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Add and edit Theme pages + (The ideal theme page for the Embassy prese … The ideal theme page for the Embassy presents a research integrity and ethics topic in a clear, concise, and engaging manner. Here are some tips to help you craft content that aligns with our style:#'''Select a Relevant Topic''': Choose a subject relevant to research integrity and ethics (and which hasn't already been covered). Make sure it fits within one of the main categories: [https://embassy.science/wiki-wiki/index.php/Principles_&_Aspirations Principles & Aspirations], [https://embassy.science/wiki-wiki/index.php/Good_Practices Good Practices], or [https://embassy.science/wiki-wiki/index.php/Misconduct_&_Misbehaviors Misconduct & Misbehaviors].#'''Write a Concise Introduction''': Begin with a brief overview that outlines the topic and highlights its significance in the context of good scientific practices. The tone here should be accessible and inviting!#'''Structure the Content Logically''': Fill out your theme page in an organised way using our default headings and subheadings to guide readers through the information. At a minimum, your theme page should include a title, some information about why your topic is important, and one target group listed in the "For whom is this important?" box!#'''Link to Related Resources''': Add links to relevant guidelines, cases, educational materials, and other resources available on the Embassy. This provides interested readers with opportunities for deeper exploration and practical application, and allows users to make the most of what the Embassy has to offer!#'''Use an Objective Tone''': Your theme page should try present information about your topic as factually and impartially as possible. You should avoid including personal opinions and support statements with credible sources wherever possible.#'''Use Clear and Accessible Language''': Write in a straightforward manner, avoiding jargon and complex terminology as much as you can. The goal is to make the content understandable to a diverse audience, including those who may not have specialized knowledge - try to write in language that could be understood by teenagers, older relatives, and adults with minimal scientific knowledge alike!<div></div>By following these tips, you can create informative and engaging theme pages that align with our mission to promote research integrity and ethics. that align with our mission to promote research integrity and ethics.)
Research Ethics and Integrity: Governance and Processes + (The identification of ethics codes and gui … The identification of ethics codes and guidelines that are relevant to your research is vital from the earliest stages of conceptualising and designing your study. As a researcher, you [[File:GovProc Img1.png|center|frameless|600x600px]]will need to find out which codes and guidelines apply to your research. A good starting point is to find out which of your institutional codes and processes are relevant. We also strongly recommend that you check the professional, national and international requirements that apply generally to your field of research and specifically to any studies that you are involved in.You can seek advice from your institution’s research ethics committee and/or your supervisors or colleagues in the wider research team if you have any doubts about which ethics codes and guidelines are relevant to your research.[[File:GovProc IMG2.png|center|frameless|600x600px]]File:GovProc IMG2.png|center|frameless|600x600px]])
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (The informed consent process should explain the study risks and benefits fully and clearly in terms of what is known, what is uncertain and what is unknown)
Translate the VIRT2UE guide into your own language + (The link to the instruction "Interim Practice Work" can be found [https://public.3.basecamp.com/p/5PqnuPhVF5EtiYZJ9WCet1PN here].)
Translate the VIRT2UE guide into your own language + (The link to the instruction "Reflecting on experiences and practicing exercises" can be found [https://public.3.basecamp.com/p/am3nj24vLEAHNWQ9Tyg3hp3K here].)
Organizing the training + (The overall goal of the first session is t … The overall goal of the first session is to introduce the five exercises which represent the face-to-face/participatory part of the blended learning training and to prepare trainees to practice facilitating the exercises themselves. When planning the first session you: a. Plan enough time per exercise (minimum 2 h). As a trainer, you will first facilitate the exercises and let the trainees experience them. Then you will describe and explain the knowledge and competencies needed to facilitate the exercise as a trainer. Make time for pauses between the exercises for trainees to relax and reflect. Depending on the time schedule, it may also be necessary to provide food and drinks (or directions to restaurants or stores nearby). b. Provide time to explain what trainees are expected to do in between the first and the follow up participatory sessions . You might consider providing opportunities to collectively reflect on how to plan their training practice and whether it would be necessary to adapt the exercises based on the characteristics of the group of participants they will train in their own work setting they will train in their own work setting)
Organizing the training + (The overall goal of the follow up particip … The overall goal of the follow up participatory session is to allow trainees to practice the facilitation of the exercises supervised by a trainer, reflect on their experiences with the exercises and on how to use and potentially adapt the training materials in their own particular context. Also, the session is dedicated to answering questions or solving issues that might have arisen for trainees when practicing the exercises in their own work setting. For instance, what facilitated/ impeded learning, how can those impeding factors be worked around or avoided in future trainings, and if reflection sessions supported learners’ learning process. When planning the follow up session you:a. Plan enough time for practicing the exercises and for answering questions. If you have limited time, give priority to those exercises which trainees need more support with (based on their self-reflection forms).th (based on their self-reflection forms).)
