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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!)
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)
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.)
How to use the Embassy: a Starter Pack! + (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!)
The TRUST Code in 45 Minutes + (Watch the video below about how the TRUST code addresses these issues to make global research partnerships more equitable.)
The TRUST Code in 45 Minutes + (Watch the video below about the global moral values on which the TRUST code is based.)
The TRUST Code in 45 Minutes + (Watch the video below about what researchers and research ethics committees can do to ensure equitable research partnerships.)
The TRUST Code in 45 Minutes + (Watch the video below to learn about what funders can do to ensure equitable research partnerships.)
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.)
The TRUST Code in 45 Minutes + (Watch the videos below to learn more about the development and implementation of the San Code of Research Ethics by members of the San community.)
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.)
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?)
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?)

01 - Value Analysis: A Method for Analysing Cases in Research Ethics and Research Integrity + (What is the dilemma?)

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?)
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])
Der Selbstauskunfts-Ansatz: Eine Reflexion über das Konzept des Guten in der Wissenschaft + (Während der Übung wird euch eure Trainer:i … Während der Übung wird euch eure Trainer:in anleiten, eine Gruppenreflexion über das Konzept des Guten zu führen. Um diese Reflexion zu durchzuführen, werdet ihr:1. lernen, auf welche verschiedenen Arten Forschung ''gut'' sein kann;2. in kleinen Gruppen über eure Überlegungen aus dem Selbstauskunfts-Arbeitsblatt sprechen (eine Liste von Fragen, die diese Gruppenbesprechung erleichtert, findest du unter “Praktische Tipps”);3. darüber reflektieren, wie die unterschiedlichen Arten, auf die Forschung ''gut'' sein kann, kategorisiert werden können;4. über die Inhalte des Europäischen Verhaltenskodex für Integrität in der Forschung reflektieren, indem ihr diskutiert, wie die unterschiedlichen Arten des Guten in der Forschung im Kodex erläutert werden.Die Übung wird auf den Gedanken und Ideen aufbauen, die du und die anderen Teilnehmenden auf dem Selbstauskunfts-Arbeitsblatt festgehalten habt. Eine detaillierte Beschreibung der einzelnen Schritte dieser Übung ist bei den Anweisungen für die Trainer:innen zu finden.weisungen für die Trainer:innen zu finden.)
Modified Dilemma Game + (You and your group will be asked to fill o … You and your group will be asked to fill out tables to identify the principles and practices of the European Code of Conduct for Research Integrity, and scientific virtues, that are relevant to the dilemma at stake. [[File:Modified Dilemma Game Table 1.png|thumb|'''Table 1: Which principles from European Code for Research Integrity can you identify in each dilemma?''']] [[File:Modified Dilemma Game Table 2.png|thumb|'''Table 2. Which research misbehaviors can you identify in this dilemma?''']] [[File:Modified Dilemma Game Table 3.jpg|thumb|'''Table 3. Which scientific virtues are important when deciding on a course of action?''']] [[File:Modified Dilemma Game Table 3.jpg|thumb|'''Table 3. Which scientific virtues are important when deciding on a course of action?''']] )
Modified Dilemma Game + (You will be asked to reflect on the proces … You will be asked to reflect on the process, and to evaluate if the learning objectives were met. You will be invited to have a brief dialogue on what you might have just learned as a group. You may be asked to seek answers to questions such as the following: *Was it easy or difficult to identify the relevant principles and virtues in the chosen dilemma?*Did this exercise help you with identifying and connecting to formally defined principles, such as those in the European Code of Conduct for Research Integrity?*Did most of the players agree or disagree with the final choice?*What were the main points of contention?*How come people disagreed (e.g. differences in experience, training, background, values, norms…)?*Was any alternative option proposed?*Did anybody change her/his mind as a result of the discussion?*What is needed in order to do the moral good in your work setting? What were the most convincing arguments used in the discussion?*On which areas do you feel there is insufficient consensus?*How to best address such future dilemmas in your daily work?address such future dilemmas in your daily work?)
Modified Dilemma Game + (You will be invited to the plenary. The trainer will ask you to reflect on your individual choices and engage in a dialogue with other participants.)
