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• Quality of research outputs and data sets  + (Read the slides below and complete the interactive exercises!)
• Creating and communicating a sustainable research culture  + (Read the slides carefully and learn about the concept of climate mainstreaming within organisations and the key steps required for its successful implementation.)
• Creating and communicating a sustainable research culture  + (Read the slides carefully and reflect on h … Read the slides carefully and reflect on how research conferences and events can be planned and conducted in an environmentally responsible way. You will explore practical strategies to reduce carbon emissions, minimize waste, and promote social and environmental sustainability while ensuring accessibility and inclusivity.le ensuring accessibility and inclusivity.)
• Innovation in a post-growth world  + (Read the slides carefully, focusing on the goals and methods of the two types of innovation and the differences between them.)
• Innovation in a post-growth world  + (Read the slides carefully.The purpose of the exercise is to familiarise participants with certain key issues in the logic and philosophy of post-growth innovation.)
• ‘And the band played on’ movie fragment no. 3  + (Reflect again. What differences did they experience? What felt better? Do they understand the choice of the other team and feel understood by that team themselves, and how did the style of conversation influence that?)
• Practicing Reflection in Dialogue  + (Reflect on your future role as facilitator and ask clarifying questions to understand how to act as a trainer in your own work setting.)
• Reflecting on Experiences and Practicing Exercises  + (Remind participants about the fact that in … Remind participants about the fact that in order to become certified VIRT2UE trainers, they have to train 10 others, preferably trainers. If it is not feasible to train 10 trainers they may also train researchers who have the potential to be come trainers.ho have the potential to be come trainers.)
• Reflecting on Experiences and Practicing Exercises  + (Remind participants of the overall goals of the training and ask them to reflect on the specific goals of the exercises and their contribution to the overall goals.)
• Self Declaration Approach - a Reflection on the Varieties of Goodness in Research  + (Remind participants that responses provide … Remind participants that responses provided in the self declaration sheet will be used for, and only for, class purposes, and that they should only share information that they are comfortable sharing with the class and that would not necessitate mandatory reporting. </br></br>It is strongly recommended to ask participants to sign a confidentiality agreement.pants to sign a confidentiality agreement.)
• Interim Practice Work  + (Remind your trainees to send you the fille … Remind your trainees to send you the filled in '''[https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 self reflection forms]''' in due time. After you have collected them, you analyse them to learn about how the trainees experienced the exercises. </br></br>In addition to this, you can consider directly asking the trainees what they would like to practice or discuss during the follow up session. This will be helpful in allocating practice time during the session.locating practice time during the session.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Research coordination and cooperation are essential to avoid the unnecessary duplication of studies, which could place unfair burdens on participants and waste time and resources.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Research ethics committee (REC) guidance a … Research ethics committee (REC) guidance and approval should be sought and respected at all times, including during pandemics. RECs should expedite the evaluation of research proposals that address urgent societal needs without compromising rigorous ethical standards.t compromising rigorous ethical standards.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Research must not compromise public health responses. In particular, the involvement of clinical staff in research should not affect patient care negatively.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Research teams should share the additional responsibilities associated with a pandemic fairly among their members to avoid exacerbating existing inequalities)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Researchers must always use respectful language when communicating through the press or the media, even when under pressure)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Researchers should actively support rigoro … Researchers should actively support rigorous, fast-track scientific review to help combat the erosion of good science during pandemics. They should also support quality control mechanisms for open communication channels such as pre-print servers or social media.such as pre-print servers or social media.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Researchers should answer publishers’ research ethics questions in full, even in rapid review submissions.)
• THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics  + (Researchers should keep in mind how pandemic conditions may affect all stakeholders in a study (participants, healthcare staff, support staff etc.) and take appropriate measures to ease any additional burdens.)
• IRECS Training format (template)  + (Return to the icebreaker activity or learn … Return to the icebreaker activity or learning goals (mind mapping or Mentimeter results) and ask participants if their expectations were met.</br></br>Share a QR code linking to the evaluation form and online modules for continued learning.</br></br>Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.d spread the word about the irecs modules.)
• IRECS Training format (template)  + (Return to the icebreaker activity or learn … Return to the icebreaker activity or learning goals (mind mapping or Mentimeter results) and ask participants if their expectations were met.</br></br>Share a QR code linking to the evaluation form and online modules for continued learning.</br></br>Thank participants for their contributions and encourage them to apply their insights in their work and spread the word about the irecs modules.d spread the word about the irecs modules.)