Responsible Research through supervision, mentoring and working together + (The overarching aim of this learning unit … The overarching aim of this learning unit is to make sure that you can make the most of the conversation with your supervisor/ mentor.Having a conversation with your supervisor or mentor on RCR challenges is one way to take responsibility for Responsible Conduct of Research. In line with the positive approach of this course, the idea is not to criticize anyone. On the contrary, the aim is to provide a platform for a constructive conversation. You could ask questions, check mutual expectations, share thoughts about RCR challenges that might occur, and how you could face them together, et cetera. Below you will find an overview of the content of this learning unit.[[File:Unit 4.png|center|frame]][[File:Unit 4.png|center|frame]])
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity + (The participants make a list of the releva … The participants make a list of the relevant stakeholder perspectives, and, for each perspective, identify the values related to the dilemma and the possible actions that realize a specific value (we call this value a ‘norm’). The analysis of the perspective of the case presenter will lead to the identification of values and norms that support or undermine different options.at support or undermine different options.)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (The participants move clockwise to the nex … The participants move clockwise to the next flip-over sheet*, so each subgroup now works on another Variety of Goodness. First they read what the previous group wrote down (or drew) on the sheet. They can augment on it, or ask questions to the other group in case they don't fully understand what's on the sheet.Their task now is to link the Code of Conduct to the Variety of Goodness. Looking at the work of the previous group can help them to identify the relevant paragraphs.'"`UNIQ--nowiki-0000000C-QINU`"'depending on the logistics in the room, you can also chose to let the subgroups stay at their table and move around the flip-over sheets.able and move around the flip-over sheets.)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (The professionalization of research integr … The professionalization of research integrity and ethics trainers is crucial for ensuring high-quality, consistent, and impactful education that fosters a culture of ethical research practices and responsible scientific conduct. The [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project designed a Train-the-Trainer training programme with a virtue ethics approach to Ethics and Research Integrity. The VIRT2UE training programme takes a blended learning approach and consists of four components: 1) online course (consisting of 4 modules, addressing [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|introduction to research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|introduction of virtue ethics to research integrity]], [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|virtue ethics under current research conditions]] and [[Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2|supervision and mentorship practices]], [[Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3|preparatory readings]] and [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|preparatory watching]]; 2) two consecutive participatory session (during which participants experience five participatory exercises) : [[Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa|Debate and Dialogue]], [[Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b|Virtues and Norms]], [[Instruction:522ba3d0-9f26-41d5-9ecf-b4c88214887c|The Middle Position]], the [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Dilemma Game]], and the [[Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea|Self-Declaration Approach]]; 3) [[Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad|interim practice]] work (during which trainers in training go back to their institution practice with the exercises and reflect on their own teaching practices by means of guided self-reflection) and 4) follow up participatory [[Instruction:59a94bad-0356-4141-aecc-0dae37f1a40b|group/reflection section]], in which future trainers can reflect on the experience, learn about teaching strategies and reflect on their own teaching style and audience. The train-the-trainer program developed precise instructions for trainers on how to prepare, organize and facilitate the section. These instructions can be found by clicking on the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (The professionalization of research integr … The professionalization of research integrity and ethics trainers is crucial for ensuring high-quality, consistent, and impactful education that fosters a culture of ethical research practices and responsible scientific conduct. The [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] project designed a Train-the-Trainer training programme with a virtue ethics approach to Ethics and Research Integrity. The VIRT2UE training programme takes a blended learning approach and consists of four components: 1) online course (consisting of 4 modules, addressing [[Instruction:6ceba4e4-fb32-4953-9138-5436807fcde6|introduction to research integrity]], [[Instruction:86f47366-a189-4395-9301-36ddb6d1fc68|introduction of virtue ethics to research integrity]], [[Instruction:43c900ea-a317-4528-8ece-1f3fb3564867|virtue ethics under current research conditions]] and [[Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2|supervision and mentorship practices]], [[Instruction:7ce7ad50-499a-4cca-b09d-b2c1573d94f3|preparatory readings]] and [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|preparatory watching]]; 2) two consecutive participatory session (during which participants experience five participatory exercises) : [[Instruction:Ac206152-effd-475b-b8cd-7e5861cb65aa|Debate and Dialogue]], [[Instruction:747f4d61-3c97-4c4b-acd9-4d69c95f134b|Virtues and Norms]], [[Instruction:522ba3d0-9f26-41d5-9ecf-b4c88214887c|The Middle Position]], the [[Instruction:A0dd2e82-52e7-4030-a396-54525630e75c|Modified Dilemma Game]], and the [[Instruction:64cb2917-6ee4-44ca-ad3b-b998bc6786ea|Self-Declaration Approach]]; 3) [[Instruction:A0d97625-d155-4f6f-abd0-2f84413888ad|interim practice]] work (during which trainers in training go back to their institution practice with the exercises and reflect on their own teaching practices by means of guided self-reflection) and 4) follow up participatory [[Instruction:59a94bad-0356-4141-aecc-0dae37f1a40b|group/reflection section]], in which future trainers can reflect on the experience, learn about teaching strategies and reflect on their own teaching style and audience. The train-the-trainer program developed precise instructions for trainers on how to prepare, organize and facilitate the section. These instructions can be found by clicking on the [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|trainer tab]] on the training webpage.)
Innovation in a post-growth world + (The purpose of the third exercise is for participants to easily gain an overall understanding of the differences between the two types of innovation by answering 10 True or False questions.)
Just Transition (part one): Sustainability as a wicked problem + (The purpose of this exercise is to facilitate an understanding of sustainability as a wicked problem. At the end of the video, some questions will help you reflect on what you have seen.)