Modified Dilemma Game + (You, as a group, will be asked to present a brief summary of what has just been discussed in your group. You may assign a member as a spokesman to shortly present the results of your discussion.)
Deneyimler üzerine fikir yürütme ve alıştırmaları uygulama + (Yüz yüze alıştırmaları kolaylaştırıcı olar … Yüz yüze alıştırmaları kolaylaştırıcı olarak yönetme ve kullanma konusundaki deneyim ve uzmanlığınıza dayanarak; katılımcılarla birlikte, kendi hedef gruplarının yeterlilik düzeyi ve öğrenme ihtiyaçları, bu grupların ayrıntılı olarak tartışmak istediği şeyler ve bu konuların alıştırmalara nasıl katılabileceği üzerine tartışın. Katılımcılara İyi Bilim Elçiliği web sitesindeki eğitim materyallerine nasıl erişebileceklerini gösterin. Ayrıca, bu platformdaki toplulukla platformun tartışma sayfası üzerinden nasıl etkileşime geçebileceklerini ve eğitim materyalleri üzerinde nasıl değişiklik talep edebileceklerini de açıklayabilirsiniz.ep edebileceklerini de açıklayabilirsiniz.)
Modified Dilemma Game + ([[File:Modified Dilemma Game Table 1.png|t … [[File:Modified Dilemma Game Table 1.png|thumb|'''Table 1: Which principles from European Code for Research Integrity can you identify in each dilemma?''']]Ask participants to work in groups to fill out the below tables. You may suggest groups to assign a member as a spokesman to shortly present their discussions in the next step.[[File:Modified Dilemma Game Table 2.png|thumb|'''Table 2. Which research misbehaviors can you identify in this dilemma?''']][[File:Modified Dilemma Game Table 3.jpg|thumb|'''Table 3. Which scientific virtues are important when deciding on a course of action?''']] [[File:Modified Dilemma Game Table 3.jpg|thumb|'''Table 3. Which scientific virtues are important when deciding on a course of action?''']] )
Training Initiatives for Research Ethics and Integrity + ([[Guide:Bbe860a3-56a9-45f7-b787-031689729e … [[Guide:Bbe860a3-56a9-45f7-b787-031689729e52|The VIRT2UE Train the Trainer program]] is designed for researchers and educators across various disciplines who wish to become Research Integrity trainers. It adopts a virtue-based approach, encouraging participants to reflect on their own perspectives and understanding of research integrity. The program emphasizes personal case reflection and practical experiences, aiming to create a strong link between theoretical knowledge and real-world application.ical knowledge and real-world application.)
Training Initiatives for Research Ethics and Integrity + ([https://eneri.eu/eneri-classroom/ ENERI C … [https://eneri.eu/eneri-classroom/ ENERI Classroom] contains training material exploring research ethics and integrity issues focusing on academics, and research ethics and integrity experts. The research integrity advisory boards, committees handling allegations or working with research integrity policy development, research integrity officers and advisors, research integrity ombudspersons (RIOs), research ethics committees including their members and their secretariats (RECs), and experts and officers in EU-bodies are the main target groups of the training materials and curricula tool.the training materials and curricula tool.)
