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Introduction to Research Integrity + (This module suggests a contextualized read … This module suggests a contextualized reading of the European Code of Conduct for Research Integrity (ECoC) using five selected recommendations for Good Research Practices mentioned in the document. The exercise is to identify breaches for each of the norms in the learner’s respective field(s) of research. This way, you are not only invited to reflect on the relevance of the ECoC for your research, you may also detect any breaches of research integrity better in the future.[[File:Research Integrity in your context.png|link=http://courses.embassy.science/research_integrity_in_your_context/story.html]]If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/Research%20Integrity%20in%20your%20context_SCORM.zip here]rity%20in%20your%20context_SCORM.zip here])
Translate the VIRT2UE guide into your own language + (This part consists of five instructions, o … This part consists of five instructions, one for each exercise. The links to each instruction is listed below[https://public.3.basecamp.com/p/R4yJUVZ4mcprNtQrFpqbJVEi Debate & Dialogue][https://public.3.basecamp.com/p/MekBVkdTSuPp3ymjvm722tuZ Virtues & Norms][https://public.3.basecamp.com/p/nDoUx1DZC2rqGGS8YgFKCWQ9 The Middle Position][https://public.3.basecamp.com/p/Shd751EBvhJCBmVHy3FtsM61 Modified Dilemma Game][https://public.3.basecamp.com/p/hP14Zorvd8WANTar3gJegFi4 Self Declaration Approach]P14Zorvd8WANTar3gJegFi4 Self Declaration Approach])
Translate the VIRT2UE guide into your own language + (This part of the manual consists of two in … This part of the manual consists of two instructions, for both trainers and trainees. The text of the instructions are linked below:[https://public.3.basecamp.com/p/6uG9RU4xFgrnsikuNW695aJ5 Preparatory Reading: Introduction to Concepts & Themes][https://public.3.basecamp.com/p/n8xz8kW173n4rof89BfrEvp8 Preparatory Viewing: Introduction to Concepts & Themes]ry Viewing: Introduction to Concepts & Themes])
Translate the VIRT2UE guide into your own language + (This part only has one instruction "Practicing Reflection in Dialogue", for both trainer and trainee, to be found [https://public.3.basecamp.com/p/vNfbMo7JdtnkVj4YmxrK1Eq1 here].)
Varieties of goodness in research - a rotary style exercise (variation to original VIRT2UE exercise)) + (This round is especially important when th … This round is especially important when there are more subgroups than rounds, because in that case not all participants have reflected on the different Varieties of Goodness that are discussed. The task of the subgroup is to summarize what is on the sheet and to select the main take home messages of the sheet. The trainer might also ask the groups to select what they found striking or surprising.ct what they found striking or surprising.)
INTEGRITY High School Research Integrity Course + (This session aims to equip students with t … This session aims to equip students with the knowledge to comprehend the meaning and importance of research integrity. This will be achieved through a practical hands-on approach, where real and fictional cases, outlining research integrity issues in biomedical research using animals, will be presented. We aim for students to identify and relate such examples of research misconduct and questionable research practices, with their own school work practices and environment. This will engage students in a group discussion and critical reflection about the importance of acting responsibly and with honesty in their own school work and within their life.eir own school work and within their life.)
The Environmental Cost of AI: What Can we do about it? + (This step explores the environmental impacts of generative AI across its lifecycle: from training, deployment, and inference to hardware and infrastructure.)
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity + (This step focuses on the experience of the … This step focuses on the experience of the case presenter. The presenter is asked to describe a concrete personal situation in which he or she experienced the moral issue at stake. The case presenter is asked to provide a short but thick description of the facts of the situation. Facts can include the ‘feelings’ he or she experienced since feelings can be a useful indicator of the moral discomfort of the presenter and can often implicitly refer to certain values. often implicitly refer to certain values.)
