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‘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:„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?“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:„Was sollte ich in dieser Situation tun, um im Einklang mit diesem Wert / dieser Tugend zu handeln?“ „Welche Handlungsvorschrift sollte ich befolgen, um diesen Wert / diese Tugend in dieser Situation zum Ausdruck zu bringen?“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: - Seçilen ikilem için ilgili prensip ve erdemleri belirlemek kolay oldu mu?- Bu alıştırma sizin resmi olarak tanımlanmış prensipleri (ECoC) tespit edip bunlarla vakalar arasında bağlantı kurmanıza yardımcı oldu mu?- Oyunu oynayan katılımcıların büyük çoğunluğu varılan nihai karara muvafakat etti mi?- Anlaşmazlığa yol açan başlıca noktalar nelerdi?- Katılımcıların bazı noktalarda hemfikir olmamasına sebep olan şeyler nelerdi (örn., kişilerin deneyimlerindeki, eğitimlerindeki, arka planlarındaki, değerlerindeki, normlarındaki vb. farklılıklar)- Herhangi bir alternatif seçenek önerildi mi?- Tartışma sonucunda herhangi bir katılımcı fikrini değiştirdi mi?- Sizin iş ortamınızda ahlaki olarak iyi olana ulaşmak için neler gerekli? - Tartışmada kullanılan en ikna edici argümanlar hangileriydi?- Hangi noktalarda yeterince fikir birliğine varılmadığını düşünüyorsunuz?- 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.· Case study· Mind mapping· [https://embassy.science/wiki-wiki/index.php/Instruction:1d832939-90e0-4879-a557-e60627c0555e Role play]· Think out loundAt 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. · Case study · Mind mapping· [[Instruction:1d832939-90e0-4879-a557-e60627c0555e|Role play]]· Think out loundAt 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. 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:***Come on, do you really think that …….? (repeat what has been said by one of the participants)*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.Divide the group in subgroups and invite them to reflect for 10-15 minutes on the following questions (projected on a slide):*What is your own experience with biobanking as a citizen? *Have you ever donated blood cells or anything else? *Do you know what they do with your samples and personal information? *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?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.'''Learning objectives''' By taking part in this activity, participants work towards the following learning objectives and become:1. knowledgeable on basic concepts associated with biobanking and ethical issues2. able to indicate what ethical issues are pressing regarding biobanking3. able to reflect upon some of the ethical issues associated with biobanking'''Training program'''*Mindmap on Biobanking*Mini Lecture on Biobanking and Technology Basics *Mini Lecture on Biobanking and Ethics Issues *Reflection *Statements *Mindmap and closing To warm up and engage participants, you can start with an ice-breaker question. For example, you can use on of the scenarios below: ''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?'' ''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?'' 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.'''Learning objectives'''By taking part in this activity, participants work towards the following learning objectives and become:1. knowledgeable on basic concepts associated with biobanking and ethical issues2. able to indicate what ethical issues are pressing regarding biobanking3. able to reflect upon some of the ethical issues associated with biobanking'''Training program'''*Mindmap on Biobanking*Mini Lecture on Biobanking and Technology Basics *Mini Lecture on Biobanking and Ethics Issues *Reflection *Statements *Mindmap and closing To warm up and engage participants, you can start with an ice-breaker question. For example, you can use on of the scenarios below: ''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?'' ''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?'' 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. 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.For example, ProLearning app creates ratios of students’ and teacher’s answers (figure 6):[[File:Img13.png|center|frameless|350x350px]]Figure 6. Students’ and teacher’s answers to the same question asked in 6 training sessions.It is possible to count the answers given by learners (figure 7):[[File:Img14.png|center|frameless|500x500px]]Figure 7. Responses to various ethical analysis steps.Even group dynamics can be displayed by counting the turn-taking of learners (as done by CoTrack app) (figure 8):[[File:Img15.png|center|frameless|500x500px]]Figure 8. Turn-taking of four learners (right) and the corresponding group dynamics display (left) (from Tammeleht et al., 2022).In addition, the learning process can be displayed on a graph to illustrate the development of understanding (SOLO levels 0-4) (figure 9):[[File:Img16.png|center|frameless|400x400px]]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 …* 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* die Wichtigkeit dessen im Kontext von „Research Integrity“ erklärst. 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:***Experiences, feelings during the debate and dialogue,*The extent of understanding each other,*The group dynamics (who was talking, did everybody had a say etc.),*The understanding of the content of the case (motives; interests),*Other outcomes of a debate and dialogue (e.g. gaining new insights).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: a. Distribute preparation materials (including online modules and assignments) at least one month prior to the first participatory session. 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.)