Training Initiatives for Research Ethics and Integrity + ([https://printeger.eu/ PRINTEGER] project, … [https://printeger.eu/ PRINTEGER] project, aims to strengthen research integrity by fostering a culture where integrity is integral to excellent research, beyond just external regulation. The project seeks to improve integrity governance by focusing on researchers’ everyday practices within a complex research environmentices within a complex research environment)
Translate the VIRT2UE e-learning modules into your own language + ([https://public.3.basecamp.com/p/Lg5emtUEP … [https://public.3.basecamp.com/p/Lg5emtUEPHpHyJazv8BvX8De This video] shows you step-by-step how to insert the translated subtitles in the eLearning modules. For more information on how to publish courses, visit Articulate [https://articulate.com/support/article/Storyline-360-Publishing-and-Sharing-Content here]. Click [https://public.3.basecamp.com/p/ZDydmPtWzCjjC4M7Bf9hmDey here] to download all Articulate (.story) files. oad all Articulate (.story) files. )
Translate the VIRT2UE e-learning modules into your own language + ([https://public.3.basecamp.com/p/YU1bz55jS … [https://public.3.basecamp.com/p/YU1bz55jSaEvgLnw4Pry4pj8 Performative Culture in Research][https://public.3.basecamp.com/p/gC7DA1ov5dJSedX6PnocZXTJ Cognitive Dissonance and Moral Distress][https://public.3.basecamp.com/p/z5LKn1vp1M5ipLne3UP4y34J Why we justify unethical behaviour][https://public.3.basecamp.com/p/pxDtEnZcfkUDASj8q8K1FwKX To make a virtue of necessity]Sj8q8K1FwKX To make a virtue of necessity])
Translate the VIRT2UE e-learning modules into your own language + ([https://public.3.basecamp.com/p/YscH8HSE1md1XDr63uyMQYG6 Why responsible supervision, mentoring and role-modeling] [https://public.3.basecamp.com/p/6KH8A5rPBnXoquxQHFniNwAJ Roles and responsibilities in supervision and mentoring])
Translate the VIRT2UE e-learning modules into your own language + ([https://public.3.basecamp.com/p/bcDPzpbyU … [https://public.3.basecamp.com/p/bcDPzpbyUYrZPT9Mui9rB3iV What is Virtue Ethics?][https://public.3.basecamp.com/p/hwyk6eZdaNV6M21izxvsPPzQ Virtue Ethics & Research Integrity][https://public.3.basecamp.com/p/KFAsTdEwhXDyy7Nf5FHp1GuS Virtues in Research][https://public.3.basecamp.com/p/ChGW2XoPH4cRXw6TKP4eMSb1 How virtues are taught]GW2XoPH4cRXw6TKP4eMSb1 How virtues are taught])
Translate the VIRT2UE e-learning modules into your own language + ([https://public.3.basecamp.com/p/hyhZZzeYA … [https://public.3.basecamp.com/p/hyhZZzeYAAUVR69riFiVaoQV What is Research Integrity?][https://public.3.basecamp.com/p/JFmNMx9J1bHQ2oRsDyMATEEg Three levels of Research Integrity][https://public.3.basecamp.com/p/uQrZDFmEprkVPaUjN59cCpTs Scope of Research Integrity][https://public.3.basecamp.com/p/NWToiXjLbj19P5wdPuWS6zZB Research Integrity in your context]WS6zZB Research Integrity in your context])
Training Initiatives for Research Ethics and Integrity + ([https://www.helsinki.fi/en/researchgroups … [https://www.helsinki.fi/en/researchgroups/diversity-multilingualism-and-social-justice-in-education/projects-1/ended-projects/researcher-identity-development-strengthening-science-in-society-strategies-rid-ssiss The RID-SSISS] training aims to help beginner and more experienced researchers develop their research ethics competencies in HE institutions. A CSCL (Computer-Supported Collaborative Learning) ethics resource was designed that utilised cases, collaboration, and structural scaffolding (see Table 1 for an overview).scaffolding (see Table 1 for an overview).)