What is reproducibility? + (The research team within TIER2 present an … The research team within TIER2 present an analytical framework that supports epistemic diversity by examining the potential relevance and degree of feasibility of reproducibility for different modes of knowledge production. The research team find current general typologies with the same aim wanting. They propose top-down derived enumerative lists of kinds of reproducibility organised according to vaguely defined fields, disciplines, methods or so-called research types. Current typologies cannot sufficiently characterise different kinds of research and their varying research context at the granularity needed to deal with how epistemic diversity and reproducibility relate. They also do not clarify the prevailing conceptual confusion surrounding reproducibility and replication. To clarify matters, they propose ''redoing'' to commonly describe the acts of reproducing and replicating and ''enabling'' to describe the acts of making something reproducible and replicable. They suggest mapping practices and epistemic functions to characterise what parts of a study should be redone or enabled and for what intended purposes. The research team propose knowledge production modes (KPM) as an organising construct to situate redoing and enabling within knowledge production’s epistemic, social, and contextual conditions. Epistemologies determine epistemic norms and criteria. Social conditions influence how research is organised, practised, rewarded, reported, and discussed. Contextual conditions put boundaries and restrictions on research, for example, due to subject matter, environment, availability of resources, and technologies, which are the ‘local’ conditions. Their framework clarifies the potential ''relevance'' of redoing and the degree of ''feasibility'' of redoing and enabling for a specific knowledge production mode. Relevance comprises research goals and epistemology. Epistemology is the basic assumption behind knowledge production modes. It determines how knowledge claims are produced and justified with systems of justification, the criteria for good/trustworthy research, and, thus, the epistemic norms. Different ways of knowing have different epistemic norms, practices, and criteria. Feasibility comprises the nature and complexity of the subject under investigation, the necessary investment for redoing or enabling, and the degree of theoretical and methodological uncertainty associated with the actual research. The proposed framework works bottom-up in that knowledge production modes are not defined a priori but derived from the analytical framework. The framework, therefore, supports epistemic diversity by being open and non-hierarchical and working at a sufficient level of granularity to discern the diverse conditions of knowledge production. The research team propose a framework that can clarify, not a cookbook. Enabling in some form always seems relevant in empirical work irrespective of ways of knowing—the same is not true for redoing. For the full paper click here: [https://osf.io/preprints/metaarxiv/ujnd9_v1 MetaArXiv Preprints - Knowledge Production Modes: The Relevance and Feasibility of Reproducibility]'''Reference'''Ulpts, S., & Schneider, J. W. (2023, September 25). Knowledge Production Modes: The Relevance and Feasibility of Reproducibility. '"`UNIQ--nowiki-00000003-QINU`"'roducibility. '"`UNIQ--nowiki-00000003-QINU`"')
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (The same exercise as in round 3 can be repeated with the next group. The number of rounds is dependent of the number of subgroups and the time available.)
Add Resources to the Embassy! + (The second type of resource that you can a … The second type of resource that you can add to the Embassy are cases. Cases of the relevant kind are real or hypothetical scenarios that illustrate an issue related to research integrity and ethics. Your case should provide a detailed account of the situation, and and highlight the central issues and any ethical dilemmas faced, as well as possible resolutions. Cases are meant to facilitate reflection on what it is to be a good researcher in practice, to think about what went right or wrong, and to explore alternatives, so that we as researchers can learn from our own and each other's mistakes. After all, how can we become better researchers if we never think about what went wrong? To add a case, you need: *A Title*Some text in the "What is this about?" box*Some selections in the "For whom is this important?" box*A URL to the case in the "Link" boxFor some inspiration, check out other [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases cases]._search_Resource_Type%5B0%5D=Cases cases].)
Measurement tools for collecting learning outputs: short term effects + (The self-reflection tool (as a form or an … The self-reflection tool (as a form or an app) helps learners and teachers monitor the learning process as well as provide important insights about the uptake of REI course content to facilitators. The tool supports teachers to get insights whether the content of the training has been understood, how the learners progress and achieve their learning outcomes, measure if the training has been effective. The tool also helps implement reflection into training which is a crucial part of ethics competencies. The results from testing iterations show that most learners can evaluate quite accurately their level of understanding in the context of research ethics and integrity, and repeated reflection appears to improve accuracy of self-reflection. The self-reflection tool asks the learner to assess their level of understanding on the teacher-assigned or self-assigned topic (activity or content) and then write a short reflective paragraph on what has been learned and how they perceive it. After submission the tool provides pre-written feedback on the student-selected level and provides advice on how to improve understanding. In the app version the teacher can also provide feedback on the texts written by learners. Repeated use of the tool will show the progress of learners as well as pinpoint topics that may need further revision (e.g. if they have not been understood well enough).The tool is more suitable for evaluation of short-term outcomes of training (like specific tasks or topics), result can provide information on Kirkpatrick levels 1 and 2. Conclusions on training impact on researcher behaviour cannot be made based on the self-reflection alone, but perhaps in combination with other tools. The teacher should introduce the usefulness of the tool to the learners and encourage them to use it repeatedly. It would work best if the tool is combined with other measurements to provide a holistic picture of the learning process. The tool is suitable for HE context and it is not field-specific.The tool is based on the SOLO taxonomy and the reflective texts can be analysed based on both the SOLO taxonomy as well as reflection levels.The tool may be used with all target groups in HE and it is most suitable for short trainings.The MS Forms version of SRF is available here (learner’s view): https://forms.office.com/e/YTzAzJSAz7 The Google Forms and MS Forms copiable links are here:[https://docs.google.com/forms/d/1f4xNbQka73bfeDtwKCXTC5W5CoyhfVrtr4dwMXRNmWk/copy] [https://forms.office.com/Pages/ShareFormPage.aspx?id=WXWumNwQiEKOLkWT5i_j7twYn7PlpvpDlgGDpz2LgIdUMk5XRTVYQTVKRFRDWDlHOUdGU1FHTUlFVi4u&sharetoken=03epmvYBRpmfXvpRg9os]The SRC app is under development and expected to be launched by February 2025. and expected to be launched by February 2025.)