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. LimitationsLimitations 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.Oturumdan önce:- Tercih kartlarının çıktısını alın.- Kullanılacak olan ikileme ilişkin açıklamaları içeren bir PPT sunumu hazırlayın ya da bu bilgileri içeren bir belge hazırlayıp çıktısını alın.- 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.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.Table 2. Ethical Awareness and Sensitivity Meter (Tammeleht et al., forthcoming).[[File:Img6.png|center|frameless|500x500px]]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.)
Debatte und Dialog + (Teile die Gruppe in zwei Subgruppen auf un … Teile die Gruppe in zwei Subgruppen auf und teile jeder Gruppe mit, welche Seite des Dilemmas sie verteidigen soll. Einteilung der Gruppen:* Zur Aufteilung der Gruppe hast du zwei Möglichkeiten: a) du lässt die Teilnehmenden sich selbst einteilen; b) du als Trainer:in teilst die Subgruppen ein. * Beide Varianten haben Vor- und Nachteile. Variante A: die Teilnehmenden werden sich wahrscheinlich mehr mit ihrer Subgruppe identifizieren und ihre Positionen engagierter verteidigen; Variante B: die Teilnehmenden lernen, wie sie eine Position verteidigen, die sie eventuell nicht selbst vertreten. Gesetzt dem Fall, deine Gesamtgruppe besteht aus Personen unterschiedlicher Hierarchiepositionen (z.B. Supervisoren und Promovierende), dann kann es vorteilhaft sein, dass du als Trainer:in die Gruppen aufteilst. Die zugeteilten Teilnehmer:innen werden es dann als leichter empfinden, eine Gegenposition gegenüber einer hierarchisch höher gestellten Person zu verteidigen.]Ist genügend Platz im Raum vorhanden, positioniere die zwei Subgruppen so, dass sie sich gegenseitig ansehen. Die zu verteidigenden gegenüberliegenden Positionen in der Debatte spiegeln sich so in der räumlichen Position wider, was den Effekt der Übung verstärkt.Gib beiden Gruppen 3-5 Minuten Zeit, um ihre Argumente zu besprechen und eine Strategie zu diskutieren, wie die andere Gruppe von der eigenen Position überzeugt werden kann. Danach kann die Debatte gestartet werden. Danach kann die Debatte gestartet werden.)
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Teile die Teilnehmenden in Kleingruppen vo … Teile die Teilnehmenden in Kleingruppen von 3 bis 5 Personen auf und bitte sie, ihre Gedanken und Beiträge aus dem Selbstauskunfts-Arbeitsblatt miteinander zu diskutieren und diese Ideen mit den Tugenden und Werten sowie der Research Integrity in Verbindung zu bringen. Um den Reflexionsprozess anzuregen, gib den Teilnehmenden die folgende Liste an Fragen:1. Teile deiner Kleingruppe mit, was du in dem Selbstauskunfts-Arbeitsblatt über die verschiedenen Arten des Guten geschrieben hast. Erkläre anhand deines Beispiels, warum dieses Beispiel eine bestimmte Art des Guten darstellt. Gib der Kleingruppe die Gelegenheit, dir Fragen zu stellen.2. Diskutiert für jede Art des Guten, was passieren kann, wenn diese Art des Guten nicht mehr vorhanden ist. 3. Gibt es Arten des Guten, die für die Research Integrity weniger relevant sind?4. Sind Tugenden oder Werte notwendig, um jede Art des Guten zu erreichen?Gib den Teilnehmenden 20 bis 30 Minuten Zeit, um zu diskutieren. In der Zeit sollen sie sich auch auf eine Person einigen, die später die wichtigsten Erkenntnisse der Gruppe präsentiert.gsten Erkenntnisse der Gruppe präsentiert.)