Teaching methods for strengthening research ethics and integrity + ([https://www.structural-learning.com/post/ … [https://www.structural-learning.com/post/scaffolding-in-education-a-teachers-guide Scaffolding] is a teaching technique, which involves providing tailored support to learners based on their current expertise and gradually withdrawing support as they become more proficient. This approach, researched in the context of research ethics and integrity, is used in both face-to-face and online learning environments, including problem-based and inquiry learning.'"`UNIQ--ref-00000085-QINU`"''"`UNIQ--ref-00000086-QINU`"''"`UNIQ--ref-00000087-QINU`"' Conceptual scaffolding is crucial in problem-based and inquiry learning, helping learners navigate complex concepts and considering various learning styles. Teachers can adjust academic content to suit learners' abilities. Online courses benefit from personalized learning paths that can be adjusted in real-time. Scaffolding aligns with the idea of Vygotsky's zone of proximal development, that is instruction and facilitation should target the domain where the learner can function with assistance. It is unnecessary to provide scaffolding in domains which the learner already masters, or which are still beyond the learners reach. When teaching research ethics and integrity, scaffolding entails dissecting difficult ideas into smaller, more digestible chunks and supporting students as they gain knowledge. Scaffolding can be planned into the design of the course teaching/learning activities and the instructions of these, but often opportunities to incorporate scaffolding techniques present themselves ad hoc. In this case, it is important that the trainer is aware of a variety of techniques and recognises situations in which they can be beneficially used to support learning. The steps for incorporating scaffolding include: #Identifying what the learner already knows, that is, what is their current level and where is the zone of proximal development;#Setting goals, which reflect the learning objectives, for the learner in line with what was determined to be within reach in the prior step;#Planning a suitable breakdown of goals and activities in support of the goals;#Carrying out the training with scaffolding, monitoring of learning and provision of feedback during the learning;#Adjusting the support and gradually decreasing it as the learner progresses towards the goal;#new goals and planning activities as the prior goals are reached.For example the website [https://www.buffalo.edu/catt.html Scaffolding Over Time] prepared by the Office of Curriculum and Teaching Transformation, University of Buffalo provides more information on Scaffolding for the trainer interested in using this technique.Table 3 presents a scaffolding framework utilised in research ethics training.'"`UNIQ--ref-00000088-QINU`"'{| class="wikitable"|+!'''Scaffolding process'''!'''Scaffolding mechanism'''!'''Scaffolding technique'''!'''Scaffolding purpose'''!'''Illustrative example'''|-| rowspan="6"|SENSE-MAKING|Problematizing|Hinting|Give an indirect suggestion or piece of evidence that leads toward a problem solution (Merriam-Webster)|‘So, the documents pertaining to research ethics and integrity to consult would be…’ (implying that some documents should be consulted)|-|Problematizing|Describing the problem to direct focus|Orient to the important features (Tambaum, 2017)|‘Indeed, when you have to get an informed consent you should consider various aspects, for example …’|-|Structural/ Problematizing|Making fill-in-the-blank kinds of requests|A statement or a question with a missing component (but some info is given)|‘A good way to highlight the importance of research integrity would be to ….?’|-|Structural/ Problematizing|Asking a leading question (P – why?)|A question that prompts or encourages the answer wanted|‘Where can you find the information pertaining to the codes of conduct?’|-|Structural|Providing an example|Giving an example to illustrate a point|‘For example, in Europe it is a common practice to consult a research integrity advisor.’|-|Structural|Providing physical props|Helping to understand by mimicking or showing a visual aid|‘What do you think are the ethical aspects of designing this item?’ (show e.g. a fork)|-| rowspan="6"|PROCESSMANAGEMENT|Structural|Pumping|Simulating to go further without specific instructions (Tambaum, 2017)|‘OK, what else?’|-|Structural|Redirecting the learner|Showing which direction to go, which aspect should be tackled next (especially when seeing that the direction is lost/off)|‘All right, let’s get back to the track and discuss the next steps of the ethics review process’|-|Structural|Decomposing the task|Making the bigger task into smaller components|‘First, think what you know about the ethics review process, then, read the paragraph and finally…’ (give instructions one task after another)|-|Structural|Initiating the reasoning step|Use the faculty of reason so as to arrive at conclusions|‘First, think what you know about the ethics review process, then, read the paragraph and finally…’ (give instructions one task after another)|-|Structural|Completing the learners’ reasoning|‘Splicing in’ the correct answer (Tambaum, 2017)|(the learner cannot end the thought) ‘... you mean a code of conduct should be consulted?’