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Ara dönem uygulama çalışması + (Tüm alıştırmaları kolaylaştırıcı olarak yö … Tüm alıştırmaları kolaylaştırıcı olarak yönetin ve katılımcılarla birlikte deneyimlerinizi değerlendirin/ yorumlayın. Sonrasında [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 özdüşünüm formunu] doldurarak kendi deneyiminiz ve eğitmen olarak rolünüz üzerine fikir yürütün.miniz ve eğitmen olarak rolünüz üzerine fikir yürütün.)
Orta Yol + (Tüm katılımcılarla birlikte alıştırmadan ç … Tüm katılımcılarla birlikte alıştırmadan çıkarılan genel dersleri belirleyin. Orta yola ilişkin tanımlama ve temellendirmelere özellikle dikkat edin.Katılımcılara bu alıştırmadan çıkarılan derslerle ECoC arasında nasıl bir ilişki bulunduğunu ve bu alıştırmanın ECoC’ta belirtilen prensip ve erdemlerin gözetilmesi konusunda onlara ne yönden yardımcı olacağını sorun;* Katılımcılara, araştırmacı olarak Araştırma Doğruluğu ile ilgili ahlaki bir sorunla karşılaştıklarında bu alıştırmanın ve bir Orta Yol bulma fikrinin onlara yardımcı olup olmayacağını, eğer olacaksa ne yönden olacağını sorun.* Alıştırmanın amaçlarını kısaca tekrarlayın ve katılımcılara bu amaçlara ne ölçüde ulaştığınızı sorun.Yazı panosu üzerine alıştırmadan çıkarılan temel dersleri ve katılımcıların Araştırma Doğruluğu ile ilgili ahlaki bir sorunla karşılaştıklarında bu alıştırmanın onlara nasıl yardımcı olacağına ilişkin fikirlerinden bazılarını not alın.ilişkin fikirlerinden bazılarını not alın.)
Ethics of care and human-nature relations + (Urban Walker, M. 1998. Moral Understanding … Urban Walker, M. 1998. Moral Understandings. A Feminist Study in Ethics. New York: Routledge.Tronto, J. 1993. Moral Boundaries. A Political Argument For an Ethic of Care. New York: Routledge.Noddings, N. 1982. Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of CA Press.Gilligan, C. 1982. In a different voice: Psychological theory and women's development. Harvard University Press.Woodly, D., R.H. Brown, M. Marin, S. Threadcraft, C.P. Harris, J. Syedullah, and M. Ticktin.2021. “The Politics of Care.” Contemporary Political Theory 20 (4): 890–925.'"`UNIQ--nowiki-00000004-QINU`"'.Wrigley, K. 2025. Care-full climate justice organising. Environmental Sociology, 1–13.'"`UNIQ--nowiki-00000005-QINU`"'Noddings, N. 2015. Care ethics and “caring” organizations. In: Engster D, Hamington M (eds) Care Ethics and Political Theory. Oxford: Oxford University Press, 72–84.Weil, S. 1977. Simone Weil Reader. New York: Moyer Bell.Whyte, K. and C. J. Cuomo. 2016. “Ethics of Caring in Environmental Ethics: Indigenousand Feminist Philosophies.” In S. M. Gardiner and A. Thompson (eds) The Oxford Handbook of Environmental Ethics Oxford: Oxford Handbooks, 234–247.Inguaggiato, G., Pallise Perello, C., Verdonk, P., Schoonmade, L., Andanda, P., van denHoven, M., '"`UNIQ--nowiki-00000006-QINU`"'amp; Evans, N. 2024. The experience of women researchers during the Covid-19 pandemic: a scoping review. Research Ethics, 20(4), 780- 811. '"`UNIQ--nowiki-00000007-QINU`"'Tronto, J.C. (2013). Caring Democracy: Markets, Equality, and Justice. New Yourk: NYU Press.Gauthier P. E., Chungyalpa D, Goldman RI, Davidson RJ, Wilson-Mendenhall CD. 2025.Mother Earth kinship: Centering Indigenous worldviews to address the Anthropocene andrethink the ethics of human-to-nature connectedness. Curr Opin Psychol. Aug(64): 102042.doi: 10.1016/j.copsyc.2025.102042. Epub 2025 Apr 11. PMID: 40288260.042. Epub 2025 Apr 11. PMID: 40288260.)