TEST 251209-GEA + (Test)
TEST 251209-GEA + (Test)

Green Labs, Smarter Science: Practical Steps for Sustainable Research and Innovation + (Test your knowledge on greening labs.)
Planetary health, human well-being and environmental justice + (Test your knowledge!)
Research Ethics in a Global Environment + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FK5LH08FyvQ&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283127814%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=shLTj7qPsGmGj0JOoPRZV2LhKbl5XOOhAbo7F%2FWzW7s%3D&reserved=0 https://forms.office.com/e/K5LH08FyvQ]Thank you!d=0 https://forms.office.com/e/K5LH08FyvQ] Thank you!)
Research Ethics and Integrity: Governance and Processes + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FK5LH08FyvQ&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283127814%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=shLTj7qPsGmGj0JOoPRZV2LhKbl5XOOhAbo7F%2FWzW7s%3D&reserved=0 https://forms.office.com/e/K5LH08FyvQ]Thank you!d=0 https://forms.office.com/e/K5LH08FyvQ] Thank you!)
AI In Healthcare: Technology Basics + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FcimWP1L4tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283135084%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=mx6LNK14iRC744b7LLnUg8jxZ%2FKLXd%2Blo6I8kmwz%2Bwg%3D&reserved=0 https://forms.office.com/e/cimWP1L4tx]Thank you!d=0 https://forms.office.com/e/cimWP1L4tx] Thank you!)
Gene Editing: Technology Basics + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FcimWP1L4tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283135084%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=mx6LNK14iRC744b7LLnUg8jxZ%2FKLXd%2Blo6I8kmwz%2Bwg%3D&reserved=0 https://forms.office.com/e/cimWP1L4tx]Thank you!d=0 https://forms.office.com/e/cimWP1L4tx] Thank you!)
XR in Research: A Case Study + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page: [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FUsKC9j09Tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cbe3ccf952ee04506e25608dd19dcde06%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638695158651948095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=P5sNoxm3jW6tLABNV7bNiETR3fHQUG2VODMd3wk3r9E%3D&reserved=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!)
Gene Editing Case Study with Human Application + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page: [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FUsKC9j09Tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cbe3ccf952ee04506e25608dd19dcde06%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638695158651948095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=P5sNoxm3jW6tLABNV7bNiETR3fHQUG2VODMd3wk3r9E%3D&reserved=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!)
AI & Malaria Research + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page: [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FUsKC9j09Tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cbe3ccf952ee04506e25608dd19dcde06%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638695158651948095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=P5sNoxm3jW6tLABNV7bNiETR3fHQUG2VODMd3wk3r9E%3D&reserved=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!)
A Case of Non-Human Gene Editing + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page: [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2FUsKC9j09Tx&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cbe3ccf952ee04506e25608dd19dcde06%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638695158651948095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=P5sNoxm3jW6tLABNV7bNiETR3fHQUG2VODMd3wk3r9E%3D&reserved=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!=0 https://forms.office.com/e/UsKC9j09Tx] Thank you!)
AI in Healthcare: Ethics Issues + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2F3puN6rfFYS&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283142461%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=noGJNHMbkeQtmNkEzmf2zx2ua3sxX%2F7ta9F8pmckrSQ%3D&reserved=0 https://forms.office.com/e/3puN6rfFYS]Thank you!d=0 https://forms.office.com/e/3puN6rfFYS] Thank you!)