|-|Structural|Executing parts of the skill|Do parts of the task for the learner to give an example|‘OK, so first you consult the ALLEA code of conduct and then …’|-| rowspan="3"|ARTICULATION&REFLECTION|Structural|Maintaining goal orientation|Reminding the learner of some aspect of the task|‘Have you also had time to think about …?’|-|Structural/ Problematizing|Highlighting critical features|Drawing attention to the most important aspects of the problem; highlighting ‘discrepancies’ (Reiser, 2004)|‘Do you remember you mentioned the ethics review, what other purposes might it have?’|-|Problematizing|Comparing the current problem with a previously solved one|Showing similarities between solutions|‘Do you recall the situation that happened to Dr Smith when he invited participants into his survey? This situation may actually have similar implications.’|}Offering feedback and facilitating reflection are critical components when using scaffolding in research ethics and integrity training. Feedback is more effective:*when given as soon as possible after the session,*when it is focused,*when considered as a process, not a one-time shot,*when receivers participate in the feedback process freely or when doing so is required by regular professional standards,*when it has a restricted and chosen number of negative comments mixed in with a decent number of positive and encouraging remarks.'"`UNIQ--ref-00000089-QINU`"'*when negative information is "sandwiched" between positive information,*when it allows the receiver to respond and interact,*when given frequently, but not excessively,*when it creates cognitive [https://www.psychologytoday.com/us/basics/cognitive-dissonance dissonance].'"`UNIQ--ref-0000008A-QINU`"'Feedback can be provided by the trainer as well as by peers. Peer feedback is effective:*when information is gathered from different people,*when it is believed that the information's source is reliable, informed, and has a good intention,*when the status or career level of the feedback provider and its’ recipient are the same.'"`UNIQ--ref-0000008B-QINU`"'Scaffolding techniques are utilised in [[Initiative:Fa186292-623f-4b6f-a21e-44250c057f15|RID-SSISS]], [[Initiative:76ef100a-e459-4942-bd1f-701f747e8906|ROSiE]], [[Initiative:8eed30fd-c2ed-44d1-9752-753092bd350e|VIRT2UE]], [[Initiative:F9656f91-a514-44ff-9264-d6b3414fdddc|INTEGRITY]], [[Initiative:0582c7af-35eb-4def-b74e-c884f29965da|Path2Integrity]], and in the Case studies section of [https://classroom.eneri.eu/ ENERI Classroom].'"`UNIQ--references-0000008C-QINU`"'section of [https://classroom.eneri.eu/ ENERI Classroom]. '"`UNIQ--references-0000008C-QINU`"')
The Middle Position + (a. Ask each trainee to recall the specific … a. Ask each trainee to recall the specific situation they experienced (this was part of the assignment prior to this meeting\exercise which you as trainer distributed before to the session). This should be a situation from their own research in which they had concerns about research integrity (or a virtue related to research integrity such as honesty, reliability, accountability), and in which they were morally in doubt about how to act. b. Ask trainees to select one virtue which was at stake in their specific situation. Ask trainees to check whether and to what degree the virtues/principles mentioned in the European Code of Conduct for Research Integrity are relevant here. If so, in which way? If not, why not?c. Ask trainees to reflect on which behavior does justice to the virtue at stake in the situation. A balancing act is always required to determine the right course of action. To reflect on this, ask participants to reflect on their own situation and imagine a continuum. For example, if courage is the selected virtue:coward behavior -------------- courageous behavior-------------------- reckless behaviord. Invite participants to write down three kinds of possible behaviors in relation to the research integrity case, guided by the following questions (please ask the participants to use the handout 1 in the practical tips section):1) What would you do if your behavior represents too much of the specific virtue? In other words, what would you do concretely if the virtue is too strong (right end of the spectrum)?2) What would you do if your behavior represents too little of the specific virtue? In other words, what would you do concretely if the virtue which should guide your behavior is not prominent enough (left end of the spectrum)?3) What would you do if you demonstrated the right behavior which perfectly represents your specific virtue in that situation? This is dependent on your convictions and the particular person you are in that specific context. In this case, your behavior representing the specific virtue will be neither too strong and nor too weak. You stand between both extremes in your actions/thoughts/decisions as a researcher. This is the middle position. cher. This is the middle position. )