• 05 - REalistiC Decisions: A Method for Analysing Cases in Research Ethics and Research Integrity  + (Review my Early View and associated reason … Review my Early View and associated reasons by addressing each of the following themes and  questions: </br></br>'''Normative Standards'''</br></br>''"How do normative frameworks help us?"''</br></br>In order to answer this question, we need:</br></br><br /></br></br>*A basic knowledge of the appropriate regulations that apply to the issue;</br>*To be able to use these regulations to analyse our Early View;</br>*To revise our Early View and to provide reasons for any revisions.</br></br>'''Experience'''</br></br>''"How have we approached this issue before?"''</br></br>In order to answer this question, we need:</br></br><br /></br></br>*To access past decisions;</br>*To compare past cases and the current case and determine whether previous decisions are relevant;</br>*To use disagreement to develop new standards for guiding future considerations;</br>*To be able to explain why, if relevant, we haven’t followed such precedent.</br></br>'''Expertise'''</br></br>''"What expertise has been applied to this before?"''</br></br>To answer this question, we need to:</br></br><br /></br></br>*Access independent expert review;</br>*Access an up-to-date library of authoritative guidance;</br>*Balance guidance documents and judge the relative authority of guidance documents;</br>*Provide reasons if our decisions run contrary to guidance.</br></br>'''Empathy'''</br></br>''"What views and opinions do other parties have?"''</br></br>We turn to the views of those with a legitimate interest in the case (for example, the accused, the complainant, individuals involved with the case, and the public).</br></br>To answer this question, we need to:</br></br><br /></br></br>*Identify all those with an interest in the case and see it ‘through their eyes’;</br>*Recognize limitations to our empathy;</br>*Confirm or refute any ‘empathy-based decisions’ using answers to the other questions listed above;</br></br>'''Evidence'''</br></br>''"What evidence is there on this issue?"''</br></br>We turn to any published research concerning similar cases. However, we need to be careful when forming prescriptive conclusions based on factual premises. After all, the quality of the evidence may be questionable and there may be significant normative and factual differences between the case in question and situations discussed in published research.</br></br>In order to answer this question, we need:</br></br><br /></br></br>*To locate, assess, and apply published evidence;</br>*To recognize the proper place of facts when making judgments;</br>*To encourage published research on research integrity and research ethics.</br></br>'''Expediency'''</br></br>''"What is possible or realistic in the circumstances?"''</br></br>We need to ensure that we have not interpreted the case against sets of unrealistic standards. Expediency is built on a realistic evaluation of research constraints and consequences and imposes proportionate and realistic conditions.</br></br>In order to answer this question, we need to:</br></br><br /></br></br>*Understand and accommodate realistic standards when assessing the case;</br>*Judge when expediency is adequate justification;</br>*Balance expediency and fair standards when forming a judgment about a case.</br></br>'''Escape'''</br></br>''"How can we manage this problem of our disagreement?"''</br></br>In order to answer this question, we might be required to:</br></br><br /></br></br>*Agree to disagree (if it will not affect the final judgment);</br>*Seek elaboration on any of the answers to the questions listed above;</br>*Vote on a set of judgments;</br>*Consider alternatives. to the questions listed above; *Vote on a set of judgments; *Consider alternatives.)
• Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft  + (Sammle die Arbeitsblätter der Teilnehmende … Sammle die Arbeitsblätter der Teilnehmenden rechtzeitig ein und mache dich mit den Antworten der Teilnehmenden vertraut. Diese Gedanken und Antworten der Teilnehmenden werden für den Workshop sehr nützlich sein.</br></br>Bereite eine Präsentation vor, um die Reflexionsprozesse während des Workshops zu erleichtern. Falls den Teilnehmenden das Video über die Typologien der Güte in der Wissenschaft gezeigt wurde, kann folgende Präsentation verwendet werden: [https://www.dropbox.com/s/a30do4g82u2a4fb/SDA%20Sample%20ppt%20on%20Goodness%20simplified%20version%20(1).pptx?dl=0 Beispielpräsentation] </br></br>Falls den Teilnehmenden das Video nicht gezeigt wurde, kann folgende Präsentation gezeigt werden: [https://www.dropbox.com/s/xwiv7e0hggu3h9c/SDA%20Sample%20ppt%20on%20Goodness%20extended%20version.pptx?dl=0 Beispielpräsentation 2].</br></br>Die Präsentationen können nach Bedarf überarbeitet werden.en können nach Bedarf überarbeitet werden.)
