Search by property

This page provides a simple browsing interface for finding entities described by a property and a named value. Other available search interfaces include the page property search, and the ask query builder.

List of results

Future of Reproducibility + (<div>Reproducibility and Epistemic D … <div>Reproducibility and Epistemic DiversityReproducibility is emerging as a key priority for research stakeholders. In this policy brief, targeted at research policy - makers (e.g., funders, institutions and publishers), the team built on findings from the first year of the TIER2 project to deliver advice on creating policy that is sensitive to differences in basic conditions for knowledge production within and across fields (epistemic diversity) that crucially affect the relevance and feasibility of reproducibility. The full policy brief on the connection between reproducbility and epistemic diversity can be found here: [https://osf.io/hxa24 OSF -TIER2_D2.5_Policy_Brief_1_Reproducibility_and_Epistemic_Diversity.pdf]</div>oducibility_and_Epistemic_Diversity.pdf] </div>)
Directionality towards planetary stewardship: From disconnection to relational praxis + (Please take 10 minutes to hover over the figure and explore the concepts (from → to) interactively.)
New Tools and Services for Reproducibility + (A key aspect of ( … A key aspect of (computational) reproducibility is availability of data. However, sharing of research data is still not the norm across disciplines. Developed co-creatively with stakeholders from major publishers, the workflow and email template provide a low-effort approach for publishers to nudge researchers towards sharing their data for journals operating under a “share upon request” policy. Documentation on the workflow and email template can be found in [https://doi.org/10.17605/OSF.IO/S7GJV TIER2 D5.2].oi.org/10.17605/OSF.IO/S7GJV TIER2 D5.2].)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (As certain implem … As certain implementation issues can be overlooked at the first attempt of the scenario-building exercise, it is recommended to repeat all the steps at least one more time, preferably with the involvement of other actors. The methodology can be reapplied at pre-defined regular intervals to establish an innovative process in your organisation or when new information comes to light. This follow-up can help to overcome any challenges or concerns arising towards the realisation of the determined objectives or to simply revise vital points of the scenario for better results. · How do you promote reflection with the other participants on the most feasible scenario? · How do you ensure that relevant new information concerning the recommendation or results is regularly provided to the participants of the scenario-building exercise?y provided to the participants of the scenario-building exercise?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (As outcomes are l … As outcomes are less tangible than outputs and might involve less quantifiable patterns such as behavioural change, the appropriate identification/development of key performance indicators (KPIs) is crucial to track observable longer-term trends, such as an increase in skills or shifts in the behaviour of certain population segments, which is potentially caused by successful interventions of our implementation. Consider at least one key performance indicator (KPI) with which a durable outcome can be measured for later analysis. · What are the KPIs with which to measure the long-term effects and impact of the applied scenario? · Is the KPI strategically aligned with my organisation or project? · Is the KPI operationally actionable within my organisation or project? · How long will it take to reach your objective/s? · How do you measure these KPIs in a conceivable way? · Foresight: In which ways has the scenario application impacted your organisation or project?ng="EN-GB">· Foresight: In which ways has the scenario application impacted your organisation or project?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Check the VERITY … Check the VERITY Protocol of Recommendations for Fostering Trust in Science (available on the [https://verityproject.eu/verity-recommendations VERITY website], [[Initiative:2f79d227-8b35-4500-bd2c-7dc6df8dbb0d|Embassy of Good Science]] and [https://zenodo.org/records/16975899 Zenodo]). Choose one recommendation that you want to implement in practice, e.g. in your daily work or in general in your organisation or projects. The main objective is to enhance '''societal trust in science,''' but you can decide on a more concrete application field related to your/your organisation’s work where the recommendation would be beneficial. Check the provided examples for such application fields. · Which of the recommendations (or elements of one recommendation) do you already apply in your professional or expert routine? · Can you name a context and describe a typical scenario? · How do you integrate the recommendation’s objective in your daily activities to ensure an enhanced trust in science?’s objective in your daily activities to ensure an enhanced trust in science?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Define the broade … Define the broader (socio-economic, political) and narrower (institutional) context of the problem to be solved. Consider all background issues that can have a direct or indirect influence on the successful implementation of the recommendation. List general assumptions that you can make about the recommendation, i.e. list all those educated premises that you consider as a starting point for an effective application scenario. These assumptions are the starting points on which further reasoning and development of the scenario can be built. These assumptions can vary in nature and might relate to specific contexts like economics or social interactions. · What is the core problem that needs to be solved to foster trust in science? What are the basic assumptions on which the application scenario can be built on? · What are the socio-economic, political, and cultural aspects that fundamentally shape the implementation of the recommendation? · What are the main organisational or institutional settings that potentially affect the implementation of the recommendation?al settings that potentially affect the implementation of the recommendation?