Protection of Research Participants + (Use the flashcards below to test your knowledge!)
Rights of Citizen Scientists + (Use the flashcards below to test your knowledge!)
Quality of research outputs and data sets + (Use the flashcards below to test your knowledge!)
Conflicts of interest in citizen science + (Use the flashcards below to test your knowledge!)
Risks to the environment, animals, plants, and ecosystems + (Use the flashcards below to test your knowledge!)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
The PREPARED Seesaw: a Digital Public Engagement Initiative + (Users of the Seesaw experience making a de … Users of the Seesaw experience making a decision, related to the pandemic, which involves trade-offs. For instance, where human challenge trials are approved with potentially life-saving accelerations in vaccine development, healthy participants might accept possibly fatal risks. Users make a choice between two alternative options (represented as the two extremes of a seesaw) and hear about the arguments for each option through prerecorded video clips.ch option through prerecorded video clips.)
06 - Teaching Research Ethics Tool : A Method for Analysing Cases in Research Ethics + (Usually, there are several possible courses of action. Some result in misconduct while others effectively and ethically solve the problem(s).)
Exploring Training Materials on Open Science + (Utilizing online training resources is ano … Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom. Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platformE525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform)
Exploring Training Materials on Open Science + (Utilizing online training resources is ano … Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom. Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platformE525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform)
Sertifika + (VIRT2UE sertifikasını alabilmek için 10 ar … VIRT2UE sertifikasını alabilmek için 10 araştırmacıya VIRT2UE yaklaşımı üzerine eğitim vermeniz gerekmektedir. VIRT2UE programı üç online modül ve beş katılımlı alıştırmadan oluşmaktadır. 10 araştırmacıyı 5 alıştırmanın 3’ü üzerinden eğitmeniz bizim için yeterlidir – bu, araştırma doğruluğu konusuna erdem temelli yaklaşımı öğrenmek için gerekli temeli sağlayacaktır. 10 araştırmacının eğitimi, program esnasında katılımlı alıştırmaların ‘uygulanması’ aşamasının bir parçası olarak ya da program bittikten sonra gerçekleştirilebilir. Eğitiminize katılan araştırmacılara kendilerinin de birer eğitmen olabilmesi için gerekli olan detaylı bilgiyi verebilirsiniz. Bu opsiyonel bir adımdır ve VIRT2UE sertifikasını almanız için bir koşul değildir. Eğer gerçekten araştırmacıları eğitmen olmak üzere eğitmek isterseniz, bu kişilerin İyi Bilim Elçiliği web sitesindeki VIRT2UE kılavuzunu okuduklarından ve alıştırmaları kolaylaştırıcı olarak yönetmekle ilgili deneyimlerini paylaşmak için ekstra bir oturuma katıldıklarından emin olunuz. Yüz yüze toplantıların mümkün olmaması durumunda (örneğin pandemi esnasında) bu deneyim paylaşımı yazılı bir alıştırma, akran koçluğu ve/veya video konferans ile ikame edilebilir.veya video konferans ile ikame edilebilir.)
Sertifika + (VIRT2UE sertifikasını edinmek için bir öğr … VIRT2UE sertifikasını edinmek için bir öğrenme portföyü oluşturmanız gerekmektedir. Portföyünüz içerisinde bulunması gereken dosyalar aşağıda belirtilmiştir: *Tamamlanan görevlere ilişkin tablo: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx*Alıştırmaları kolaylaştırıcı olarak yönetirken edindiğiniz deneyimleri detaylandıran yorum formları: [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]*10 araştırmacıyı eğittiğinizi gösteren belgeler (zoom görüşmelerinden alınmış ekran görüntüleri/ yoklama kâğıdı / katılım bildirimi)Bunların yanı sıra sertifikanızın gönderilmesini istediğiniz adresi de yazmanız gerekmektedir (ev ya da iş adresiniz olabilir)!mektedir (ev ya da iş adresiniz olabilir)!)