Der Balanceakt + (a. Begrüße die Teilnehmenden und beginne d … a. Begrüße die Teilnehmenden und beginne die Übung mit einer offenen Reflexionsrunde als “Eisbrecher”. Frag die Teilnehmenden:* Bist du immer ehrlich (als Wissenschaftler:in)?* Kann man auch zu ehrlich sein (als Wissenschaftler:in)?b. Nachdem du einige Antworten aus der Gruppe zusammengetragen hast, fahre damit fort, die Lernziele dieser Übung zu erklären. Betone, dass der Lernfortschritt der Übung dann besonders groß sein kann, wenn die Teilnehmenden über ihre eigenen moralischen Zweifel im Zusammenhang mit Research Integrity reflektieren (das bedeutet auch, dass die Teilnehmenden darauf achten sollten, keine vorschnellen Urteile über die anderen Teilnehmenden zu fällen, wenn diese ihre eigenen Fälle präsentieren). c. Gib eine kurze Einführung zur Bedeutung von Werten und Tugenden, der Tugendethik, und dem “Balanceakt” (engl.: The Middle Position). Achte darauf, den Teilnehmenden zu vermitteln, dass das Finden dieser Balance, wie sie bei Aristoteles beschrieben wird, Übung und Erfahrung erfordert. Lernen, ein werteorientiertes und tugendhaftes, gutes Leben zu führen, heißt also, sich mit den alltäglichen Erfahrungen zu entwickeln. Erinnere die Teilnehmenden daran, dass der Balanceakt nicht in der Mitte zwischen zwei Extremwerten sein muss (siehe das YouTube-Video zur Tugendethik). Die Balance findet man je nach Situation in einer anderen Position oder durch anderes Handeln. An dieser Stelle könnte es hilfreich sein, die Teilnehmenden auf die Seite “Research Integrity Werte” hinzuweisen, auf der eine Liste mit Werten zu finden ist (siehe “Praktische Tipps”).Tipp: Es wird empfohlen, während der Übung nicht in eine theoretische Diskussion über die Tugendethik (von Aristoteles) und den damit verbundenen Meta-Fragen über Research Integrity abzuschweifen, da solche Meta-Diskussionen die Teilnehmenden in einen Modus versetzten, in dem sie abstrakt denken – was nicht Ziel der Übung ist.akt denken – was nicht Ziel der Übung ist.)
Der Balanceakt + (a. Bitte nun alle Teilnehmenden, die Situa … a. Bitte nun alle Teilnehmenden, die Situation in Erinnerung zu rufen, über die sie im Vorhinein nachdenken sollten (siehe „Vorbereitung der Sitzung“). Es soll eine Situation aus dem Forschungsalltag der Teilnehmenden sein, in der sie unsicher waren, was das (moralisch) „richtige“ Verhalten ist (z.B. hinsichtlich Research Integrity, Ehrlichkeit, Verantwortung). b. Die Teilnehmenden sollen nun einen bestimmten Wert zu benennen, der in ihrer spezifischen Situation eine Rolle gespielt hat. Bitte sie zu prüfen, ob und inwiefern die im Europäischen Verhaltenskodex für Integrität in der Forschung genannten Grundprinzipien hier relevant sind. Wenn ja, auf welche Weise? Wenn nein, warum nicht?c. Bitte nun die Teilnehmenden, darüber nachzudenken, welches Verhalten sie in dieser Situation zeigen müssten, um dem von ihnen benannten Wert gerecht zu werden (im tugendethischen Sinne: tugendhaft zu handeln). An dieser Stelle ist eine Abwägung oder ein Balanceakt erforderlich, um die „richtige“ Handlungsweise zu bestimmen. Lade die Teilnehmenden zu diesem Zweck ein, sich bezogen auf ihre Situation ein Kontinuum vorzustellen. Wenn der genannte Wert bspw. „Mut“ ist, sähe das Kontinuum so aus: feiges Verhalten -------------- mutiges Verhalten-------------------- leichtsinniges Verhaltend. Lade nun die Teilnehmenden ein, drei konkrete Verhaltensweisen in Bezug auf ihre Situation aufzuschreiben und sich dabei an den folgenden Fragen zu orientieren (hier kann den Teilnehmenden Handout 1 zur Unterstützung angeboten werden):# Linkes Extrem: „Mangel“ - Was würdest du in der Situation tun, wenn dein Verhalten zu wenig des Wertes zeigen würde?# Rechtes Extrem: „Übermaß“ - Was würdest du in der Situation tun, wenn dein Verhalten zu viel des Wertes zeigen würde?# Eine Position dazwischen: „genau richtig“ (im tugendethischen Sinne: tugendhaft)- Was würdest du tun, wenn dein Verhalten genau das richtige Maß des Wertes zeigen würde? Das heißt, entsprechend deiner Überzeugung und entsprechend der individuellen Person, die du in dem Moment bist. Ein solches Verhalten ist weder zu stark noch zu schwach. Als integre:r Wissenschaftler:in befindest du dich mit deinen Handlungen, Gedanken und Entscheidungen irgendwo zwischen den Extremen – genau in der für dich in der spezifischen Situation passenden Balance. spezifischen Situation passenden Balance.)