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Given the already … Given the already determined elements, the outputs of a baseline scenario should be elaborated, i.e. the practical outputs to be achieved if the identified stakeholders work effectively together, by use of the identified intervention points, towards the joint achievement of the set objectives under the given circumstances. These tangible outputs can include concrete products, such as educational materials or communication events, but also cover less material accomplishments, such as increased information exchange or a mutual learning process. The scenario-building methodology uses design thinking to develop fresh ideas and an out-of-the-box perspective: You can start to think of a worst-case or a best-case scenario to trigger your creativity and vision. Our instruction uses the most feasible scenario as a starting point, i.e. a realistic plan to achieve, considering the crucial key variables. This initial brainstorming on the most strategic options for a scenario supports further idea generation towards a best-case and worst-case scenario. The best-case should deliberately go beyond what is really under the current conditions and aim to define outputs that are to be achieved in the future when the present assumptions and underlying enabling factors favourably change. The worst-case should serve as a reminder what could happen, if no action is taken or the well-intended initiatives to enhance trust in science are not properly planned or encounter insurmountable structural or organisational barriers. · Most feasible scenario: What are the outputs to be realistically achieved given the current enabling and hindering conditions? · Best-case scenario: What are the results to be ultimately aimed for when all the circumstances are ideal to apply the recommendation? · Worst-case scenario: What can happen in case, e.g. the recommendation is applied to an inadequate context, stakeholders are not well-informed or well-addressed, no action can be taken, or the implementation is inadequately planned?or well-addressed, no action can be taken, or the implementation is inadequately planned?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Having planned th … Having planned the actionable steps resulting in the defined outputs, the main outcomes of the most feasible scenario should be detailed. Outcomes represent the longer-term effect and impact of the applied scenario on individuals, groups or the broader context. The changes occurring as a result of the identified outputs should first be reflected on, with the aim of specifying at least one outcome. The assessment of the outcome should include the understanding of the wider outreach, the potential transferability and significance of the scenario actions (impact aspect) and the duration of the consequences of such actions and key intervention points (long-term effect perspective). · Build a vision and a mission: what is the main output and outcome of the successfully fulfilled feasible scenario? · What are the main benefits? Who are the main beneficiaries of the impacts of your scenario? · How can potentially negative impacts be transformed into assets or socially innovative outcomes? negative impacts be transformed into assets or socially innovative outcomes?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Identify the key … Identify the key variables, i.e. those critical factors that can severely influence the implementation of the selected recommendation. Such factors can be divided to enabling and hindering factors, and might include time, money, human and other resources and capacities, equipment, goodwill of stakeholders, etc. These factors serve for defining suitable intervention points within your scenario. At this stage, no specific activities should be drawn up, but the general terms of the different scenarios should be constructed, i.e. key intervention points within and beyond the organisational setting with consideration of the role of identified relevant stakeholders. · What are the enabling factors and strategies to facilitate the effective implementation of the recommendation? · What are the hindering factors, i.e. obstacles and challenges that impede progress of a successful scenario-building? · What are the key intervention points for the scenario? · How can the identified stakeholders be involved in the innovation/problem-solving process?ow can the identified stakeholders be involved in the innovation/problem-solving process?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Identify the main … Identify the main individual or organisational stakeholders (Stewards of Trust) involved in the practical application of the recommendation. These stakeholders might include those who are affected by the main issue and those who can substantially contribute to the proposed solutions. Divide between game changers (or systematic innovators) and beneficiaries under the premise that roles can constantly change. In this framework, consider also the potential collaboration between various stakeholders (ecosystematic view). · Who can benefit, can be affected negatively by or can impact the scenario related to the selected recommendation? · Who is involved in the practical application of the recommendation within and beyond your organisation? · How do you ensure that different voices, values and interests are engaged in the innovation/problem-solving process, including hard-to-reach or marginalised stakeholders?roblem-solving process, including hard-to-reach or marginalised stakeholders?)
VERITY Scenario-Building Training for Effective Implementation of Recommendations + (Reverting from th … Reverting from the main outputs identified, the actionable steps should be listed that are positively necessary for the successful implementation of the selected recommendation. The training envisages working with the most feasible scenario, but additional steps can be considered for the best-case scenario or even detrimental actions for the worst-case scenario. All action steps should consider the identified stakeholders to be involved, as well as the key intervention points towards which certain actions might lead. The action should include steps that mitigate expected and unforeseen risks, as well as capitalise on arising opportunities. · What are the main actionable steps needed from you and each stakeholder to achieve the objectives defined for our scenario? · How do you ensure that your implementation actions can adapt to unforeseen results or changes in the underlying conditions? (e.g. societal, economic, political) · How do you ensure to capitalise on arising opportunities through your actions?ow do you ensure to capitalise on arising opportunities through your actions?)