Biobanking: Ethics Issues + (Thank you for taking this irecs module! … Thank you for taking this irecs module! Your feedback is very valuable to us and will help us to improve future training materials. We would like to ask for your opinions:1. To improve the irecs e-learning modules2. For research purposes to evaluate the outcomes of the irecs projectTo this end we have developed a short questionnaire, which will take from 5 to 10 minutes to answer. Your anonymity is guaranteed; you won’t be asked to share identifying information or any sensitive information. Data will be handled and stored securely and will only be used for the purposes detailed above. You can find the questionnaire by clicking on the link below. This link will take you to a new page; [https://eur01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fforms.office.com%2Fe%2F3puN6rfFYS&data=05%7C02%7CKChatfield%40uclan.ac.uk%7Cde983f54bcc64d66a02908dcd0b50ccd%7Cebf69982036b4cc4b2027aeb194c5065%7C0%7C0%7C638614723283142461%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C0%7C%7C%7C&sdata=noGJNHMbkeQtmNkEzmf2zx2ua3sxX%2F7ta9F8pmckrSQ%3D&reserved=0 https://forms.office.com/e/3puN6rfFYS]Thank you!d=0 https://forms.office.com/e/3puN6rfFYS] Thank you!)
Introduction to the BEYOND Trainer Guide + (The BEYOND Trainer Guide introduces effect … The BEYOND Trainer Guide introduces effectiveness measures to help trainers assess whether the training provided is impactful and beneficial. The versatile evaluation tools are designed to be applicable to various target groups and compatible with a variety of training activities and resources. Such evaluation measures are often absent in training resources, yet they provide trainers with a valuable mechanism to ensure how effectively training supports learning. Understanding how training facilitates learning and development is necessary in the process of fostering and strengthening integrity in the research community. Provision of training is a necessary component of the overall building of a culture of integrity. Yet training, the effects of which are not monitored, falls short of its potential to mirror the change it contributes to the research community. Therefore, in the orchard approach, learning and development provides important information about the readiness of the community to build a culture of integrity. Evaluating training effectiveness to ensure training programmes achieve their intended outcomes is crucial because it connects training investments to tangible results, ensuring that the effort put into developing and delivering training is worthwhile, and for pinpointing further development needs.Effectiveness of research ethics and integrity (REI) training can be viewed through an established effectiveness framework, which identifies four outcome domains, namely:1. reactions (participants’ self-assessment),2. learning (knowledge, content),3. behaviour (acting in the research community),4. results (e.g. institutional outcomes).'"`UNIQ--ref-0000000E-QINU`"''"`UNIQ--ref-0000000F-QINU`"'Evaluating development of ethical competencies should be determined through done as a system to get a more holistic picture. To do this, one can combine different forms of measurement, such as self-assessment and facilitator feedback as well as attitudes and behaviour treats (in tasks that display REI competencies in the research community, like research proposals, ethics sections of theses, articles, etc.). Furthermore, measurement could take place at different times to gain insight into the learning process, learning outcome, and long-term implications, namely:• during the training (learning process),• right after the training – students' and facilitator’s self-reports,• later as part of another event or course where the display of REI competencies is expected (like RE section in theses and articles, research proposal, evaluation of RE situation in the department, etc.)It is also important to consider what to do with the results, that is what kind of changes are necessary to improve teaching and/or the environment to build a culture of integrity.Different tools can be used to collect various learning outputs and analysis instruments can be implemented to analyse the information that has been collected (Table 2). By analysis instruments we mean the taxonomies of learning and application of theoretical models, such as levels of reflection, ethical principles and so on (if data available are mainly in a qualitative format) or statistics and learning analytics (if the data are mainly in quantitative format).{| class="wikitable"|+Table 1: Tools and analytical instruments for collecting learning outputs in research ethics and integrity training!Tool for collecting learning outputs!Details!Analysis instrument|-|'''''ProLearning'' app'''|''ProLearning'': https://www.epfl.ch/labs/chili/dualt/current-projects/realto/|learning analytics|-|'''Engagement app'''|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)|SOLO taxonomy, reflection levels, content criteria|-|'''Self-Reflection Form/Compass'''|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)|SOLO taxonomy, reflection levels, content criteria|-|'''Pre-post texts'''|Collect a short text (e.g. a response to a case or short essay) before the training and after the training|SOLO taxonomy, reflection levels, content criteria|-|'''Learning diaries'''|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics|SOLO taxonomy, reflection levels, content criteria|-|'''Group reports'''|Ask groups working together to provide a (short) group report (or provide a template with points to work on)|SOLO taxonomy, content criteria|-|'''Group discussions'''|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)|SOLO taxonomy, content criteria|-|'''Group dynamics'''|''CoTrack'' application: https://www.cotrack.website/en/|learning analytics|-|'''Online learning platform'''|Make use of accumulated authentic learning outputs in the learning platform.