Der Balanceakt + (a. Teile die Teilnehmenden in Kleingruppen … a. Teile die Teilnehmenden in Kleingruppen ein. Bitte jede Gruppe, eine Person auszuwählen, die am Ende der Übung im Plenum über die Erkenntnisse der Kleingruppe berichtet („Berichterstatter:in“). b. Nun soll jede Person in ihrer Kleingruppe in ca. einer Minute ihre eigene Situation vorstellen. Dabei soll die Unsicherheit oder Sorge beschrieben werden, die er oder sie erlebt hat. Es soll nicht der Wert genannt werden, den die Person für sich als relevant festgelegt hat, und es soll auch nicht gesagt werden, wie sich die Person letzten Endes in der von ihr beschriebenen Situation verhalten hat oder wie die Situation endete.a. Nachdem jede Person in der Kleingruppe ihre Situation vorgestellt hat, soll sich die Kleingruppe auf eine der vorgestellten Situationen einigen (z.B. durch Abstimmung). Über diese Situation werden sie im Folgenden als Gruppe nachdenken. Lade alle in der Kleingruppe ein, sich in diese Situation hineinzuversetzen und der Person, die die Situation vorgestellt hat, klärende Fragen zu stellen, um sich ein noch klareres Bild von der Situation machen zu können (d.h. keine Bewertungen, keine Ratschläge oder Schlussfolgerungen). b. Nun soll jede:r für sich einen Wert (oder eine Tugend) benennen, der ihrer Meinung nach in dieser Situation eine Rolle spielte. Dann schreibt jede:r für die in der Kleingruppe besprochene Situation und diesen eigenen Wert drei Verhaltensweisen entsprechend des Kontinuums wie in der vorherigen Übung auf (dafür kann Handout 2 verwendet werden).c. Nachdem alle Teilnehmenden das Handout ausgefüllt haben, bitte sie, ihre Notizen kurz mit ihren Untergruppen zu teilen. Dafür soll eine Gruppenreflexion oder ein Gruppendialog über Unterschiede/Ähnlichkeiten in Bezug auf die gewählten Werte und Verhaltensweisen geführt werden. Lade die Teilnehmenden ein, über folgende Fragen nachzudenken:* Was ist interessant oder überraschend?* Hattet ihr unterschiedliche Werte für die Situation benannt?* Was habt ihr voneinander in Bezug auf den „Balanceakt“ gelernt – zum Beispiel, wie diese mittlere Position beschrieben und reflektiert wurde?* Auf welche Weise tauchten die Prinzipien des Europäischen Verhaltenskodexes für die Integrität der Forschung in den von den Teilnehmenden genannten Werten und tugendhaften Verhaltensweisen auf?ten und tugendhaften Verhaltensweisen auf?)
The Middle Position + (a. Welcome participants and start the sess … a. Welcome participants and start the session by engaging participants in an open reflection (ice breaker). Ask participants: *Are you always honest (as researcher)?*Can you be too honest (as researcher)?b. After collecting a couple of answers, move to the explanation of the aims/learning objectives of the exercise. Emphasize that in this exercise participants are invited to reflect on their own moral challenges related to research integrity (i.e. one should not morally judge or condemn the other participants if they present their own personal case). c. Give a brief introduction to the meaning of virtues, virtue ethics, and the middle position. You should keep in mind and convey to the trainees the fact that the process of finding the middle position as described by Aristotle is something which requires practice and education. In that sense becoming accustomed to the virtuous life is something you develop through day-to-day experience. Remind participants that the middle position does not have to be exactly in the middle (see the You Tube video on virtue ethics). The golden mean varies according to the situation. At this point it might be helpful to refer participants to the page “Virtues in research integrity” where a list of virtues can be found (see practical tips). TIP:During the exercise, it is recommended to refrain from having a theoretical discussion on (Aristotelian) virtue ethics and the respective meta-theoretical issues since this can put participants in an abstract mode of academic discussion which is not the aim of the exercise.discussion which is not the aim of the exercise.)