Interactive lecture on Gene editing: Exploring Ethical Challenges + ('''Introduce your … '''Introduce yourself and share the plan for the session presented below:''' *Ice-breaker*Short introductory lecture *Case discussion in smaller groups*Plenary discussion'''Introduce the ''Learning Objectives -'' after the session participants are able to:''' <div>#''Weigh the potential harms and benefits of different areas of gene editing. ''#''Reflect upon some of the ethics issues (like dual use/misuse or long-term ethical and societal implications) associated with gene editing.''#''Recognize ethical and safety concerns associated with gene editing techniques and their applications.''</div>'''Use a warm up question to introduce the topic:''' Use this as an interactive exercise before starting with the session. Ask participants one of these questions, encouraging participants to share their answers with the group: <div>*''What’s one word that comes to mind when you think of gene editing?''*''What's one aspect of gene editing that makes you feel excited or uneasy?''</div>'''Briefly introduce the topic:'''<div>''Gene editing is a transformative and evolving technology that has a big potential for addressing problems in healthcare, agriculture, among others. However, it also raises critical ethical questions since it can have severe societal and environmental long-term consequences. Since the CRISPR-Cas9 became a reality, many debates about human enhancement and justice issues regarding access to the technology have surrounded gene editing.'' </div><div>''This training session is designed to equip participants with the knowledge and tools to navigate the complex ethical issues that arise from gene editing. By exploring and discussing real cases, participants will develop a deeper understanding of the challenges and responsibilities associated to gene editing.'' </div><div>'''Trainer Tip:''' Use this moment to create a '''welcoming''' and '''open''' environment, emphasizing that the session wants to '''encourage ethical reflection''' in an open and '''safe''' space. </div><div></div>lt;span lang="EN-US">Trainer Tip:''' Use this moment to create a '''welcoming''' and '''open''' environment, emphasizing that the session wants to '''encourage ethical reflection''' in an open and '''safe''' space. </div><div></div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + ('''Introduce your … '''Introduce yourself and share the plan for the session presented below:'''*Ice-breaker*Short introductory lecture *Case discussion in smaller groups*Plenary discussionse discussion in smaller groups *Plenary discussion)
New Tools and Services for Reproducibility + (The [https://eur04.safelinks.protection.outlook.com/?url=https%3A%2F%2Fgithub.com%2FGESIS-Methods-Hub%2Fguidelines-for-methods%2Fblob%2Fmain%2FREADME-template.md&data=05%7C02%7Cb.leitner%40amsterdamumc.nl%7C98306bdc1d14436a474308de062e488a%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C638954993173754302%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=8wKJxWZb4qfVKLG%2F%2Bgn4HWuQCxrkIvrUyENg%2FEEwiWM%3D&reserved=0 Reproducibility Checklist for Computational Social Science Research] provides a simple, structured framework to enhance the reproducibility of computational methods shared on [https://eur04.safelinks.protection.outlook.com/?url=http%3A%2F%2Fmethodshub.gesis.org%2F&data=05%7C02%7Cb.leitner%40amsterdamumc.nl%7C98306bdc1d14436a474308de062e488a%7C68dfab1a11bb4cc6beb528d756984fb6%7C0%7C0%7C638954993173788095%7CUnknown%7CTWFpbGZsb3d8eyJFbXB0eU1hcGkiOnRydWUsIlYiOiIwLjAuMDAwMCIsIlAiOiJXaW4zMiIsIkFOIjoiTWFpbCIsIldUIjoyfQ%3D%3D%7C0%7C%7C%7C&sdata=fZvqBgWjUcBuH%2FNJKGAl8WYPcNRsRQujUc8k%2FbPcG3Q%3D&reserved=0 Methods Hub]. Designed for minimal effort and maximum usability, the checklist helps researchers document and share their data and code in a consistent, verifiable way that fosters trust and collaboration within the social science community. This pilot contributes to more efficient, transparent, and reproducible computational social science by integrating practical usability with clear documentation standards.The [https://github.com/GESIS-Methods-Hub/guidelines-for-methods/blob/main/README-template.md checklist tempelate] is publicly available through GitHub [https://github.com/GESIS-Methods-Hub/guidelines-for-methods project repositoriy] and is accompanied by [https://github.com/GESIS-Methods-Hub/guidelines-for-methods/blob/main/guidelines.md user guidance] for researchers who want to submit a method. These resources explain how to apply the checklist in practice, both independently and in connection with [https://methodshub.gesis.org/ Methods Hub].ain how to apply the checklist in practice, both independently and in connection with [https://methodshub.gesis.org/ Methods Hub].)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Discuss core ethi … Discuss core ethical concepts related to gene editing, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. For more engagement, you can ask participants to select one of the following topics and focus on it in depth: '''A) Gene editing in embryos→''' key concepts: moral status of embryos, human enhancement, risk/benefit, autonomy and beneficence. Resources:#Matching exercise on gene editing in human embryos and its associated ethical issues: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of germline gene editing: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of gene editing in human embryos: [https://classroom.eneri.eu/node/311 Gene Editing And Human Embryos]'''B) Gene editing justice and equality→''' key concepts: risk/benefits ratio, costs/benefits of gene therapy, patents gains, global considerations, medical need vs. human enhancement, socioeconomic inequalities, inclusion and stigma of people with disabilities. <div>#Introduction to gene editing and equality issues: [https://classroom.eneri.eu/node/314 Gene Editing, Justice, And Equality]#Potential benefits and risks of gene editing in terms of justice and equality: [https://classroom.eneri.eu/node/315 Gene Editing, Justice, And Equality cont.]#Benefits and financial gains of CRISPR-Cas9: [https://classroom.eneri.eu/node/316 Who Profits Financially From CRISPR-Cas9?]'''C) Gene editing, dual use and non-human use→''' key concepts: dual use, risk/benefit of gene editing, non-human gene editing, environmental impacts, food safety.<div>#Introduction to gene editing misuses and dual use: [https://classroom.eneri.eu/node/317 Gene Editing, Misuse, And Dual Use]#Environmental impacts of gene editing: [https://classroom.eneri.eu/node/318 Ethical Challenges For Non-Human Gene Editing]#Overview of the challenges related to agriculture and food safety of gene editing: [https://classroom.eneri.eu/node/319 Food Safety]#Gene editing in animals overview and some ethics issues: [https://classroom.eneri.eu/node/321 Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.]