• Debatte und Dialog  + (Schau dir folgendes Video an, um einen Ein … Schau dir folgendes Video an, um einen Eindruck von der VIRT2UE “Debatte & Dialog Übung” zu bekommen:</br></br>https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6</br></br>Debatte und Dialog sind zwei unterschiedliche Modelle der Kommunikation. Das folgende Video erkundet die Unterschiede zwischen den Modellen und hilft den Zuschauer:innen, die Dynamiken, die bei den Beteiligten ausgelöst werden, besser zu reflektieren. Die Unterschiede sind etwas ausführlicher auf der Themenseite “[https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 Dialog versus Debatte]” beschrieben.</br>[[File:ByVirtueof.png|center|frame|[https://www.youtube.com/watch?v=M-nI32JBOyo]]]</br><br />rtueof.png|center|frame|[https://www.youtube.com/watch?v=M-nI32JBOyo]]] <br />)
• Debate and Dialogue  + (Share your experiences of participating and facilitating the exercise with the other participants.)

• ‘And the band played on’ movie fragment no. 3  + (Show the movie fragment.)

• Exploring Training Materials on Open Science  + (Six different modules on responsible open … Six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science and [https://classroom.eneri.eu/node/82 ENERI] platforms. [https://zenodo.org/records/11671024 Open Science Learning Gate] developed by [https://community.embassy.science/c/nerq/105 NERQ] offers the possibility to align trainings with the principles of the research community. To enhance the quality of open science practices, the ‘Open Science Learning Gate’ seeks to unite the research community while aligning and standardizing both a) customized and b) high-quality OS training programs. and b) high-quality OS training programs.)
• Exploring Training Materials on Open Science  + (Six different modules on responsible open … Six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science and [https://classroom.eneri.eu/node/82 ENERI] platforms. [https://zenodo.org/records/11671024 Open Science Learning Gate] developed by [https://community.embassy.science/c/nerq/105 NERQ] offers the possibility to align trainings with the principles of the research community. To enhance the quality of open science practices, the ‘Open Science Learning Gate’ seeks to unite the research community while aligning and standardizing both a) customized and b) high-quality OS training programs. and b) high-quality OS training programs.)
• Uyarlanmış ikilem oyunu  + (Sizden ve grubunuzdan, oturum başında sizlere verilmiş olan tabloları doldurmanız ve söz konusu ikilemle ilişkili olan ECoC konularını belirlemeniz istenecektir ('''Pratik ipuçları''' bölümünde bulunan Tablo 1, 2 ve 3’e bakınız).)
• Uyarlanmış ikilem oyunu  + (Sizlerden grup içerisinde yaptığınız tartışmanın kısa bir sunumunu gerçekleştirmeniz istenecektir. Yürüttüğünüz tartışmanın sonuçlarını sunmak üzere grup üyelerinden birini sözcü olarak seçebilirsiniz.)
• Werte/Tugenden und Normen  + (Sobald die präsentierte Situation für alle … Sobald die präsentierte Situation für alle klar vorstellbar ist, bitte die Teilnehmenden nochmals, sich in die Lage der Person zu versetzen, die den Fall präsentiert hat. Lade sie nun ein, darüber nachzudenken welche Werte/Tugenden in dem präsentierten Dilemma für sie eine Rolle spielen würden, wenn sie selbst in der Situation der präsentierenden Person wären. Zwei Werte/Tugenden sind ausreichend, gerne dürfen die Teilnehmenden auch mehr als zwei Werte/Tugenden nennen. Eine mögliche Frage an die Teilnehmenden ist:</br></br>„Wenn ihr in der Situation von [Name der Person, die ihren Fall präsentiert hat] wärt und entscheiden müsstet, was zu tun wäre, welcher Wert oder welche Tugend wäre für euch bei dieser Entscheidung wichtig?“</br></br>Beachte, dass die Werte oder Tugenden nicht unbedingt mit einer der zuvor ausgearbeiteten Handlungsoptionen A oder B in Verbindung gebracht werden müssen. In diesem Schritt sollen die Teilnehmenden lediglich darüber nachdenken, welche moralische Eigenschaft („Tugend“) sie verkörpern sollten (oder: welche Werte ihr Handeln leiten sollten), um in dieser präsentierten Situation integer zu handeln. Bitte die Teilnehmenden in diesem Zusammenhang, darüber nachzudenken, welche Handlungsvorschrift („Norm“) oder welches konkrete Verhalten sich aus dem von ihnen gewählten Wert oder Tugend ergibt. Mögliche Fragen, die sich die Teilnehmenden stellen können, sind:</br></br>„Was sollte ich in dieser Situation tun, um im Einklang mit diesem Wert / dieser Tugend zu handeln?“ </br></br>„Welche Handlungsvorschrift sollte ich befolgen, um diesen Wert / diese Tugend in dieser Situation zum Ausdruck zu bringen?“</br></br>Beachte, dass verschiedene Normen mit dem gleichen Wert / der gleichen Tugend in Verbindung gebracht werden können und umgekehrt.dung gebracht werden können und umgekehrt.)