04 - Moral Case Deliberation: A Method for Analysing Cases in Research Ethics and Research Integrity + (This step involves the formulation of the … This step involves the formulation of the personal views, values, norms, arguments and choices in relation to the case. The participants express their own views of what they consider to be right.The facilitator might ask the participants to individually address the following points:a) It is morally justified that I choose option … (A, B or an alternative).b) Because of…. (which value or norm?)c) Despite of…. (which value or norm?)d) How can you limit the damage of your choice mentioned under (c)?damage of your choice mentioned under (c)?)
Preparatory Viewing: Introduction to Concepts & Themes + (This video explores how researchers’ moral … This video explores how researchers’ moral judgments can be affected by individual and contextual factors, explained by the VIRT2UE project for The Embassy of Good Science. [[File: MoralDisagreements.png|link=https://www.youtube.com/watch?v=bIGuvc8Qbmw&list=PLabbUwyulArzx9SIqxfDXbtTELS8uWdFD&index=2]]An exploration of how moral disengagement may occur among researchers due to maladaptive strategies to address conflicting imperatives in science. A virtue ethics approach might prevent the process of moral disengagement. In the video, the risk of moral disengagement is explored, as well as the importance of virtues in research and systems fostering research integrity.es in research and systems fostering research integrity.)
Specific Research Ethics and Integrity Considerations for Crisis Research + (Through a collaborative analysis of real-w … Through a collaborative analysis of real-world exploitation risks with vulnerable populations, the TRUST project developed a code of ethics grounded in four fundamental values: fairness, respect, care, and honesty. The PREPARED project has shown that these four values also apply to research in global crises, such as the COVID-19 pandemic. Through literature reviews in eight languages and by investigating the experiences of marginalised populations during the pandemic, the team identified 144 challenges to research ethics and integrity, which can all be linked to a lack of fairness, respect, care, and honesty.k of fairness, respect, care, and honesty.)
The Middle Position + (Through this exercise, you will foster ref … Through this exercise, you will foster reflection on personal experiences and moral uncertainty. For this reason, it is important to create a safe learning environment where participants feel confident to share their cases and ideas. While facilitating the exercise, try to protect participants’ vulnerability and encourage participants to respect others’ opinions. Moreover, prior to the session, we recommend asking participants to sign a confidentiality statement, in order to formalize the expectation that the information shared during the exercise will be kept confidential.ng the exercise will be kept confidential.)
Introduction to Research Integrity + (Throughout this module, the ECoC is introd … Throughout this module, the ECoC is introduced and quoted as an important source of reference. A definition of research integrity is elaborated, as well as the four principles of research integrity, as outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure, and also introduces some norms outlined in the document.[http://courses.embassy.science/what_is_research_integrity/story.html Open the course]arch_integrity/story.html Open the course])
Introduction to Research Integrity + (Throughout this module, the ECoC is refere … Throughout this module, the ECoC is referenced as importance guidance. A definition of research integrity is provided, as well as the four principles of research integrity outlined in the ECoC. A drag-and-drop exercise aims to familiarize with the document’s structure and introduces some norms outlined in the document.[http://courses.embassy.science/what_is_research_integrity/story.html Open the course][[File:What is research integrity.png|link=http://courses.embassy.science/what_is_research_integrity/story.html]]If you want to integrate this module into your institution's learning management system, you may download it as a SCORM Package [http://courses.embassy.science/What%20is%20research%20integrity_SCORM.zip here]0is%20research%20integrity_SCORM.zip here])
Group reflection using an imaginary line: Biobanking + (To assess trainees' current knowledge of e … To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.<div>Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?''Trainer tip: Encourage trainees to add words to the mind map during the training session. </div>d words to the mind map during the training session. </div>)