</div></div><div></div><div>'''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div>>Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.] </div></div><div></div><div> '''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Discuss core ethi … Discuss core ethical concepts related to gene editing, applying the concepts to practical cases. To build your presentation you can use the content of the irecs modules, which will provide you with videos and examples. For more engagement, you can ask participants to select one of the following topics and focus on it in depth:'''A) Gene editing in embryos→''' key concepts: moral status of embryos, human enhancement, risk/benefit, autonomy and beneficence. Resources:#Matching exercise on gene editing in human embryos and its associated ethical issues: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of germline gene editing: [https://classroom.eneri.eu/node/310 Germline Gene Editing.]#Explanation of gene editing in human embryos: [https://classroom.eneri.eu/node/311 Gene Editing And Human Embryos]'''B) Gene editing justice and equality→''' key concepts: risk/benefits ratio, costs/benefits of gene therapy, patents gains, global considerations, medical need vs. human enhancement, socioeconomic inequalities, inclusion and stigma of people with disabilities.<div>#Introduction to gene editing and equality issues: [https://classroom.eneri.eu/node/314 Gene Editing, Justice, And Equality]#Potential benefits and risks of gene editing in terms of justice and equality: [https://classroom.eneri.eu/node/315 Gene Editing, Justice, And Equality cont.]#Benefits and financial gains of CRISPR-Cas9: [https://classroom.eneri.eu/node/316 Who Profits Financially From CRISPR-Cas9?]'''C) Gene editing, dual use and non-human use→''' key concepts: dual use, risk/benefit of gene editing, non-human gene editing, environmental impacts, food safety.<div>#Introduction to gene editing misuses and dual use: [https://classroom.eneri.eu/node/317 Gene Editing, Misuse, And Dual Use]#Environmental impacts of gene editing: [https://classroom.eneri.eu/node/318 Ethical Challenges For Non-Human Gene Editing]#Overview of the challenges related to agriculture and food safety of gene editing: [https://classroom.eneri.eu/node/319 Food Safety]#Gene editing in animals overview and some ethics issues: [https://classroom.eneri.eu/node/321 Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.]##'''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div></div>ri.eu/node/321 Gene Editing In Animals] and [https://classroom.eneri.eu/node/322 Gene Editing In Animals cont.] # #'''Trainer Tip:''' Use questions to keep the lecture '''dynamic''' and '''engaging'''. Consider takinga break at this point. </div></div>)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (Guide participant … Guide participants by going through the following steps:#''' '''Players read the case and the solutions.#Then everyone individually picks the solution that they are most likely to support (this is an individual decision and discussion at that stage should be discouraged).#When all players have made their choice, all individuals within a group should simultaneously reveal their choices to each other (easiest to do with simply raising the number of fingers corresponding to the solution). Often different solutions are chosen and realization of this peer disagreement is an important aspect of the methodology.#Each player then takes turns explaining their reasons behind their choice. Others listen without intervening, commenting or criticising.#After everyone has provided their reasons, discussion begins with the aim of finding consensus in the group. Consider whether reaching a common decision is possible. Provide reasons for your choice and explain why other solutions may not seem as good. After listening to other players’ explanations, you can choose to either stick with your initial choice, change it or provide a new solution.#When you have reached a consensus (or decided not to achieve it), move on to the next case.hen you have reached a consensus (or decided not to achieve it), move on to the next case.)
IRECS Training format (template) + (It i … It is strongly recommended to circulate the relevant [https://classroom.eneri.eu/node/377 "technology basics" e-modules] among participants prior to the training. Trainers can consult [https://www.irecs.eu/irecs-training-materials this page] to get some guidance on how to navigate the concent of the modules. Trainers should select the most pertinent modules from those developed by the project, aligning their choices with the session's specific topic.[[File:Image irecs training.png|thumb|Guidance for irecs training materials available at https://www.irecs.eu/irecs-training-materials]][[File:Image irecs training.png|thumb|Guidance for irecs training materials available at https://www.irecs.eu/irecs-training-materials]])
IRECS Training format (template) + (It i … It is strongly recommended to circulate the relevant [https://classroom.eneri.eu/node/377 "technology basics" e-modules] among participants prior to the training. Trainers can consult [https://www.irecs.eu/irecs-training-materials this page] to get some guidance on how to navigate the concent of the modules. Trainers should select the most pertinent modules from those developed by the project, aligning their choices with the session's specific topic.[[File:Tr1.png|center|frameless|300x300px]][https://www.irecs.eu/irecs-training-materials Overview of irecs Training Materials on ENERI Classroom]erview of irecs Training Materials on ENERI Classroom])
Addressing environmental justice in research & innovation + (In this activity, … In this activity, first you will watch the video “5 Ethical Principles”, which introduces core principles of climate env environmental ethics, relevant for research and innovation. Afterwards, you can note down which principles are most relevant in your research. les are most relevant in your research. )
New Tools and Services for Reproducibility + (In this pilot, [h … In this pilot, [https://schema-lab.hypatia-comp.athenarc.gr/ SCHEMA] was developed as an open-source framework, comprising SCHEMA api for programmatic execution and SCHEMA lab for a user-friendly web interface to support reproducible computational research through containerized execution, metadata capturing and experiment management. It provides a scalable environment that enables researchers to design and run reproducible computational workflows and experiments. computational workflows and experiments.)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Introduce a case. … Introduce a case. The case must be related to the concepts selected and presented during the interactive lecture. Therefore, if only one of the topics was covered, the case should be related to that topic.