• Öz beyan yaklaşımı, araştırmada iyiliğin farklı şekilleri üzerine fikir yürütme  + (Son teslim tarihine kadar tüm formları top … Son teslim tarihine kadar tüm formları toplayın ve katılımcıların yanıtlarını inceleyin. Bu yanıtlar oturumun içeriğini oluşturacaktır. Ayrıca, oturum esnasında fikir yürütme süreçlerini kolaylaştırması amacıyla bir PowerPoint sunumu hazırlamayı unutmayın.r PowerPoint sunumu hazırlamayı unutmayın.)
• Uyarlanmış ikilem oyunu  + (Sonuç kısmında sizden genel olarak süreç ü … Sonuç kısmında sizden genel olarak süreç üzerine fikir yürütmeniz ve bu alıştırma bağlamında öğrenme hedeflerinin karşılanıp karşılanmadığına ilişkin bir değerlendirme yapmanız istenecektir. Bunun için, bu alıştırma ile neler öğrendiğiniz üzerine grup olarak kısa bir diyalog yürütmeniz talep edilecektir. Bu noktada sizden aşağıdakilere benzer sorulara yanıt aramanız istenebilir: </br></br>-         Seçilen ikilem için ilgili prensip ve erdemleri belirlemek kolay oldu mu?</br></br>-         Bu alıştırma sizin resmi olarak tanımlanmış prensipleri (ECoC) tespit edip bunlarla vakalar arasında bağlantı kurmanıza yardımcı oldu mu?</br></br>-         Oyunu oynayan katılımcıların büyük çoğunluğu varılan nihai karara muvafakat etti mi?</br></br>-         Anlaşmazlığa yol açan başlıca noktalar nelerdi?</br></br>-         Katılımcıların bazı noktalarda hemfikir olmamasına sebep olan şeyler nelerdi (örn., kişilerin deneyimlerindeki, eğitimlerindeki, arka planlarındaki, değerlerindeki, normlarındaki vb. farklılıklar)</br></br>-         Herhangi bir alternatif seçenek önerildi mi?</br></br>-         Tartışma sonucunda herhangi bir katılımcı fikrini değiştirdi mi?</br></br>-         Sizin iş ortamınızda ahlaki olarak iyi olana ulaşmak için neler gerekli? </br></br>-         Tartışmada kullanılan en ikna edici argümanlar hangileriydi?</br></br>-         Hangi noktalarda yeterince fikir birliğine varılmadığını düşünüyorsunuz?</br></br>-         Gelecekte iş yaşamınızda bu gibi ikilemlerle en iyi hangi şekilde başa çıkabilirsiniz? en iyi hangi şekilde başa çıkabilirsiniz?)
• IRECS Training format (template)  + (Split up the group (if more than 10 people … Split up the group (if more than 10 people attend) in smaller groups. For this session you can pick among the following activities. Each of these activities have been presented in a separate module and applied to a specific topic. You can use these instructions as a guide and adapt the format to your training topic.</br></br>·       Case study</br></br>·       Mind mapping</br></br><span lang="EN-US">·       [https://embassy.science/wiki-wiki/index.php/Instruction:1d832939-90e0-4879-a557-e60627c0555e Role play]</span></br></br><span lang="EN-US">·      </span>Think out lound</br></br></br>At the end of the group work facilitate a plenary reflection, reporting back and harvesting results of subgroups’ discussion.n, reporting back and harvesting results of subgroups’ discussion.)