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training + (The table below outlines all the tools and … The table below outlines all the tools and provides evaluations of their functionality, feasibility, scale, term of effect as well as the potential impact of AI for their use. It is important to consider whether the measurement is vulnerable to unintended/undesirable use of AI especially in those cases when authentic learning tasks are utilised as indicators of training effect. There may also be cases in which AI use is neutral or even recommended along with instructions to learners to be mindful of the challenges with AI-created content and using any such content critically.The table includes an assessment of appropriate level of training effectiveness (according to Praslova 2010/Kirkpatrick 1959), functionality, suggested instruments of analysis, feasibility, temporal dimension and potential manipulativeness by AI.[[File:Tab1.png|center|frameless|500x500px]][[File:Tab2.png|center|frameless|500x500px]][[File:Tab3.png|center|frameless|500x500px]][[File:Tab4.png|center|frameless|500x500px]]Measuring training effectiveness has two components: the tool to collect learning outputs (preferably one that also has a pedagogical function) and an instrument to analyse the collected information. We will start with analysis instruments as they can be used for analysis collected with different tools.r analysis collected with different tools.)
Using Different Learning Taxonomies + (The taxonomy of Significant Learning or th … The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-000000A3-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. · '''foundational knowledge''': understand and recall ethical information.· '''application''': demonstrate skills in ethical analysis and problem-solving.· '''integration''': connect ethical theories and compare different approaches.· '''human dimension''': recognize the impact of ethical decisions on oneself and others.· '''caring''': develop empathy and values related to ethics.· '''learning to learn:''' reflect on the learning process and self-assess ethical understanding.'"`UNIQ--references-000000A4-QINU`"'ect on the learning process and self-assess ethical understanding.'"`UNIQ--references-000000A4-QINU`"')
Using Different Learning Taxonomies + (The taxonomy of Significant Learning or th … The taxonomy of Significant Learning or the Fink’s taxonomy is a non-hierarchical system that helps trainers devise learning outcomes to support deep learning. No dimension is considered more important than the other and within the course various aspects should be present.'"`UNIQ--ref-000000C6-QINU`"' Thus, this taxonomy provides an alternative frame for devising learning objectives for training. The fact that this taxonomy emphasises care and empathy makes it very suitable for training on ethics and integrity. The following is a short overview of the various dimensions:''Foundational knowledge''This dimension focuses on content knowledge and includes recalling and understanding of information and ideas.''Application''Here the learner demonstrates skills – they can be related to the use of knowledge or include skills necessary to interact in the subject, e.g. critical and creative thinking, decision-making, solving problems etc. For example, using the steps of ethical analysis to solve a situation involving an integrity-related challenge.''Integration''In this dimension the learner perceives connections between various ideas, disciplines, and experiences. It includes relating various ideas to each other, comparing, contrasting ideas and examples, and so on. For example, in solving an ethical issue, different ethical theoretical viewpoints may lead to diverse actions and solutions. Recognising how for example a virtue ethical approach may lead to a different solution than reasoning based on utilitarianism may be an expression of integration.''Human dimension''Learners learn with others, and they gain new understanding of themselves as well as others and alsoin the learning process. They recognise how people influence each other. Understanding how to respectfully work together for the greater good is an example of how the human dimension materialises positively in practice.''Caring''The caring dimension includes an affective stance and involves change in a learner. The learners start to see the reason to care about a topic, they gain new interests, feelings and values about the subject. Empathy and an ethics of care are values compatible with caring.''Learning to learn''In this dimension the learner understands that it is not only the outcome of learning that matters but also the process is important. This dimension includes guiding one’s learning for instance by inquiry, reflection and self-assessment. The role of reflection has been emphasised as a key activity in learning and individual development.'"`UNIQ--ref-000000C7-QINU`"' '"`UNIQ--references-000000C8-QINU`"'U`"' '"`UNIQ--references-000000C8-QINU`"')
Role play: AI in Healthcare + (The teacher encourages participants to con … The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored. To stimulate reflection teachers can ask the following question [https://classroom.eneri.eu/node/285 (from the irecs modules]) :"''Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?''"Teachers can invite students to reflect on the following key concepts (also presented in more detail in the irecs modules):-Privacy;-Accuracy;-Ownership and control;-Data sharing and interoperability. For more information see [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]/node/238 AI In Healthcare: Ethics Issues])
Role play: AI in Healthcare + (The teacher encourages participants to con … The teacher encourages participants to consider the content of the modules they had to study and asks them to reflect on how it relates to the case they have just explored.To stimulate reflection teachers can ask the following question [https://classroom.eneri.eu/node/285 (from the irecs modules]) :"''Reflect on the importance of finding a balance between AI technologies and the human touch in healthcare. How can technology enhance, rather than replace, the human connection between patients and healthcare providers?''"Teachers can invite students to reflect on the following key concepts (also presented in more detail in the irecs modules):-Privacy;-Accuracy;-Ownership and control;-Data sharing and interoperability.For more information see [https://classroom.eneri.eu/node/238 AI In Healthcare: Ethics Issues]/node/238 AI In Healthcare: Ethics Issues])