|statistics, SOLO taxonomy, reflection scale, content criteria|-|'''Domain-specific/ domain-transcending measure'''|Use either of the two forms measuring recognition and exemplifying of ethical issues.|statistics, SOLO taxonomy, content criteria|-|'''Retention check'''|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.|SOLO taxonomy, content criteria|-|'''Vignettes'''|This can be used for measuring ethical sensitivity in (non-)training context|statistics, EASM (based on the SOLO taxonomy), content criteria|-|'''National surveys'''|Can be used for analysing training-related content in reports and monitoring the display of REI leadership.|statistics, REI leadership framework|}Evaluation tools can give further insight into the effectiveness of the training and materials proposed. This will help trainers to adjust training content and delivery methods to improve trainees’ learning experience and outcomes. We propose mixing various tools for collecting learning outputs and adjusting them to the intended target groups (throughout the training guide suggestions are provided on which tools would be most suitable for various target groups).'"`UNIQ--references-00000010-QINU`"'rget groups). '"`UNIQ--references-00000010-QINU`"')
Introduction to the BEYOND Trainer Guide + (The BEYOND Trainer Guide introduces effect … The BEYOND Trainer Guide introduces effectiveness measures to help trainers assess whether the training provided is impactful and beneficial. The versatile evaluation tools (developed in WP4) are designed to be applicable to various target groups and compatible with a variety of training activities and resources. Such evaluation measures are often absent in training resources, yet they provide trainers with a valuable mechanism to ensure how effectively training supports learning. Understanding how training facilitates learning and development is necessary in the process of fostering and strengthening integrity in the research community. Provision of training is a necessary component of the overall building of a culture of integrity. Yet training, the effects of which are not monitored, falls short of its potential to mirror the change it contributes to the research community. Therefore, in the orchard approach, learning and development provides important information about the readiness of the community to build a culture of integrity. Evaluating training effectiveness to ensure training programs achieve their intended outcomes is crucial because it connects training investments to tangible results, ensuring that the effort put into developing and delivering training is worthwhile, and for pinpointing further development needs.Effectiveness of research ethics and integrity (REI) training can be viewed through an established effectiveness framework, which identifies four outcome domains, namely:1. reactions (participants’ self-assessment),2. learning (knowledge, content),3. behaviour (acting in the research community),4. results (e.g. institutional outcomes).'"`UNIQ--ref-00000021-QINU`"''"`UNIQ--ref-00000022-QINU`"'Evaluating development of ethical competencies should be determined through done as a system to get a more holistic picture. To do this, one can combine different forms of measurement, such as self-assessment and facilitator feedback as well as attitudes and behaviour treats (in tasks that display REI competencies in the research community, like research proposals, ethics sections of theses, articles, etc.). Furthermore, measurement could take place at different time points to gain insight into the learning process, learning outcome, and long-term implications, namely:• during the training (learning process),• right after the training – students' and facilitator’s self-reports,• later as part of another event or course where the display of REI competencies is expected (like RE section in theses and articles, research proposal, evaluation of RE situation in the department, etc.)It is also important to consider what to do with the results, that is what kind of changes are necessary to improve teaching and/or the environment to build the culture of integrity.Different tools can be used to collect various learning outputs and analysis instruments can be implemented to analyse the information that has been collected (Table 2) By analysis instruments we mean the taxonomies of learning and application of theoretical models, such as levels of reflection, ethical principles and so on (if data available are mainly in a qualitative format) or statistics and learning analytics (if the data are mainly in quantitative format).