• IRECS Training format (template)  + (Split up the group (if more than 10 people … Split up the group (if more than 10 people attend) in smaller groups. For this session you can pick among the following activities. Each of these activities have been presented in a separate module and applied to a specific topic. You can use these instructions as a guide and adapt the format to your training topic. </br></br>·       Case study </br></br>·       Mind mapping</br></br><span lang="EN-US">·       [[Instruction:1d832939-90e0-4879-a557-e60627c0555e|Role play]]</span></br></br><span lang="EN-US">·      </span>Think out lound</br></br></br>At the end of the group work facilitate a plenary reflection, reporting back and harvesting results of subgroups’ discussion.n, reporting back and harvesting results of subgroups’ discussion.)
• Debate and Dialogue  + (Start a debate: invite both subgroups to c … Start a debate: invite both subgroups to convince the other side of their position. As a moderator, you can challenge the participants if only a few people talk. In general, try not to intervene too much during the debate, even when participants start raising their voices. Stop the debate if you see people becoming too emotional and ask them what is triggering them to become emotional in terms of aggression, sadness etc. </br></br>In case the participants are debating too politely, you should intervene actively as a moderator and challenge both groups to convince each other. You might even make stimulating comments such as:</br></br>**</br>*Come on, do you really think that …….? (repeat what has been said by one of the participants)</br>*What makes you think that this argument counts?makes you think that this argument counts?)
• Group reflection using an imaginary line: Biobanking  + (Start a dialogue about trainees' personal … Start a dialogue about trainees' personal experiences with biobanking as citizens, allowing them to reflect on ethical issues from a citizen's perspective.</br></br>Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):</br></br></br>*What is your own experience with biobanking as a citizen?  </br>*Have  you ever donated blood cells or anything else?  </br>*Do you know what they do with your samples and personal information?  </br>*What would be important to you in terms of privacy, storage and use of data and material – if it was your saliva, urine or blood sample?</br>Summarize with a plenary wrap-up, inviting trainees to share the key points of their discussions. Building on the previous exercise, continue adding ethical issues to the digital board, including any new ones brought up during the wrap-up. You can ask the trainees: "''What can you conclude based on the last issues we added to the mind map?''"e last issues we added to the mind map?''")
• Group reflection using an imaginary line: Biobanking  + (Start the session by welcoming everyone an … Start the session by welcoming everyone and introducing yourself, followed by an overview of the learning objectives and training program.</br></br></br>'''Learning objectives''' </br></br>By taking part in this activity, participants work towards the following learning objectives and become:</br></br>1.     knowledgeable on basic concepts associated with biobanking and ethical issues</br></br>2.     able to indicate what ethical issues are pressing regarding biobanking</br></br><span lang="EN-US">3.     able to reflect upon some of the ethical issues associated with biobanking</span></br></br></br></br>'''Training program'''</br></br></br>*Mindmap on Biobanking</br>*Mini Lecture on Biobanking and Technology Basics        </br>*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues                         </span></br>*<span lang="EN-US">Reflection                                                                                   </span></br>*<span lang="EN-US">Statements                                                                                   </span></br>*Mindmap and  closing       </br></br>To warm up and engage participants, you can start with an ice-breaker question.   </br></br>For example, you can use on of the scenarios below:   </br></br>''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''   </br></br>''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?''   <br /> </br></br></br>Collect some answers and facilitate a short dialogue among the trainees. Collect some answers and facilitate a short dialogue among the trainees.)