Erdemler ve Normlar + (Vaka net bir biçimde anlaşıldıktan sonra k … Vaka net bir biçimde anlaşıldıktan sonra katılımcılardan kendilerini vakayı sunan kişinin yerine koymalarını ve eğer sunucu yerinde kendileri olsa bu ikilemde hangi erdem(ler)in (iki tane erdem belirlenmesi yeterlidir ancak daha fazlası da mümkündür) rol oynayacağını düşünmelerini isteyin. Bunun için katılımcılara şu soruyu sorabilirsiniz:“Eğer vakayı sunan kişinin durumunda olsaydınız ve ne yapacağınıza karar vermeniz gerekseydi, sizin için bu kararı verirken hangi erdem önemli olurdu?”Lütfen belirtilecek erdemlerin ikilemin seçeneklerinden biriyle bağlantılı olması gerekmediğini unutmayın. Bu aşamada katılımcılar söz konusu durumda doğrulukla hareket edebilmek için hangi ahlaki niteliği (erdemi) hayata geçirmeleri gerektiği üzerine fikir yürütmek durumundadır. Bağlamsal olarak, katılımcılardan seçtikleri erdemi takip edecek eylem kuralının (normunun) ya da davranışın ne olduğu üzerine fikir yürütmelerini isteyin. Bunun için kendilerine şu soruları sorabilirler:“Bu durumda bu erdeme uygun davranabilmek için ne yapmam gerekir?”“Bu durumda bu erdemi hayata geçirebilmek için nasıl bir eylem kuralını takip etmem gerekir?”Lütfen aynı erdemle farklı normların ya da aynı normla farklı erdemlerin ilişkilendirilebileceğini unutmayın.lerin ilişkilendirilebileceğini unutmayın.)
Erdemler ve Normlar + (Vaka sahibi katılımcıdan, (önceden seçilmi … Vaka sahibi katılımcıdan, (önceden seçilmiş olan) vakasını anlatmasını ve vakanın neden ahlaki açıdan sorunlu olduğunu açıklamasını isteyin. Grupla birlikte, vakayı sunan katılımcının ikilemi (ikilem içerisindeki seçenekleri) formüle etmesine yardımcı olun (yani A’yı mı yapmalıyım yoksa B’yi mi?) ancak ikilemin doğru formülasyonunun ne olduğunu belirleyecek kişinin vaka sahibi olması gerektiğini unutmayın. Bu aşamada iki alternatif eylem tarzı üzerine odaklanmaya çalışın ve üçüncü bir seçenek ya da yaratıcı çözümler aramaktan kaçının. Bu, diyaloğa odaklanmaya yardımcı olacak ve insanların ikilemden bir çıkış yolu aramaya ya da hızlı bir çözüm bulmaya çalışmasını engelleyecektir. İkilemi ve vakayı tanımlayan anahtar kelimeleri yazı panosu üzerine not alın.r kelimeleri yazı panosu üzerine not alın.)
Measurement tools for collecting learning outcomes: long-term effect + (Vignettes can be integrated in various con … Vignettes can be integrated in various contexts, like team training sessions, institutional or national surveys and so on. While the use of vignettes is quite common in the training contexts, comments collected on vignettes is not very common in non-training contexts (e.g. as part of national REI surveys, team meetings, conferences). Still, the comments collected on the vignettes may prove to be a great source of information about the respondents’ attitudes, beliefs, knowledge and ethical sensitivity (Kirkpatrick’s level 3).Vignettes contain a situation with one or several ethical aspects and there can be a straightforward solution or not. There are several measures to gauge ethical sensitivity with vignettes – for example, Likert scale can be used to indicate how ethical the situation seems to the respondent. An open-answer option could be added, and research indicates (Parder et al., 2024; Tammeleht et al., forthcoming) that open responses reveal more about ethical sensitivity than quantitative data. Implementing vignettes into various surveys or team meetings/conferences requires some preparation from the facilitators, but collecting responses and comments is quite simple. Analysing results may take some time, especially in case open answers are scrutinised. We recommend using an EASM (Ethical Awareness and Sensitivity Meter) for measuring the level on sensitivity in the open answers. Content criteria (ethical principles, ethical analysis, ethical approaches) or recognising the topics present in the vignette (similar to the domain-specific measure).For example, Estonian national REI survey included four vignettes. The survey asked respondents to indicate the ethicality of the situation on a Likert scale (1-6). The results (of statistical analysis) show (figure 1) that the ethicality of vignettes was evaluated on different levels, some topics were considered more unethical than others. [[File:Img25.png|left|frameless|263x263px]]Figure 1. Unethical behaviour identified on a Likert scale (all unethical