<div>Below, some case examples are presented. Note that justice issues appear in both cases: *'''Case related to topic A&B''': ''The ISSCR suggests that studies proposing to grow human embryos beyond two weeks should be considered on a case-by-case basis. Imagine that you are a member of a committee that has been asked to approve a study that involves gene editing of embryos that will be grown for 28 days. How would you go about this, and what sort of things might you include in your deliberations? Would you approve this study?'' (case extracted from: [https://classroom.eneri.eu/node/312 Reflection Activity])*'''Case related to topic C&B''': ''Imagine you are on an ethics committee reviewing a research proposal to produce genetically modified mosquitoes to combat malaria. This would releasing gene-edited organisms into a natural ecosystem in Sub-Saharan countries mostly. As an ethics expert, what criteria would you use to assess this proposal? How would you balance the potential health benefits with ethical concerns around environmental impact, dual-use, etc.?'' (case extracted from: [https://classroom.eneri.eu/node/387 A case of non-human gene editing]) </div><div>'''Instructions for trainer:'''<div> *Present the case (10 minutes). In case you need more information, you can retrieve it from the ENERI modules. Take into account the amount of time you have for this exercise. It is advised to project slide with the case, so participants can look at it during the group discussion.*Divide participants into subgroups (4-5 members). You can provide each group with a white board/digital board.*Provide participants with the following instructions for the subgroup discussion:'''a.''' Read the case carefully and reflect on it individually (10 minutes). Ask yourself: What is important to you, and what would you do if you were part of the REC member evaluating this research proposal? What aspects would you focus on in the ethical evaluation of that research proposal?'''b.''' In dialogue with your group mates (10 minutes) try to identify: research gains, potential risks, connection of the case to the concepts that were discussed in the interactive lecture, other key ethical tensions. '''c.''' Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)?</div></div>Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)? </div></div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (Introduce a case. … Introduce a case. The case must be related to the concepts selected and presented during the interactive lecture. Therefore, if only one of the topics was covered, the case should be related to that topic.<div>Below, some case examples are presented. Note that justice issues appear in both cases:*'''Case related to topic A&B''': ''The ISSCR suggests that studies proposing to grow human embryos beyond two weeks should be considered on a case-by-case basis. Imagine that you are a member of a committee that has been asked to approve a study that involves gene editing of embryos that will be grown for 28 days. How would you go about this, and what sort of things might you include in your deliberations? Would you approve this study?'' (case extracted from: [https://classroom.eneri.eu/node/312 Reflection Activity])*'''Case related to topic C&B''': ''Imagine you are on an ethics committee reviewing a research proposal to produce genetically modified mosquitoes to combat malaria. This would releasing gene-edited organisms into a natural ecosystem in Sub-Saharan countries mostly. As an ethics expert, what criteria would you use to assess this proposal? How would you balance the potential health benefits with ethical concerns around environmental impact, dual-use, etc.?'' (case extracted from: [https://classroom.eneri.eu/node/387 A case of non-human gene editing]) </div><div>'''Instructions for trainer:'''<div>*Present the case (10 minutes). In case you need more information, you can retrieve it from the ENERI modules. Take into account the amount of time you have for this exercise. It is advised to project slide with the case, so participants can look at it during the group discussion.*Divide participants into subgroups (4-5 members). You can provide each group with a white board/digital board.*Provide participants with the following instructions for the subgroup discussion:'''a.''' Read the case carefully and reflect on it individually (10 minutes). Ask yourself: What is important to you, and what would you do if you were part of the REC member evaluating this research proposal? What aspects would you focus on in the ethical evaluation of that research proposal?'''b.''' In dialogue with your group mates (10 minutes) try to identify: research gains, potential risks, connection of the case to the concepts that were discussed in the interactive lecture, other key ethical tensions. '''c.''' Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)?</div></div>Share individual views and try to reach a consensus among the group members (if possible) (10 minutes): would you approve the research proposal, why? What would be needed for approving it? Under which circumstances would you approve it (if any)? </div></div>)
Just Transition (part two): Green Colonialism and Energy Justice + (Listen to: [2:16–4:00], [6:28–8:23] Listen and pay attention to how Laura del Duca defines different types of justice.)

Just Transition (part two): Green Colonialism and Energy Justice + (Open to the podcast episode below.)

Communities and collaborators + (TIER2 brings a un … TIER2 brings a unique combination of skills and perspectives, consisting of eleven partners from seven countries, well spread across Europe. The partner organisations all bring a wealth of expertise and experience regarding the target communities (computer science, life science, social science), research culture reform, technical aspects of infrastructure and services, as well as expertise in social sciences and humanities, and gender aspects of R&I. ==[https://irise-project.eu/ iRise]==[[File:IRISE .png|thumb]]iRise aims to deepen understanding of reproducibility drivers, evaluate their effectiveness and provide concrete solutions to enhance scientific evidence. Their direct objectives are:- Develop working definitions and a general framework for diagnosing and addressing reproducibility problems, define costs, benefits and opportunities, and assess the utility of theoretical evidence in forecasting the success of interventions.- Perform scoping and systematic reviews to identify and evaluate existing interventions to improve reproducibility.- Explore the interface between reproducibility and research culture, and in particular considerations and mainstreaming of equity, diversity, and inclusion (EDI).- Consult and engage key stakeholder groups in prioritising practices and practical tool development for adoption to increase reproducibility.- Test efficacy and feasibility of specific interventions to increase reproducibility.==[https://osiris4r.eu/ OSIRIS]==[[File:OSIRIS .png|thumb]]Open Science to Increase Reproducibility in Science (OSIRIS) aims to facilitate the shift by systematically gathering knowledge on the underlying drivers, testing effective evidence-based solutions, identifying incentives for reproducibility by stakeholders, and embedding reproducibility in research design.holders, and embedding reproducibility in research design.)
