presenter if they would be willing to present the case during the session. Make sure it is a real and personal case and the case owner is able to tell the details of the case. Together you prepare a short description of the case to be distributed to the other participants (this is not mandatory). To help participants reflect on the case you can use a case reflection form (see practical tips).case reflection form (see practical tips).)
Virtues and Norms + (One week before the exercise takes place y … One week before the exercise takes place you will be asked to submit a research integrity personal case (this doesn’t need to be a research misconduct case but a case in which, as a researcher, you were in doubt about what was the right thing you should do) (see handout 1 in practical tips). Not all the cases can be discussed during the exercise. If your case is selected, the trainer contacts you to prepare a description of the case to be distributed to the rest of the participants. Watch the video to have an impression of the 'Virtues & Norms Exercise' of the VIRT2UE Train-the-Trainer program. [[File: V&N.png|link=https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2]]File: V&N.png|link=https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2]])