indications) (from Parder et al., 2024).Then the respondents had a chance to add a comment – this was optional but about a half of the respondents used the opportunity (which may indicate some ethical sensitivity). Open comments were analysed based on the EASM and the picture looked a bit different (see figure 2). Based on the Likert scale results, vignette 4 was not considered very unethical (or not connected to ethics). Open answers revealed that 70% of respondents actually considered the situation to be ethical in nature and showed understanding of the topic. It also became clear that 30% of respondents had completely missed the topic, meaning they had not understood the situation from the ethical perspective.[[File:Img26.png|center|frameless|500x500px]]Figure 2. Analysis of open comments to the vignettes (from Parder et al., 2024).Overall, it can be concluded that the identified misconceptions and not noticing ethical issues (both on the prestructural level in the SOLO taxonomy) may be the indication that training might be needed to clarify the topics.This tool is suitable for use in training for ECRs, supervisors/mentors and expert researchers.upervisors/mentors and expert researchers.)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Vulnerabilities increase during pandemics. Where possible, research approaches should be adapted to ensure the ethical inclusion of persons in vulnerable situations – with adequate protections – rather than adopting patronizing or convenience exclusions.)
Add and edit Theme pages + (Want to contribute to the Embassy of Good … Want to contribute to the Embassy of Good Science? It's simple! All you need is an ORCiD login and you can get started right away. See the video below for detailed instructions on how to use your ORCiD to log into the Embassy.<div class="video-button" data-href="https://www.youtube.com/embed/8s2hroYxT3I">ORCiD Login0:47 min</div>; 0:47 min </div>)

Ethical and Societal Foundations of Open Science + (Watch the interactive video below and complete the exercises!)
Protection of Research Participants + (Watch the interactive video below and complete the exercises!)
Rights of Citizen Scientists + (Watch the interactive video below and complete the exercises!)
Conflicts of interest in citizen science + (Watch the interactive video below and complete the exercises!)

Debate and Dialogue + (Watch the video to get an impression of th … Watch the video to get an impression of the VIRT2UE 'Debate & Dialogue Exercise'. [[File:D&D2.png |link=https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=4]] Debate and dialogue are two different communicative modes. The following video explores the differences between the two and helps the viewer develop a better understanding of their dynamics. These differences are also described in more detail in the theme page '[https://embassy.science/wiki/Theme:6217d06b-c907-4b09-af4e-b4c8a17b9847 dialogue versus debate'].[[File:ByVirtueof.png |link=https://www.youtube.com/watch?v=M-nI32JBOyo]][[File:ByVirtueof.png |link=https://www.youtube.com/watch?v=M-nI32JBOyo]])
Modified Dilemma Game + (Watch the video to have an impression of t … Watch the video to have an impression of the 'Modified Dilemma Game' of the VIRT2UE Train-the-Trainer program.[[File: DGE.png|link=https://www.youtube.com/watch?v=Qpq-oWPdvJQ&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=6]]If you are playing the app version of the game, your trainer will ask you to download the Dilemma Game [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game app] before the session and watch this [https://www.youtube.com/watch?v=SKhT7qHh9T8&t=8s video] for an introduction to using the app.&t=8s video] for an introduction to using the app.)
Ethics of care and human-nature relations + (Watch this short video introducing ethics of care (or care ethics). '''Video''')
Translate the VIRT2UE guide into your own language + (We have made a text version of the trainin … We have made a text version of the training guide with all instructions and both the trainer and trainee perspectives included. This can be used to easily translate the guide.[https://public.3.basecamp.com/p/Kfoj9Eo6iDvgjaDj6qBjzdGh Here] you can find the word count for each part of the training guide. This can be used to obtain a quote for the translation from a translator.ote for the translation from a translator.)