Protection of Research Participants + (The term 'research participant' refers to … The term 'research participant' refers to an individual who voluntarily takes part in a research study, for example, a patient who takes part in a biomedical research study on new treatment methods or a community member who is interviewed by citizen scientists (like in this [https://londonprosperityboard.org/stories-olympic-park citizen science project on people living in London's neighborhoods]). Research participants are essential contributors to scientific research, including citizen science projects, and their involvement can vary widely depending on the nature of the study. The rights and interests of research participants lie at the core of research ethics and the same time should apply to citizen science as well. However, citizen science raises new challenges in this regard for at least two reasons. First, there is a great variety of citizen science projects and many of them are conducted outside institutional settings which makes applying the traditional research ethics frameworks challenging. Second, citizen scientists might play different roles in the research, usually, they are involved only as citizen scientists, but in some cases (e.g., in biomedical citizen science research) they might play both roles - a citizen researcher and a research subject.citizen researcher and a research subject.)
Gene Editing: Ethics Issues + (The term Slippery Slope is an argument tha … The term Slippery Slope is an argument that claims that an initial action will trigger a series of other events that will lead to basically some undesirable outcomes in the end. So, if we decide to allowa procedure that heals cystic fibrosis in patients, for example. The argument claims that this will lead tomore controversial procedures, such as basically, for example, editing cells in terms of, let's say, growth, editing the height of people, and this will then lead to enhancements such as choosing the eye colour of people or other very controversial procedures.The problem with human enhancement is that there is no consent, because human enhancement needs to be done before the birth of a baby. So, there's no consent from the baby, obviously. So, we would need to ask the parents. And that could be a problem, because the parents' intentions might not be aligned with the baby's intentions.There's also the problem of accessibility, because obviously if people have to pay for it, then it would be accessible for rich people, but not for poorer ones. And that also leads to a problem of fairness.And it could lead to a two-class system where rich people have access to enhancement, whereas poorer people don't have access. And that would be a problem for society as well.at would be a problem for society as well.)
Conflicts of interest in citizen science + (The term “conflict of interest” refers to … The term “conflict of interest” refers to situations where a person or an organisation has more than one interest (personal, professional, financial, etc.) and pursuing one of them could potentially involve conflict with others. There are two main types of conflicts of interest – financial and non-financial. An example of a '''financial conflict of interest''' is a physician who works for a pharmaceutical company that produces medicine for the same group of patients that she treats. In this case physician’s interest in earning more money conflicts with her role as a physician whose main duty is to find and prescribe the best available treatment to each patient. An example of a '''non-financial conflict of interest''' is a scientist whose personal beliefs or affiliations may impact the interpretation of his research findings. The same applies to a scientist who makes a biased hypothesis that tends to support her preferred theory.It is important to note that conflict of interests also includes the potential for conflict, and these should always be declared. Whether financial or non-financial conflicts of interests threaten the core virtue of scientific enterprise as it interferes with the role of the scientist as a seeker of truth. Besides that, it also might undermine the public’s trust in science.Investigators in citizen science projects might not have their pet theory that they might want to see proven true. However, laypeople who are involved in collaboration with scientists might have some political or personal interests that motivate them to participate in the research in the first place. For example, a person might have some strong beliefs about an environmental issue, and she might see involvement in the research as a way of solving the problem. There is some evidence that one of the key reasons why some citizen scientists engage in helping researchers to collect data is to advance their political aims (Riesch & Potter, 2014). These non-financial conflicts of interest might be more common in citizen science than financial conflicts of interest. An example of the latter would be a citizen scientist who receives funding from an environmental group or serves on its board of directors.A common strategy for dealing with conflicts of interest is to declare them. Although by itself it will not solve all the problems, timely disclosure of a potential conflict of interest avoids situations where the conflict is discovered after the fact. Thus, one might avoid suspicions and loss of trust (Resnik, 2015). The importance of a potential conflict of interests may vary, some might be negligible, and some, on the other hand, very severe. Whatever the case, it is always better to inform about it upfront. One unique problem with this strategy in the context of citizen science is that lead investigators of a study might have to deal with a large number of such disclosures as many citizen scientists might be involved in the study and sharing all this information might be impractical. One strategy to solve the problem could be to disclose the conflict of interest in aggregate (Resnik, 2015). Another strategy, how one can deal with damage, that might be caused by a conflict of interests is to make all the data publicly available. This enables everybody to analyse the data and assess the results independently (Resnik, 2015).'''References'''#Riesch, H., & Potter, C. (2014). Citizen science as seen by scientists: Methodological, epistemological and ethical dimensions. Public Understanding of Science, 23(1), 107–120. https://doi.org/10.1177/0963662513497324#Resnik, D. B., Elliott, K. C., & Miller, A. K. (2015). A framework for addressing ethical issues in citizen science. Environmental Science & Policy, 54, 475–481. https://doi.org/10.1016/j.envsci.2015.05.008 54, 475–481. https://doi.org/10.1016/j.envsci.2015.05.008)

Introduction to Responsible Supervision, Mentoring and Role-modeling + (The third episode is currently under construction.)