• Group reflection using an imaginary line: Biobanking  + (Start the session by welcoming everyone an … Start the session by welcoming everyone and introducing yourself, followed by an overview of the learning objectives and training program.</br></br></br>'''Learning objectives'''</br></br>By taking part in this activity, participants work towards the following learning objectives and become:</br></br></br>1.     knowledgeable on basic concepts associated with biobanking and ethical issues</br></br>2.     able to indicate what ethical issues are pressing regarding biobanking</br></br><span lang="EN-US">3.     able to reflect upon some of the ethical issues associated with biobanking</span></br></br></br>'''Training program'''</br></br>*Mindmap on Biobanking</br>*Mini Lecture on Biobanking and Technology Basics        </br>*<span lang="EN-US">Mini Lecture on Biobanking and Ethics Issues                         </span></br>*<span lang="EN-US">Reflection                                                                                   </span></br>*<span lang="EN-US">Statements                                                                                   </span></br>*Mindmap and  closing       </br>To warm up and engage participants, you can start with an ice-breaker question.  </br></br>For example, you can use on of the scenarios below:  </br></br>''Scenario 1:'' Imagine you’re the owner of a biobank filled with all kinds of human samples. If there wouldn’t be any ethical or legal limitations – anything is possible; ''what is the first thing you would do?''  </br></br>''Scenario 2:'' Imagine you are a world leader with immense power. ''What would be the first step you would take to enhance the ethical standards surrounding biobanking practices?''   </br></br></br>Collect some answers and facilitate a short dialogue among the trainees.ractices?''   Collect some answers and facilitate a short dialogue among the trainees.)
• Virtues and Norms  + (Start the session by welcoming participant … Start the session by welcoming participants and by giving a short introduction to the exercise. Explain the aim of the exercise properly.  </br></br>Please keep in mind that this exercise is not about personal opinions/judgements on what each participant would do in the case, or to justify or condemn what the case-owner did (or did not) do. Participants should be willing to engage in a dialogue and learn from each other. This should be stressed at the beginning of the session. Also, as a facilitator you should take into account that being a case presenter can be challenging and emotionally burdensome. It is your responsibility to protect the case presenter and call for a time-out in case the conversation becomes too heavy or uncomfortable.  tion becomes too heavy or uncomfortable.  )
• Evaluating the content of learning outputs  + (Statistic is an easy measure for counting … Statistic is an easy measure for counting answers and identified topics. Learning analytics tools (especially those designed into an application) usually calculate the averages and divisions of responses and display them in graphs. Statistics tools like MS Excel, Google sheets or even SPSS (not to mention R) could be used to analyse the collected numerical data.</br></br>For example, ProLearning app creates ratios of students’ and teacher’s answers (figure 6):</br>[[File:Img13.png|center|frameless|350x350px]]</br></br></br>Figure 6. Students’ and teacher’s answers to the same question asked in 6 training sessions.</br></br>It is possible to count the answers given by learners (figure 7):</br>[[File:Img14.png|center|frameless|500x500px]]</br>Figure 7. Responses to various ethical analysis steps.</br></br>Even group dynamics can be displayed by counting the turn-taking of learners (as done by CoTrack app) (figure 8):</br>[[File:Img15.png|center|frameless|500x500px]]</br></br></br>Figure 8. Turn-taking of four learners (right) and the corresponding group dynamics display (left) (from Tammeleht et al., 2022).</br></br>In addition, the learning process can be displayed on a graph to illustrate the development of understanding (SOLO levels 0-4) (figure 9):</br>[[File:Img16.png|center|frameless|400x400px]]</br>Figure 9. Development of 5 topics during 4 group-tasks and an oral presentation. Sectionup-tasks and an oral presentation. Section)
• Debatte und Dialog  + (Stelle die Übung vor, indem du … * die Zi … Stelle die Übung vor, indem du …</br></br>* die Ziele oder den Zweck der Übung erklärst: ein moralisches Dilemma erkennen, den Unterschied zwischen einer Debatte und einem Dialog erfahren, und zu verstehen, wie eine dialogische Haltung dazu beitragen kann, in anderen Reflexionsprozesse anzuregen</br>* die Wichtigkeit dessen im Kontext von „Research Integrity“ erklärst. </br></br>Betone, dass es bei dieser Übung vor allem um den Prozess der erlebten Interaktion geht. Das bedeutet, dass der Inhalt des Fallbeispiels weniger wichtig ist, sondern lediglich als Platzhalter genutzt wird, um den Prozess der Debatte und des Dialogs zu begünstigen.er Debatte und des Dialogs zu begünstigen.)
• Debate and Dialogue  + (Stop the dialogue after 10 minutes and ref … Stop the dialogue after 10 minutes and reflect with the group on the differences between debate and dialogue by referring/asking questions about:</br></br>**</br>*Experiences, feelings during the debate and dialogue,</br>*The extent of understanding each other,</br>*The group dynamics (who was talking, did everybody had a say etc.),</br>*The understanding of the content of the case (motives; interests),</br>*Other outcomes of a debate and dialogue (e.g. gaining new insights).</br></br>Reflect with the group on the differences between debate and dialogue. You may look at additional questions in the practical tips section. Take notes of the reflection on a flip-chart.e notes of the reflection on a flip-chart.)