Technology and sustainability + (We rarely think about the environmental cost of streaming a movie, joining a video call, or downloading a podcast— but the digital world runs on data centers that use huge amounts of energy, water, and land.)
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training + (We realise that this is not a conclusive l … We realise that this is not a conclusive list, just a toolbox collected for trainers. Still, we have tried to collect measurement tools to evaluate effectiveness on different levels – from self-reactions, to learning content and process, to common practices/behaviour, and to see the wider impact on the research community. All the included tools and analysis instruments have been tested in the REI training context.At best, tools for measuring and assessing REI learning also serve a pedagogical function, that is, its use is part of the teaching activity and the learning process. The choice of the measure of effectiveness depends on the training format, learning objectives, pedagogical approach, learning activities, time available for its use, facilitators’ competencies and others. Depending on these criteria a measurement tool can be chosen, different tools scan be combined. It should also be remembered that no one size fits all – facilitators should familiarise themselves with different tools and analysis instruments and combine the ones they consider feasible. In addition, large-scale tools can be used also in case of small groups, but vice versa may not be possible.Figure 2 outlines a map of tools based on feasibility and scale of use. Table 1 (see step 5) provides general information about the data collection and analysis tools. [[File:Fg2.png|center|frameless|500x500px]]Figure 2. Map of tools to measure REI training effectiveness.To measure short-term training effects (meaning what is just happening and what the learners’ reactions are, during and right after the learning process) you can use: MMLA tools collecting learner reactions (e.g. ProLearning, ForgetNot), and Self-Reflection Form/Compass.For mid-term training effects (information about the content and learning process) one can use: Eye-tracking, Pre and post texts, Domain-specific, domain-transcending measure, Learning diaries/journals, Group reports/portfolios, Group discussions, Monitoring the online learning environment, group-dynamics with CoTrack.Long-term effects can be measured with (effects after the intervention, behaviour and practices): National REI barometers /surveys (consequently the national guidelines can be improved), Retention check - learner’s activities after the training (e.g. monitoring the ethics sections of articles or asking learners to do another task several months after the training to measure retention); implement vignettes in surveys/non-training contexts to measure ethical sensitivity of learners.We also outline recommendations for the implementation of the tools and analysis instruments:*Effectiveness of the training starts from careful planning – the alignment of learning outcomes, training content and evaluation is crucial. Analysis instruments could be considered when outlining the learning outcomes and content.*The measurement tools could be used as pedagogical instruments – e.g. learning diaries can be used as a tool to support the development of learner’s reflection skills as well as measuring if those skills advance.*Using similar analysis instruments provide an opportunity to compare the results of different training formats (e.g. the SOLO taxonomy).*Combining various measurement tools (triangulation) provides a holistic picture of the entire learning process as well as outcomes (i.e. effect). Using different measurement tools at various measurement points provides an alternative angle to triangulation.*Measurement on level 4 should be implemented on a national (perhaps also institutional) level.*An implementation example: to measure participants’ reactions during or right after the training, Self-Reflection Form can be used. In addition, if learners worked in groups their group discussions can be monitored, and if they provided a group-report or pre- and post-texts, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points. Analysing vignettes and participating in national REI surveys would provide insights on the wider research community. insights on the wider research community.)
Introduction to environmental justice + (We will begin by watching a short video on '''environmental justice'''. After watching the video, you will be asked to complete a brief questionnaire based on the content you’ve just seen.)
From waste to wisdom: rethinking plastic waste management in the lab + (Well done! You have now learnt about vario … Well done! You have now learnt about various types (recyclable vs. replaceable) of plastics used in a lab setting and steps towards designing a plastic recycling pipeline for a more management of plastic wastes in a lab. It is obvious that the recycling pipeline suggested by Green Labs Austria has to be tailored to the specific conditions of each lab. In sum, here are some guidelines that can be adopted for the successful development of a recycling pipeline: '''''(i) communication is key for enabling an easy and sensible sorting of plastic waste; (ii) recycling pipeline should be initially tested with a smaller group before being rolled out to a much larger group; (iii) strive for adaptability by substituting non-recyclable materials with recyclable alternatives.''''' Moving forward, please use the questions below as a guide to reflect on your next steps. as a guide to reflect on your next steps.)
01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What alternatives exist?)