Introduction to Responsible Supervision, Mentoring and Role-modeling + (The third episode is currently under construction.)

Add Resources to the Embassy! + (The third type of resource that you can ad … The third type of resource that you can add to the Embassy are Educational Materials. Educational materials are resources that are designed to support learning and training in research ethics and integrity. They can include tools, videos, short courses and modules hosted on other platforms. These materials should be aimed at helping researchers, trainers and institutions to understand promote ethical practices and the principles of responsible research conduct.'''Have you developed educational materials which are hosted on a different website and are open for anyone to use?''' You can describe it and link to it directly on the Embassy!To add an educational material, you need:*A Title*Some text in the "What is this about?" box*Some selections in the "For whom is this important?" box*A URL to the material in the "Link" boxFor inspiration, check out our existing educational materials [https://embassy.science/wiki/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Education here].arch_Resource_Type%5B0%5D=Education here].)
Debate and Dialogue + (The trainer will facilitate the exercise b … The trainer will facilitate the exercise by following the steps briefly listed here below: #Introduction to the exercise#Presentation of an exemplary case with a clear moral dilemma.#Creation of subgroups (you will be asked to defend one of the two options in the dilemma)#Participants engage in a debate#Reflection on the process of debating#Explanation of the characteristics of a dialogue#Participants engage in a dialogue#Reflection on the differences between debate and dialogue#Reflection on the value of dialogue in group reflections.For a detailed description of the steps see the trainers instructions.f the steps see the trainers instructions.)
Virtues and Norms + (The trainer will facilitate the exercise b … The trainer will facilitate the exercise by following the steps: 1. Orientation: case and dilemma Presentation of the case and formulation of the dilemma. 2. Replacing and clarification Participants are given time for clarification questions about the case. This allows participants to 'step into the case presenter’s shoes'. 3. Virtues and norms Creation of an overview of virtues and corresponding norms considered relevant in the case at stake (see handout 2 in practical tips). 4. Dialogue about differences and similarities Engaging in a dialogue about differences and similarities among participants’ virtues and norms. What do you perceive as remarkable?5. Conclusions Wrapping up and formulating take home messages.For a detailed description of the steps see the trainers instructions.f the steps see the trainers instructions.)
The Middle Position + (The trainer will facilitate the exercise b … The trainer will facilitate the exercise by following the three parts. PART I:INDIVIDUAL REFLECTION#Recall a situation in which you had concerns about research integrity, and in which you had doubts about the right thing to do.#Select one virtue, which was at stake in that situation.#Reflect on which behavior fits well with this specific virtue.PART II: REFLECTIONS IN SUBGROUP#Select a spokesperson who can report on your group process to the larger group.#Share your case with the group and listen carefully to other’s cases.#Select a case to reflect on collectively.#Fill in handout 2 individually (see practical tips).#Share your notes with your subgroup by engaging in a group reflection/dialogue about differences/similarities related to the virtues and behaviors which were chosen.Part III:PLENARY: SUMMARY OF THE SUBGROUP WORK AND OVERALL LESSONS LEARNED#Report back on the discussion in subgroups.#Formulate lesson(s) learned.#Evaluate the session.(For a detailed description of the steps see the trainers instructions). the steps see the trainers instructions).)
Organizing the training + (The training is composed of three elements … The training is composed of three elements: 1) online materials and 2) face-to-face meetings (divided into two sessions) 3) practice in one’s own context. Trainees should invest about 60 hours in total (see below for an overview). {| class="wikitable"!!Content!Time|-|Online course|Introduction to research integrity and virtue ethics, the ECoC and the main concepts used during the training + Reflection on personal experiences|4 h|-|Preparatory assignments|Completing the assignments in preparation for the face-to-face training|5 h|-|First (face to face) group sessions|Experiencing the exercises and reflecting on how to facilitate exercises|16 h|-|Interim practice work|Practicing the exercises in own institution/ context + preparing for follow up session|27 h|-|Second (face to face) group session|Reflecting on and discussing experiences + Practicing selected exercises + Discussion of didactical implementation in own context|8 h|}Tot. 60 hAs a trainer you will need to make sure that your trainees get the preparation material in due time and reserve time for the first participatory sessions. ime for the first participatory sessions. )
Organizing the training + (The training program as a whole demands a significant commitment from trainers so it is highly recommended to involve a colleague in the organization and facilitation of the training (especially for the face-to-face sessions).)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (The urgent need to conduct research can never be an excuse for putting pressure on potential research participants or their proxies to make hasty decisions about their involvement in a study. Genuine informed consent needs time)
03 - Four Quadrant Approach: A Method for Analysing Cases in Research Ethics and Research Integrity + (The user should attend to some general que … The user should attend to some general questions in order to identify relevant aspects and major characteristics of the situation: *What are the morally relevant facts?*What are the ethical or moral issues at stake in this case?*Who are the stakeholders?*What particular normative standards in pertinent regulatory documents apply to the case?*What possible courses of action are available?*What are the predictable effects of each action?*Which set of possible outcomes seem to be better?et of possible outcomes seem to be better?)