New Tools and Services for Reproducibility + (TIER2's Decision … TIER2's Decision Aid provides clarity on the meaning, relevance, and feasibility of ‘reproducibility’ for researchers to aid them in identifying what type of reproducibility is relevant for their research and indicate what they must consider regarding how feasible such ‘reproducibility’ would be for them.such ‘reproducibility’ would be for them.)
New Tools and Services for Reproducibility + (The Reproducibili … The Reproducibility Monitoring Dashboard hosts tools that enable funding agencies to track and monitor the reusability of research artifacts across various projects, programs, topics, and disciplines. This auto-generated dashboard assesses the impacts of policies related to data and code sharing. <div># OSF link for development materials: https://osf.io/wnvtx/# Dashboard prototype for EU-funded Machine Learning projects: https://app.powerbi.com/view?r=eyJrIjoiZTc0MmU1ZTktNzAyMy00ZTk1LWFkZmYtNDVmYjU2YzdhMzZhIiwidCI6IjZhZTA3NzAyLWM1ZjctNGYzOC05Yjg3LWFjYWQ2MmE3NWQ5MyIsImMiOjl9 </div>2YzdhMzZhIiwidCI6IjZhZTA3NzAyLWM1ZjctNGYzOC05Yjg3LWFjYWQ2MmE3NWQ5MyIsImMiOjl9 </div>)
New Tools and Services for Reproducibility + (The Reproducibili … The Reproducibility Promotion Plan for Funders (RPP) has developed a policy template with recommendations for funders to foster reproducible practices both in the research they fund across three key areas of funding work: evaluation and monitoring, policy and definitions, and incentives. The RPP provides actionable recommendations and best practice examples that funders and funding institutions can adapt to meet their specific needs.All drafts of the RPP can be found on [https://osf.io/3fpbj/ OSF]. [[File:RPP4F One Pager.jpg|center|thumb]][[File:RPP4F One Pager.jpg|center|thumb]])
New Tools and Services for Reproducibility + (The [https://osf. … The [https://osf.io/pn27g Reproducibility Management Plan (RMP) Pilot] aims to create a prototype of key thematic subjects and questions that will serve as the starting point to support reproducibility at the planning stage of research. Work involves defining what an RMP is, integrating it into the ARGOS service, and testing its effectiveness with feedback from the community. The pilot addresses researchers, beneficiaries and funders for its adoption.<div>Please find the integrated ARGOS tool here: https://argos.openaire.eu/portal/. Tutorials on OpenPlato: # '''ARGOS Service for Admins''': https://openplato.eu/course/view.php?id=150 # '''ARGOS Info Pack''': https://openplato.eu/course/view.php?id=547 # '''ARGOS Service for Users''': https://openplato.eu/course/view.php?id=122 </div><div>Reports on co-creation activities: '"`UNIQ--nowiki-0000003E-QINU`"' </div>: https://openplato.eu/course/view.php?id=122 </div><div> Reports on co-creation activities: '"`UNIQ--nowiki-0000003E-QINU`"' </div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (The aim of this a … The aim of this activity is to invite participants to '''reflect''' on their '''expectations'''. This is useful both for trainers and participants. '''Trainers can pick between two possible activities:''' '''OPTION 1:''' ''Mind map activity → small group activity: in sub-groups participants create a mind map of their current knowledge on the topic.''The following steps can support trainers in organizing this activity: <div>*Divide participants into subgroups.*Provide each group with a digital (or physical) board.*Ask them to brainstorm and write down the words that come to mind when they think of "gene editing."*Ask them to divide the terms into:-Topics they want to learn more about.-Topics they are already familiar with.</div>*After 6-7 minutes of discussion in sub-groups, ask all groups share their maps with the group. Together with the group select the most common unknown topics.'''OPTION 2:''' ''Learning goals with Mentimeter'' <div>*Prepare and share a Mentimeter (or similar tool) with the following question: ''after this session I expect to be able to…''*Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>) with the following question: ''after this session I expect to be able to…'' *Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>)
Interactive lecture on Gene editing: Exploring Ethical Challenges + (The aim of this a … The aim of this activity is to invite participants to '''reflect''' on their '''expectations'''. This is useful both for trainers and participants.'''Trainers can pick between two possible activities:''''''OPTION 1:'''''Mind map activity → small group activity: in sub-groups participants create a mind map of their current knowledge on the topic.''The following steps can support trainers in organizing this activity:<div>*Divide participants into subgroups.*Provide each group with a digital (or physical) board.*Ask them to brainstorm and write down the words that come to mind when they think of "gene editing."*Ask them to divide the terms into:-Topics they want to learn more about.-Topics they are already familiar with.</div>*After 6-7 minutes of discussion in sub-groups, ask all groups share their maps with the group. Together with the group select the most common unknown topics.'''OPTION 2:'''''Learning goals with Mentimeter''<div>*Prepare and share a Mentimeter (or similar tool) with the following question: ''after this session I expect to be able to…''*Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>l) with the following question: ''after this session I expect to be able to…'' *Ask participants to submit two goals, project the results and discuss them with the group. </div><div></div>)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (The methodology o … The methodology of BEYOND cases is rooted in the values clarification method. It simultaneously develops discussions on ethics and values-related issues while enhancing competencies necessary for dialogic communication, including: '''1) skills for listening and responding, 2) openness, 3) empathy, and 4) mutuality orientation'''5. This particular methodology has been developed through various educational games created by the Centre for Ethics at the University of Tartu, with the first game released in 2010 for teachers. Subsequent games have been designed for medical workers, students, researchers and the general public. The training material is intended for use as active learning methods with high interactivity, such as group work and group discussions. The method combines individual activities (taking first personal responsibility via choosing one’s own solution) with group activities (discussing the case, solutions and their underlying motivations and values, and potentially reaching a consensus). The material consists of ethical dilemmas which are developed in accordance with the methodology described by Parder et al. (2024)6.