• Organizing the training  + (Sufficient time should be given to trainee … Sufficient time should be given to trainees to prepare for the first session and for practicing the exercises in between the sessions. When preparing the schedule for the training you: </br></br>a. Distribute preparation materials (including online modules and assignments) at least one month prior to the first participatory session. </br></br>b. Plan at least two months’ time in between the first participatory session(s) and the follow up session.tory session(s) and the follow up session.)
• Uyarlanmış ikilem oyunu  + (Sunumunuzun ardından sizden diğer katılımc … Sunumunuzun ardından sizden diğer katılımcıların söylediklerini aktif bir biçimde dinlemeniz istenebilir. Oyunun küçük gruplar halinde oynanması durumunda, birbirinize sorular sormanız ve ikilemleri, yapılan seçimlerin ardında yatan sebepleri ve hatta daha genel temaları belirleyebilmeniz için toplu bir bilgilendirme oturumu yapılması faydalı olabilir.ndirme oturumu yapılması faydalı olabilir.)
• TEST 251209-GEA  + (TEST)
• TEST 251209-GEA  + (TEST)
• Measurement tools for collecting learning outcomes: long-term effect  + (Table 4 summarises the tools for measuring … Table 4 summarises the tools for measuring REI training effectiveness in HE context. Limitations</br></br>Limitations of measurement tools and analysis instruments are that there are not many large-scale feasible measurements available. In addition, the entire ethics infrastructure may have an impact on how people behave in the research community, so the effectiveness may be influenced by a wider community beyond training. Moreover, effectiveness can be interpreted in various ways in different context. Our focus has been on learning outcomes, and we have operationalised this through an established framework for on levels of training effectiveness (Praslova 2010/Kirkpatrick, 1959).iveness (Praslova 2010/Kirkpatrick, 1959).)
• Uyarlanmış ikilem oyunu  + (Talimatları okuyun. Lütfen orijinal oyun k … Talimatları okuyun. Lütfen orijinal oyun kiti ile uyarlanmış RİO arasında amaçlar ve uygulama açısından farklılıklar olduğunu unutmayın. Bundan sonraki adımlarda oyunun uyarlanmış versiyonunun kullanımına ilişkin prosedürler anlatılacaktır. Bu versiyonda katılımcıların yalnızca oyunu oynamalarını değil, aynı zamanda kendi temellendirmeleri üzerine fikir yürütmelerini, kendilerinin ve diğer katılımcıların tartışma süreçlerini analiz etmelerini ve ele alınan vaka ile ECoC’un içeriği ve AD erdemleri arasında ilişki kurmak için birlikte çalışmalarını gerektirir. Bu nedenle bu versiyonun uygulanması daha uzun sürer ve daha zorludur.</br></br>Oturumdan önce:</br></br>-         Tercih kartlarının çıktısını alın.</br></br>-         Kullanılacak olan ikileme ilişkin açıklamaları içeren bir PPT sunumu hazırlayın ya da bu bilgileri içeren bir belge hazırlayıp çıktısını alın.</br></br>-         Tabloların çıktısını alın.lın. -         Tabloların çıktısını alın.)
• The solo taxonomy  + (Taxonomies are usually implemented in lear … Taxonomies are usually implemented in learning situations. But in some contexts, we may need to evaluate ethical awareness/sensitivity outside the learning context, for example when analysing comments that people have added as open answers to vignettes in retention checks or REI surveys.</br></br>We needed to modify the instrument for measuring ethical sensitivity in a non-training context (see Table 2). The instrument can be used in deductive content analysis.</br></br>Table 2. Ethical Awareness and Sensitivity Meter (Tammeleht et al., forthcoming).</br>[[File:Img6.png|center|frameless|500x500px]]</br></br></br>By ethical awareness we mean recognition of ethical aspects, interpreting a situation. In the ethical sensitivity we include awareness, conscious scrutiny of an ethical topic, and recognising intricacies of the issues/participants.ng intricacies of the issues/participants.)
• Debatte und Dialog  + (Teile die Erfahrungen, die du bei der Teilnahme oder Durchführung dieser Übung gemacht hast, mit den anderen Teilnehmer:innen.)