{| class="wikitable"|+Table 1: Tools and analytical instruments for collecting learning outputs in research ethics and integrity training!Tool for collecting learning outputs!Details!Analysis instrument|-|'''''ProLearning'' app'''|''ProLearning'': https://www.epfl.ch/labs/chili/dualt/current-projects/realto/|learning analytics|-|'''Engagement app'''|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)|SOLO taxonomy, reflection levels, content criteria|-|'''Self-Reflection Form/Compass'''|App under development, [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os form] (for copying and editing)|SOLO taxonomy, reflection levels, content criteria|-|'''Pre-post texts'''|Collect a short text (e.g. a response to a case or short essay) before the training and after the training|SOLO taxonomy, reflection levels, content criteria|-|'''Learning diaries'''|Ask learners keep a diary over a certain period, for each submission provide some guiding questions or topics|SOLO taxonomy, reflection levels, content criteria|-|'''Group reports'''|Ask groups working together to provide a (short) group report (or provide a template with points to work on)|SOLO taxonomy, content criteria|-|'''Group discussions'''|Monitor the group discussions to evaluate the level of understanding and content discussed (scaffold as appropriate)|SOLO taxonomy, content criteria|-|'''Group dynamics'''|''CoTrack'' application: https://www.cotrack.website/en/|learning analytics|-|'''Online learning platform'''|Make use of accumulated authentic learning outputs in the learning platform.|statistics, SOLO taxonomy, reflection scale, content criteria|-|'''Domain-specific/ domain-transcending measure'''|Use either of the two forms (WP4.2) measuring recognition and exemplifying of ethical issues.|statistics, SOLO taxonomy, content criteria|-|'''Retention check'''|After a certain time (few weeks/months) ask learners to provide a short text (analysis of a case, short essay on an ethics topic/question). Compare the levels of understanding to another piece collected during or right after the training.|SOLO taxonomy, content criteria|-|'''Vignettes'''|This can be used for measuring ethical sensitivity in (non-)training context|statistics, EASM (based on the SOLO taxonomy), content criteria|-|'''National surveys'''|Can be used for analysing training-related content in reports and monitoring the display of REI leadership.|statistics, REI leadership framework|}Evaluation tools can give further insight into the effectiveness of the training and materials proposed. This will help trainers to adjust training content and delivery methods to improve trainees’ learning experience and outcomes. We propose mixing various tools for collecting learning outputs and adjusting them to the intended target groups (thoughout the trainig guide suggestions are provided on which tools would be most suitable for various target groups).'"`UNIQ--references-00000023-QINU`"'r various target groups). '"`UNIQ--references-00000023-QINU`"')
Introduction to the BEYOND Trainer Guide + (The BEYOND approach - ‘it’s not the apple, … The BEYOND approach - ‘it’s not the apple, but the orchard’ - reflects the idea that integrity is upheld as a collaborative effort. This is why it is important that training also models the collaborative way. Cases have the capacity to open up discussion space for the complexities of integrity and ethics in research, again, guiding learners to think of the full complexity, not just individuals, but also other systemic levels, including meso and macro levels, that is organisation, research community, and national, international and global context. Scaffolding provides a technique acknowledging where the individual or even a team or research community is at and designing the next steps to facilitate learning and development eventually leading to better alignment with the highest ethical and integrity standards. The point of departure is that there is always room for improvement, even in the strongest of research communities and the work starts with acknowledging status quo and identifying the next goals, which are within reach, irrespective of whether we envision the learning of individuals or communities. With these approaches; case-based and collaborative learning and scaffolding we believe training is well geared towards nurturing the orchard.The BEYOND Trainer Guide goes beyond simply listing training materials; it adds value by explaining various pedagogical approaches that can be applied to enhance the use of different materials. It shows how learning taxonomies can be applied to create learning-focused training (as opposed to mere information transmission) irrespective of which materials produced in EU-funded projects that are implemented. We have structured the material according to target group, so that trainers can easily identify materials that are suitable for the target group they are training.Additionally, the content is also structured according to the type of learning activities to support those trainers who wish to work using specific activities but may hesitate whether they are suitable for a particular target group, or simply would like to know more about the activity itself.To summarise, the BEYOND approach is manifested in the Trainer Guide as:- A proposal for a research-based approach to an ‘orchard pedagogy’- Suggestions for measuring training effect to gain an indication of the preparedness of the research community to develop a culture of integrityFacilitation for using existing RE/RI training resources by providing two alternative structures for trainers, including one, which addresses various actors in ‘the orchard’ through a career-level approach. We wish trainers and other readers, as well as learners taking part in trainings and learning activities utilising the resources referred to in the BEYOND Trainer Guide, a joyful journey through the orchard!ide, a joyful journey through the orchard!)