* The narrative is described from the perspective of the protagonist – the protagonist must be someone that the trainees find it easy to identify with.* The characters and the basic relationships between them are described without too much detail, leaving thus room for trainees to fill the missing information with their own life experiences.* The information about the motives of the actors has been kept to a minimum to give the trainees an opportunity to draw from their experiences.* The temporal dimension of the narrative is also kept limited – in some cases background information is given, but the pre-given choices were kept within one temporal moment.* · The dilemma and the pre-given solutions were balanced – the narrative was written from the neutral perspective and the pre-given solutions were morally acceptable from the perspective of at least one ethical theory.The drafting of solutions was inspired by four ethical theories: deontology, utilitarianism, care ethics and virtue ethics. It has to be noted that the solutions are not in perfect accordance with the theories as the aim of this training methodology is not to teach ethical theories to trainees, but rather to provide realistic alternative solutions to choose from.Finally, the aim of the methodology is not to teach a “right” answer to the dilemma as dilemmas often involve conflicts between two or more valuable ethical principles, but to focus on the reflection of the cases and solutions and to guide participants to carry out moral reasoning with emphasis on the skills of listening and discussing.<div>----<div>''''''[5] Kent , M. L., and Taylor, M. (2002). Toward a Dialogic Theory of Public Relations. ''Public Relations Review,'' ''28''(1), 21–37. https://doi.org/10.1016/S0363-8111(02)00108-X; Taylor, M., and Kent, M. L. (2014). Dialogic Engagement: Clarifying Foundational Concepts. ''Journal of Public Relations Research,'' ''26''(5), 384–398. https://doi.org/10.1080/1062726X.2014.956106; Yang, S.-U., Kang, M., and Cha, H. (2015). A Study on Dialogic Communication, Trust, and Distrust: Testing a Scale for Measuring Organization–Public Dialogic Communication (OPDC). ''Journal of Public Relations Research,'' ''27''(2), 175–192. https://doi.org/10.1080/1062726X.2015.1007998</div><div>[6] Parder, M. L., Tammeleht, A., Juurik, M., Paaver, T., Velbaum, K., and Harro-Loit, H. (2024). Digital Discussion Game on Values: Development, Use and Possibilities for Measuring Its Functionality. In Y. P. Cheng, M. Pedaste, E. Bardone, Y. M. Huang (eds). (2024). Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science, 14785. Springer, Cham. </div></div> Game on Values: Development, Use and Possibilities for Measuring Its Functionality. In Y. P. Cheng, M. Pedaste, E. Bardone, Y. M. Huang (eds). (2024). Innovative Technologies and Learning. ICITL 2024. Lecture Notes in Computer Science, 14785. Springer, Cham. </div></div>)
Communities and collaborators + (The primer initia … The primer initiative from the United Kingdom Reproducibility Network was designed introduce a broad audience to important topics and aspects of open and reproducible scholarship. Each primer is a 3-to-4-page summary document which describes the open or reproducible research practice, why one might be interested in it, and how they can be applied or adopted with thorough guidance. More information on the Primers Initative can be found here: [https://www.ukrn.org/primers/ https://www.ukrn.org/primers/] .t;span lang="EN-US">https://www.ukrn.org/primers/] .)
BEYOND research ethics and integrity: cases for training young and/or early career researchers + (The purpose of th … The purpose of this training activity is to engage participants in a game to encourage discussion and promote better self-understanding and mutual understanding, while also enhancing listening and argumentation skills. The game is played in groups of 3–6 players. There can be as many groups as needed, although facilitation might require more effort with more groups. The cases focus on issues that are especially relevant for young and/or early career researchers and attempt has been made to cover topics that have emerged more recently in research ethics and integrity field (AI, researcher rehabilitation etc.).eld (AI, researcher rehabilitation etc.).)
Incorporating gender, health, and climate justice in your research: A reflexive question card exercise + (This activity hel … 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.but to surface assumptions and expand accountability.)
IRECS Training format (template) + (Trainers should d … Trainers should develop specific learning goals for their session. The learning objectives for these sessions should align with those of the e-learning modules. General expected outcomes at the end of these sessions include the following:*Participants should be knowledgeable on relevant literature, developments and regulations with regards to the topic addressed*They should be able to indicate what ethical issues are pressing regarding research concerning specific technologies*They should be able to apply relevant ethical concerns on realistic cases*They should be aware how learning materials are relevant for their professional/academic context are relevant for their professional/academic context)
IRECS Training format (template) + (Trainers should d … Trainers should develop specific learning goals for their session. The learning objectives for these sessions should align with those of the e-learning modules. General expected outcomes at the end of these sessions include the following:*Participants should be knowledgeable on relevant literature, developments and regulations with regards to the topic addressed*They should be able to indicate what ethical issues are pressing regarding research concerning specific technologies*They should be able to apply relevant ethical concerns on realistic cases*They should be aware how learning materials are relevant for their professional/academic context are relevant for their professional/academic context)
Applying Ecofeminist Ethics to Research + (We will begin with an interactive book on ecofeminist principles. Click through four of the ecofeminist principles for research to learn more about their background! Fill in the blanks to complete the paragraphs.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Image Manipulation Detection - Exercises + (Each image contains at least one inappropriate image duplication. Your task is to find the duplications and click on the overlapping areas.)