Specific Research Ethics and Integrity Considerations for Crisis Research + (The war in Ukraine has sparked a debate ab … The war in Ukraine has sparked a debate about the future of scientific collaboration with Russia. Some support a boycott, while others argue that collaboration should continue. The German Ministry of Education and Research says that the decision lies with science itself. These different views show the complexity of the issue.nt views show the complexity of the issue.)
Evaluating the content of learning outputs + (Theories of normative ethics can be used t … Theories of normative ethics can be used to analyse participants’ responses to a variety of learning tasks such as analyses of cases or essays, in which participants describe their own approaches to an ethical question or their thinking about ethical matters. If familiarity of ethical approaches or ethical theories are part of the course objectives or intended learning outcomes of the training, an analysis of how the learner has addressed these is very suitable. For example, the analysis of authentic responses to learning tasks can involve the identification if deontology, virtue, utilitarian ethics, or other approaches, as relevant. The Virt2ue project materials on the Embassy of Good Science [[Instruction:17705907-d9b2-4f33-bc4f-088d84b4d971|Preparatory Viewing: Introduction to Concepts & Themes (embassy.science)]] provides helpful guidance (e.g. a video) into understanding common ethics theories. The analysis takes a bit of time but may yield interesting information about how learners have understood the concepts. The analysis can focus on the presence of the theoretical concepts in a text, the depth at which the learner uses the theoretical knowledge, or the levels of understanding that the learner displays regarding pertinent ethical theories or approaches. The depth of thinking, which the learner displays, can be analysed with a scheme of levels of reflection or the SOLO taxonomy / ECAG Grid.[[File:Img11.png|center|frameless|600x600px]]Figure 3. Example from a case study analysis done by 7 people displaying ethical approaches (visual from MaxQDA programme).Figure 3 displays ethical approaches displayed in the case analysis and the level of understanding (SOLO taxonomy): the most prevalent in this group is the rule-based approach, but consequentialism is also quite common. SOLO levels indicate that the level of understanding was mostly on the relational and extended abstract level.on the relational and extended abstract level.)
Exploring Training Materials on the Responsible Use of AI + (There are different ways of using AI, not … There are different ways of using AI, not only to generate text, but also to work with your own material (proofreading, changing style, transcription). Researchers should be transparent about how they have used AI tools, as they would be about any other tools and methods. The most important requirement for any researcher is to CHECK the material generated by AI, for example in a systematic review. Fairness, transparency and ethical considerations are all important factors in AI systems for trainers to consider when teaching, fostering a deeper understanding and commitment to responsible AI among their participants. Although training materials focusing on AI are still in development, this module gives trainers insight on possible material to be used.s insight on possible material to be used.)
Exploring Training Materials on the Responsible Use of AI + (There are different ways of using AI, not … There are different ways of using AI, not only to generate text, but also to work with your own material (proofreading, changing style, transcription). Researchers should be transparent about how they have used AI tools, as they would be about any other tools and methods. The most important requirement for any researcher is to CHECK the material generated by AI, for example in a systematic review. Fairness, transparency and ethical considerations are all important factors in AI systems for trainers to consider when teaching, fostering a deeper understanding and commitment to responsible AI among their participants. Although training materials focusing on AI are still in development, this module gives trainers insight on possible material to be used.s insight on possible material to be used.)
Technology and sustainability + (There are two complementary approaches thr … There are two complementary approaches through which technology can contribute to sustainability:*Greening by Tech: using technology to enable sustainable solutions (e.g., climate monitoring, carbon tracking, energy-efficient transportation).*Greening of Tech: making the technologies themselves — including software, cloud, and hardware — more sustainable and energy-efficient.<div></div>ainable and energy-efficient. <div></div>)
06 - Teaching Research Ethics Tool : A Method for Analysing Cases in Research Ethics + (There are usually several morally problematic situations that require attention. This step provides students with an opportunity to improve their sensibility to ethically problematic situations.)
Levels of reflective thinking and ethics reflection in academic writing + (There is evidence of how such a framework … There is evidence of how such a framework can be used to analyse reflective journals/learning logs (see Bell et al., 2011). We have tested the feasibility of this framework also in the context of REI. Figure 1 illustrates how reflection levels are displayed during a 6-week diary-keeping period related to REI learning. As indicated, some participants (P1–P5) show various levels, but some indicate constant levels. The exploration suggests that it is possible to analyse reflective journals/writing in REI context applying the framework of levels of reflective thinking.Figure 1. Eexample of analysis results (reflection levels) of learning diaries by 5 training participants (P1-5).[[File:Img7.png|center|frameless|500x500px]]File:Img7.png|center|frameless|500x500px]])
Incorporating gender, health, and climate justice in your research: A reflexive question card exercise + (This activity helps uncover blind spots in … This activity helps uncover blind spots in conventional research approaches by encouraging reflexivity and intersectional thinking.The goal is to reflect on one’s own positionality and framing, not to produce right answers, but to surface assumptions and expand accountability.ace assumptions and expand accountability.)