Introduction to the BEYOND Trainer Guide + (The BEYOND approach - ‘it’s not the apple, … The BEYOND approach - ‘it’s not the apple, but the orchard’ - reflects the idea that integrity is upheld as a collaborative effort. This is why it is important that training also models the collaborative way. Cases have the capacity to open up discussion space for the complexities of integrity and ethics in research, again, guiding learners to think of the full complexity, not just individuals, but also other systemic levels, including meso and macro levels, that is organisation, research community, and national, international and global context. Scaffolding provides a technique acknowledging where the individual or even a team or research community is at and designing the next steps to facilitate learning and development eventually leading to better alignment with the highest ethical and integrity standards. The point of departure is that there is always room for improvement, even in the strongest of research communities and the work starts with acknowledging status quo and identifying the next goals, which are within reach, irrespective of whether we envision the learning of individuals or communities. With these approaches; case-based and collaborative learning and scaffolding we believe training is well geared towards nurturing the orchard.The BEYOND Trainer Guide goes beyond simply listing training materials; it adds value by explaining various pedagogical approaches that can be applied to enhance the use of different materials. It shows how learning taxonomies can be applied to create learning-focused training (as opposed to mere information transmission) irrespective of which materials produced in EU-funded projects that are implemented. We have structured the material according to target group, so that trainers can easily identify materials that are suitable for the target group they are training.Additionally, the content is also structured according to the type of learning activities to support those trainers who wish to work using specific activities but may hesitate whether they are suitable for a particular target group, or simply would like to know more about the activity itself.To summarise, the BEYOND approach is manifested in the Trainer Guide as:- A proposal for a research-based approach to an ‘orchard pedagogy’- Suggestions for measuring training effect to gain an indication of the preparedness of the research community to develop a culture of integrityFacilitation for using existing research ethics and integrity training resources by providing two alternative structures for trainers, including one, which addresses various actors in ‘the orchard’ through a career-level approach. We wish trainers and other readers, as well as learners taking part in trainings and learning activities utilising the resources referred to in the BEYOND Trainer Guide, a joyful journey through the orchard!ide, a joyful journey through the orchard!)
Training Initiatives for Research Ethics and Integrity + (The Bridging Integrity in Higher Education … The Bridging Integrity in Higher Education, Business, and Society ([https://www.academicintegrity.eu/wp/bridge/ BRIDGE]) project aimed at connecting integrity practices across academia, research, business, and society. BRIDGE targets early-career researchers (master’s and PhD students) and their supervisors, with the first step focused on analysing integrity practices across these fields. The project will develop checklists, open educational resources (including gamified tools), and training to bridge gaps between academic and research integrity.s between academic and research integrity.)
Training Initiatives for Research Ethics and Integrity + (The Bridging Integrity in Higher Education … The Bridging Integrity in Higher Education, Business, and Society ([https://www.academicintegrity.eu/wp/bridge/ BRIDGE]) project aimed at connecting integrity practices across academia, research, business, and society. BRIDGE targets early-career researchers (master’s and PhD students) and their supervisors, with the first step focused on analysing integrity practices across these fields. The project will develop checklists, open educational resources (including gamified tools), and training to bridge gaps between academic and research integrity.s between academic and research integrity.)
INTEGRITY High School Research Integrity Course + (The Data Transmission module is designed t … The Data Transmission module is designed to provide a practical experience of how information and data gets misunderstood, distorted, and reinterpreted as it is transmitted between people. This module is based on the ‘childrens game of ‘Telephone’’ which is used to illustrate the importance of tracking down the original source of any story or piece of data, especially if this data is to be used for research or schoolwork. By systematically playing the game and reflecting on its results, the importance of responsibility in research; how and when to verify a message; how to recognize a piece of information as trustworthy; and the role played by trust in data transmission protocols will be highlighted. In addition, the student will develop a personal awareness of how information is transmitted through listening, hearing, and understanding. Students will also develop an appreciation of how this is closely linked to the data protocols of sending, accepting, and processing.ols of sending, accepting, and processing.)