Directionality towards planetary stewardship: From disconnection to relational praxis + (After exploring the image, consider the following guided reflection prompts)
Münazara ve Diyalog + ([https://www.youtube.com/watch?v=249umsbOIG0&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=5 Diyalog ve münazara] üzerine hazırlanmış sayfayı okuyun.)
Communities and collaborators + (===Why build communities and engage stakeh … ===Why build communities and engage stakeholders?===<div>TIER2 actively engages with researchers from different research areas (social, life, and computer sciences) and two cross-disciplinary stakeholder groups (funders and publishers) to enhance reproducibility across contexts. </div><div>Through our co-creation and engagement activities, we are actively fostering communication within and across stakeholder groups creating communities of practices. Opportunities for knowledge exchange and sharing of perspectives further enhances our TIER2 community building efforts </div><div>We are emphasizing our stakeholder engagement and collaboration especially during the selection, prioritization, development, implementation, and evaluation phases of our new reproducibility-related tools and practices, designed within out eight pilot activities. Through co-creation activities, we explore opportunities for closer collaboration within and across stakeholder communities and facilitate the sharing of resources and expertise. By fostering a sense of ownership and involvement, we ensure that the new tools and practices, created within the project, are valuable and useful to the communities as well as beneficial to all parties involved. </div>===Resources to plan and conduct open and inclusive co-creation activities:===*[https://osf.io/7zpyd/files/hyf9z Types of co-creation events]*[https://osf.io/7zpyd/files/sy3za DEIA resources for virtual co-creation events][[File:TIER2 Stakeholder Communities.jpg|thumb|Infographic illustrating the stakeholder communities and the activities they are involved with within TIER2.]][[File:WCRI Co-creation Poster.jpg|thumb|Strategies for fostering research integrity through community co-creation. ]][File:WCRI Co-creation Poster.jpg|thumb|Strategies for fostering research integrity through community co-creation. ]])
THE PREPARED CODE: A Global Code of Conduct for Research during Pandemics + (A fair plan for access to the benefits of pandemic research should be agreed early on in any project, in collaboration with stakeholders.)
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (A few weeks before the session, get in con … A few weeks before the session, get in contact with the participants in the session and ask them to do the following: *to prepare by filling out the self-declaration sheet. You may download samples of this sheet [https://www.dropbox.com/s/ymx1d8qtznt5r7j/SDA%20sheet%20ver%201%20%281%29.docx?dl=0 HERE] and [https://www.dropbox.com/s/rw3e32aj5ed1aas/SDA%20sheet%20ver%203.docx?dl=0 HERE]. Adapt the sheets as you see fit.*If you wish to not discuss the typologies of goodness extensively during the session, make the participants watch this [https://www.youtube.com/watch?v=E9SO9HIYTnc video on the Self-Declaration Approach and the Typologies of Goodness].Set a deadline for the assignment and ask participants to send you their self-declaration sheet at least one week before the session.The self-declaration sheet allows participants to reflect on the types of goodness from their standpoint. This also provides you with content for discussion during the session.When distributing the assignments be sure to mention that participants should not forget to bring a copy (either print or electronic) of their filled-out self-declaration sheets to the session and to be ready to discuss their responses with the rest of the group. ir responses with the rest of the group. )
Self Declaration Approach - a Reflection on the Varieties of Goodness in Research + (A few weeks before the session, you will b … A few weeks before the session, you will be asked by your trainer to prepare for the session. For this you will need to fill out the self-declaration sheet (which will be sent to you by your trainer) and send it to the trainer at least a week before the training session. You may download samples of the self-declaration sheets [https://www.dropbox.com/s/ymx1d8qtznt5r7j/SDA%20sheet%20ver%201%20%281%29.docx?dl=0 HERE] and [https://www.dropbox.com/s/rw3e32aj5ed1aas/SDA%20sheet%20ver%203.docx?dl=0 HERE]. The self-declaration sheet allows you to reflect on your intuitions on goodness and will be used by the trainer to include your intuitions in the discussion during the session. Watch the videos to have an impression of this VIRT2UE Train-the-Trainer program. [[File: SDA.png|link=https://www.youtube.com/watch?v=E9SO9HIYTnc]][[File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]][File: VGE.png|link=https://www.youtube.com/watch?v=UYJY50PRLvo&list=PLabbUwyulAry4tzZ12eHl5JOJhJGiaE6k&index=3]])
06 - Teaching Research Ethics Tool : A Method for Analysing Cases in Research Ethics + (A moral question is a situation in which m … A moral question is a situation in which moral duties are clear to the subject, although they may be in conflict with other issues of interest to the agent such as financial and political interests. These situations do not require moral deliberation so much as moral courage. Moral disagreements arise when the agent feels subjectively certain but holds a point of view in conflict with another persons’ moral judgments. These situations call for moral dialogue and argumentation. Finally, moral conflicts (or moral problems) arise when agents face conflicting moral duties. These instances call for moral deliberation.ese instances call for moral deliberation.)