01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What could be considered as forseeable consequences?)
Introduction to the evaluation of the effectiveness of Research Ethics and Integrity (REI) training + (What do we know about measuring training e … What do we know about measuring training effectiveness?Self-assessment is one of the most prevalent means to measure effectiveness of REI training. The second most frequently used method for assessing training effect was a moral reasoning test. While the developed tools were mostly used pre and post intervention (with/without control groups) and the results were compared, there were other measures added to evaluate the learning process or student progress.It also seemed that the tests designed for ethics training (like DIT, DEST, TESS) cannot be universally implemented to all REI training due to very different formats of training and/or availability of tests. There are also qualitative possibilities (like learning diaries, tasks submitted during other courses, etc.) to monitor the learning progress, and through that assess the effectiveness of training.See figure 1 outlining the identified measures and their application scale and feasibility (more details in D4.1):Figure 1. Measurement tools identified in the literature review (numbers indicate Kirkpatrick’s levels, see below) (tool descriptions in D4.1).[[File:Screenshot 2025-11-17 205639.png|center|frameless|500x500px]]As can be seen in figure 1, self-reporting (blue bubbles) is the most feasible measure and that can be implemented large-scale (mostly). It is no wonder that this is, based on the literature review, also the most used approach. Also, SPEEES and SOLKA tests utilise self-reporting.Most tools measure the content or the learning process (green bubbles) – they give information about what was learned during the training. As indicated, feasibility of the measures is not high – either a lot of work needs to be put into implementing the tool, they are not openly available, or they may be field specific. Possibilities for measuring behaviour (yellow bubbles) are scarce.Comparing results collected with various tools is almost impossible because they measure different aspects of training with different analysis instruments. It is not possible to determine whether qualitative (indicated as ’qual’) or quantitative (indicated as ‘stat’ in Fig 1) methods of analysis are more feasible. Feasibility depends on the combination of various aspects, such as accessibility to the tool, need of special equipment, and competence required.pecial equipment, and competence required.)
01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What do you think is the best thing for X to do?)
Nature relations in research and innovation + (What if innovation projects were designed … What if innovation projects were designed with nature in mind? Multispecies Thinking broadens our perspective, recognizing the interconnectedness of all life forms and the need to include non-human beings in our ethical and research considerations. Designer Liina Lember explores how light pollution might be tackled from the perspective of another species. View the slideshow on “In-Visible Moth Spells” and notice how it makes you feel. Spells” and notice how it makes you feel.)
01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What is the dilemma?)
AI In Healthcare: Technology Basics + (What is the primary function of generative AI?)
01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What might be the consequences of the various alternatives?)
01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What might be the short- as well as the long-range consequences?)
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (When research is prioritized during a pandemic, research participants in ongoing studies must not be left worse off than before they joined their original study)
Specific Research Ethics and Integrity Considerations for Crisis Research + (When researchers from privileged circumsta … When researchers from privileged circumstances conduct ethically questionable studies in lower-income settings, it's known as 'ethics dumping.' Ethics dumping can create significant challenges and is a growing concern. It is therefore essential that researchers work as closely as possible with local collaborators and reflect together on ways to prevent it. This video explores six different ways ethics dumping can occur, from intentional disregard to unintentional cultural misunderstandings. unintentional cultural misunderstandings.)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (When training professors, trainers, mentor … When training professors, trainers, mentors, and supervisors in research integrity, the aim is to equip them with the knowledge, skills, and resources to effectively train, mentor and guide their students and junior colleagues in conducting research with integrity. Resources for professors and senior academics include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups): *The [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] train the trainer course on research integrity and the training module introducing [[Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2|supervision and mentorship practices]].*The training materials to foster mentorship and supervision developed by [https://h2020integrity.eu/toolkit/tools-researchers-supervisors/ INTEGRITY].