Gene Editing Case Study with Human Application + (This checklist is intended for use as a su … This checklist is intended for use as a supplement to the usual ethics review process regarding matters that are mainly specific to gene editing in humans. All usual aspects of research ethics review will also need to be considered, for instance, the appropriate processing of sensitive data or the involvement of vulnerable persons, like young children. Additionally, the checklist is not exhaustive; there may be other issues pertaining to individual studies that are not included here. Nevertheless, alongside general guidelines and processes, it provides a useful starting point for ethics reviewers. #Somatic or germline gene editing##Does the project aim to involve somatic or germline gene editing or both?##If germline gene editing, does the project comply with national legislation?##If germline gene editing, what steps have been undertaken to ensure societal acceptability?##If somatic gene editing, could the intervention affect the germline accidentally?#Novelty of gene editing in the project##Does the project use a novel technique, one that has already been tried in humans, or both?##If this is the first time it has been tested in humans, have comprehensive studies been undertaken in vitro and in animals to demonstrate proof of concept and safety?##If the technology has already been tested in humans, what do the findings tell us about potential risks and benefits?#Technological and other risks##Are risks of on-target effects clearly described and addressed?##Are risks of off-target effects clearly described and addressed?##Are risks of genetic mosaicism clearly described and addressed?##Are risks of immunogenicity clearly described and addressed?##Are risks associated with the treatment process clearly described and addressed?##Are risks of incidental findings clearly described and addressed?#Enhancement and slippery slope##Is the gene editing to be used purely for therapeutic purposes?##If for therapeutic purposes, are there risks that the technology could also be applied for enhancement purposes?##If so, how is this risk addressed?#Consent##How is the consent process being managed?##How is the option to opt out of the procedure being managed?##Is participant information sufficiently comprehensive and comprehensible so that the potential participants (or their legal representatives) will understand enough about the technology to assess the potential for harms and benefits meaningfully?##Are the potential participants being offered adequate support and time to reach a decision?#Data##What measures and protections are in place to prevent the exploitation of genetic and/or other biological data, for example, for profit?##What measures and protections are in place to prevent the misuse exploitation of genetic and/or other biological data and leading to, for example, discrimination, harassment, or marginalisation?#Equity##Who are the potential beneficiaries of this study?##Will the resultant therapy or other benefits be broadly accessible?##How are any matters of potential inequity in access addressed and justified?#Study justification##Is there a medical need for this study?##Might the same objectives be achieved via less risky and/or less costly methods?via less risky and/or less costly methods?)
Specific Research Ethics and Integrity Considerations for Crisis Research + (This clip explains the basics of benefit s … This clip explains the basics of benefit sharing, which is an instrument to increase justice in international research and cross-border access to resources. In the context of the UN Convention on Biological Diversity, benefit sharing is contribution-based, i.e. those who contribute to a project or research should benefit from its outcomes. In the context of the UNESCO Universal Declaration on Bioethics and Human Rights, the benefits of research should be shared with all of society, independent of contribution.l of society, independent of contribution.)
VIRT2UE Train-the-Trainer program + (This exercise fosters reflection on the concept of goodness and how it applies in the context of research. [[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]])
VIRT2UE Train-the-Trainer program + (This exercise helps to develop approaches … This exercise helps to develop approaches for implementing virtues in real life dilemmas by relating virtues to norms of action while reflecting on a real RI dilemma from different perspectives by means of dialogue.[[File: V&N.png|link=https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2]][[File: V&N.png|link=https://www.youtube.com/watch?v=IZMDWGTLXWo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=2]])
‘And the band played on’ movie fragment no. 3 + (This exercise is best to be combined with other (similar or related) exercises. Embed this in a workshop, e.g. with multiple movie fragments. Introduce the workshop rst, e.g. as described elsewhere.)
VIRT2UE Train-the-Trainer program + (This exercise supports participants in ide … This exercise supports participants in identifying research integrity (RI) principles, virtues and misconduct in a case and provides a framework to consider, choose and defend alternative courses of action regarding realistic dilemmas in research integrity.[[File: DGE.png|link=https://www.youtube.com/watch?v=Qpq-oWPdvJQ&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6]][[File: DGE.png|link=https://www.youtube.com/watch?v=Qpq-oWPdvJQ&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6]])
VIRT2UE Train-the-Trainer program + (This exercise supports users in identifyin … This exercise supports users in identifying the features of and differences between debate and dialogue and in becoming aware of the strengths and usefulness of dialogue as a tool for reflection processes.[[File:D&D2.png |link=https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=4]][[File:D&D2.png |link=https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=4]])
Just Transition (part one): Sustainability as a wicked problem + (This final exercise helps you reflect on t … This final exercise helps you reflect on the role of engineers in promoting sustainability. Read each statement carefully and select True (T) or False (F). Consider environmental, social, and ethical impacts as well as the transversal skills—Perspective Taking, Systems Thinking, and Negotiation—you explored in previous activities. This activity reinforces your understanding of sustainable decision-making in engineering.ustainable decision-making in engineering.)