The solo taxonomy + (The SOLO taxonomy (Biggs & Collins, 19 … The SOLO taxonomy (Biggs & Collins, 1982; Biggs & Tang, 2007) can be applied in REI teaching and learning to structure, design, and assess learning outcomes.*It categorizes levels of understanding from simple to complex.*The taxonomy helps educators identify whether learners are merely recognizing ethical issues or integrating and applying them in sophisticated ways.*Learning tasks and assignments should be designed to elicit responses that demonstrate understanding at the intended SOLO level.*Facilitators are responsible for aligning assignments with the learning outcomes they aim to assess.The taxonomy, therefore, serves as both a framework for assessment and a guide for instructional design in REI contexts. a guide for instructional design in REI contexts.)
INTEGRITY High School Research Integrity Course + (The Technology module is designed to focus … The Technology module is designed to focus on and explore the main issues with using technology for school work. This module is important as we interact with advanced technology and artificial intelligence (AI) on a daily basis through our mobile phones and other smart devices which may be in our homes. This means we have access to these devices and a huge variety of content when completing our schoolwork and homework. This technology can be very helpful when we are teaching and learning, but the availability of this powerful technology can also allow us to act unethically and engage in poor research conduct. An improved knowledge of how to use these technologies in a responsible and ethical way (research integrity) is now more important than ever, and likely to be even more important over the coming years as the technology advances.e coming years as the technology advances.)
Ethical and Societal Foundations of Open Science + (The UNESCO Recommendation on open science … The UNESCO Recommendation on open science defines open science as: “[..] an inclusive construct that combines various movements and practices aiming to make multilingual scientific knowledge openly available, accessible, and reusable for everyone, to increase scientific collaborations and sharing of information for the benefits of science and society, and to open the processes of scientific knowledge creation, evaluation and communication to societal actors beyond the traditional scientific community. It comprises all scientific disciplines and aspects of scholarly practices, including basic and applied sciences, natural and social sciences and the humanities, and it builds on the following key pillars: open scientific knowledge, open science infrastructures, science communication, open engagement of societal actors, and open dialogue with other knowledge systems.” (UNESCO, 2021) Science as an activity and social practice is aimed at generating new knowledge. The most basic justification of open science as an overarching goal is that through the implementation of open science practices we will, as a global society, produce more and more reliable knowledge “for the benefit of science and society” (UNESCO, 2021).'''References'''#UNESCO (2021). Recommendation on Open Science. https://doi.org/10.54677/MNMH8546Science. https://doi.org/10.54677/MNMH8546)
Translate the VIRT2UE guide into your own language + (The VIRT2UE Guide begins with a summary of the training. This comes before the instruction pages. The text can be found [https://public.3.basecamp.com/p/zGrYP11u4fVVyyYao73ynCGe here].)
The Embassy's Newsletter - July 2021 + (The VIRT2UE trainer … The VIRT2UE trainer from Munster Technological University (Ireland), '''Seán Lacey,''' presents the initiative of Cross-Institutional Research Integrity Training (CIRIT), ran together with 7 other VIRT2UE trainers from other high education institutions (HEIs) in Ireland. The 8 VIRT2UE trainers led training seminars across Ireland as a platform to promote good research across their respective institutions. The seminars were very successful and as Lacey mentioned: “When advertised, the seminars were sold out in less than 24 hours”. Lacey, together with colleagues, trained to date 93 researchers in numerous seminars nationally. The feedback received from the training seminars is excellent but he acknowledges that although preparation for the seminars takes time, it is essential and the rewards are reaped and evident. In his particular training seminars, researchers at different stages of their careers were trained, something very much valued by the participants that promoted a shared learning community. Lacey is planning to deliver more Research Integrity trainings soon. In his own words, “continuous promotion of good research practices is important if we wish to have a positive impact on the research culture. This will not be done overnight, but bit by bit like a potential flywheel effect”.[[File:SL2.jpg]]*Seán Lacey, certified VIRT2UE trainer at Munster Technological University, Irelandtified VIRT2UE trainer at Munster Technological University, Ireland)