*The training for supervisors and leaders ([https://www.researchethicstraining.net/leadershiplevel leadership level]) developed by the RID-SSISS project.*The [https://www.academicintegrity.eu/wp/bridge-module-for-supervisors/ module for supervisors] developed by [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project].Trainers can select one or more of the following tools for evaluating training effectiveness for Professors and Senior Academics:{| class="wikitable"|+Table 7: BEYOND Tools for evaluating training effectiveness for academics and experts!'''Tool for collecting learning outputs'''!'''Details'''!'''Analysis instrument **'''|-|'''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|-|'''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|}For instance, to measure participants’ reactions during or right after the training, Self-Reflection Form can be used. In addition, if learners worked in groups so their group discussions can be monitored, and if they provided a group-report or pre- and post-texts, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. Analysing vignettes and participating in national REI surveys would be relevant for this target group. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.An example for implementation can be found here: [https://helsinkifi.sharepoint.com/:p:/r/sites/BEYONDHelsinkiteam/Shared%20Documents/ENERI%20CR%20material%20example.pptx?d=w41ec1fe12bbb495781dbe81d55a09d71&csf=1&web=1&e=yxKgSC ENERI CR material example.pptx] '"`UNIQ--nowiki-00000031-QINU`"' The Self-Reflection Form link enables the facilitator to make a copy of the form, which they can then edit, and the data will accumulate on the facilitator’s cloud service (Google or Microsoft).'"`UNIQ--nowiki-00000032-QINU`"' Analysis instruments are described in WP4.2, later available at the Embassy’s website.cribed in WP4.2, later available at the Embassy’s website.)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (When training professors, trainers, mentor … When training professors, trainers, mentors, and supervisors in research integrity, the aim is to equip them with the knowledge, skills, and resources to effectively train, mentor and guide their students and junior colleagues in conducting research with integrity. Resources for professors and senior academics include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups): *The [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|VIRT2UE]] train the trainer course on research integrity and the training module introducing [[Instruction:D3ee617b-5d9b-4c47-a015-030b0354c9d2|supervision and mentorship practices]].*The training materials to foster mentorship and supervision developed by [https://h2020integrity.eu/toolkit/tools-researchers-supervisors/ INTEGRITY].*The training for supervisors and leaders ([https://www.researchethicstraining.net/leadershiplevel leadership level]) developed by the RID-SSISS project.*The [https://www.academicintegrity.eu/wp/bridge-module-for-supervisors/ module for supervisors] developed by [https://www.academicintegrity.eu/wp/bridge/ BRIDGE project].Trainers can select one or more of the following tools for evaluating training effectiveness for Professors and Senior Academics:{| class="wikitable"|+Table 7: BEYOND Tools for evaluating training effectiveness for academics and experts!'''Tool for collecting learning outputs'''!'''Details'''!'''Analysis instrument **'''|-|'''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|-|'''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|}For instance, to measure participants’ reactions during or right after the training, Self-Reflection Form can be used. In addition, if learners worked in groups so their group discussions can be monitored, and if they provided a group-report or pre- and post-texts, the learning process can be evaluated based on the SOLO taxonomy to measure the levels of understanding. Moreover, if possible, a couple of months after the training an additional case study could be given to the same learners, and the content of their analysis could again be evaluated with the SOLO taxonomy. Analysing vignettes and participating in national REI surveys would be relevant for this target group. This kind of effectiveness measure would give a possibility to triangulate the measurement in different time points.An example for implementation can be found here: [https://helsinkifi.sharepoint.com/:p:/r/sites/BEYONDHelsinkiteam/Shared%20Documents/ENERI%20CR%20material%20example.pptx?d=w41ec1fe12bbb495781dbe81d55a09d71&csf=1&web=1&e=yxKgSC ENERI CR material example.pptx] '"`UNIQ--nowiki-00000029-QINU`"' The Self-Reflection Form link enables the facilitator to make a copy of the form, which they can then edit, and the data will accumulate on the facilitator’s cloud service (Google or Microsoft).'"`UNIQ--nowiki-0000002A-QINU`"' Analysis instruments are described in WP4.2, later available at the Embassy’s website.cribed in WP4.2, later available at the Embassy’s website.)
Recognition and Networking + (When you have become a certified VIRT2UE trainer, you will receive an invitation to join the ENERI e-Community. Fill in this application and return it to the coordinators of the ENERI e-community [https://eneri.eu/e-community/ here])
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (Where possible, community engagement should be continued or even increased during a pandemic, to address the most pressing needs of communities and to help maintain trust in science.)