Group reflection using an imaginary line: Biobanking + (To assess trainees' current knowledge of e … To assess trainees' current knowledge of ethical issues in biobanking practices, have them create a mind map. This can be done individually, in pairs, or in larger subgroups.'''Assignment''': Write ''biobanking'' and ''ethical issues'' in the middle of a piece of paper and spend 5 minutes writing down associated words that come to mind. Use keywords to label overarching concepts and draw connecting lines to illustrate relations.<div>Discuss in plenary the content of the mind maps. You can initiate a conversation among participants by asking: ''What surprises you if you look at other mind maps? Does anything you see raise questions for you?'' Trainer tip: Encourage trainees to add words to the mind map during the training session. </div> to add words to the mind map during the training session. </div>)
Gene Editing: Ethics Issues + (To develop and improve methods of gene edi … To develop and improve methods of gene editing, both germline and somatic, research on human embryos is currently necessary, although it may be possible in the future through generating germ cells in vitro. Research with human embryos raises moral objections for many, not least because the embryos will be destroyed when used for research.Some countries have enacted outright bans on certain types of embryo research, such as research involving the creation of embryos solely for research purposes or research aimed at modifying the human germline. Consensus does not exist regarding the moral status of an embryo, and many people oppose research on embryos categorically.Regulations for embryo research often impose limits on the duration embryos can be cultured for research purposes. For example, some jurisdictions allow research only on embryos up to 14 days old, as this is when the primitive streak (an early stage of nervous system development) typically forms. However, an extension of the 14-day rule for embryo research (which is legally binding in some countries) has been under discussion for many years. The International Society for Stem Cell Research (ISSCR) relaxed its guideline on this limit in 2021. Therein, it is suggested that studies proposing to grow human embryos beyond the two-week mark be considered on a case-by-case basis, involving institutional or national bodies as well as extensive public engagement. Allowing embryos to grow past 14 days might improve understanding of human development and many health-related questions, for example, why many pregnancies fail.s, for example, why many pregnancies fail.)
Using Different Learning Taxonomies + (To illustrate how the taxonomies can be ap … To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1).{| class="wikitable"|+Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies!Level of training material!Learning outcomes!Bloom!SOLO!Fink|-| rowspan="3"|Foundational level|Raise awareness of ethical issues during the research process;|remember, understand|unistructural, multistructural, relational|foundational knowledge|-|Practice utilising the codes of conduct, being familiar with central topics;|understand, apply, analyse|relational, extended abstract|application, integration|-|Learn together as a team, collaborate with peers.|evaluate|relational|human dimension, learning to learn, caring|-| rowspan="3"|Advanced level|Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply|unistructural, multistructural, relational|foundational knowledge, application, integration, learning to learn|-|Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-00000086-QINU`"'|analyse, evaluate|unistructural, multistructural, relational|application, integration|-|Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-00000087-QINU`"'|apply, analyse, evaluate, create|unistructural, multistructural, relational, extended abstract|foundational knowledge, application, integration,human dimension,caring, learning to learn|-| rowspan="5"|Leadership level|Develop research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply|unistructural, multistructural, relational|foundational knowledge, application, integration, learning to learn|-|Identify which ethical principles might be at stake in a case.'"`UNIQ--ref-00000088-QINU`"'|analyse, evaluate|unistructural, multistructural, relational|application, integration|-|Utilise the ethical analysis steps to provide solutions to ethical dilemmas.'"`UNIQ--ref-00000089-QINU`"'|apply, analyse, evaluate, create|unistructural, multistructural, relational, extended abstract|foundational knowledge, application, integration,human dimension,caring, learning to learn|-|Implement different ethical approaches to the possible courses of action;|analyse, evaluate|unistructural, multistructural, relational|foundational knowledge, application, integration,|-|Take the role of a REI leader and display (some) REI leadership competencies during their group work.|apply, analyse, evaluate, create|relational, extended abstract|human dimension, caring, learning to learn|}Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment. The coordination between learning goals or objectives, the methods used for teaching and the activities chosen to support learning, as well as the assessment of the learning are referred to as constructive alignment.'"`UNIQ--ref-0000008A-QINU`"''"`UNIQ--ref-0000008B-QINU`"''"`UNIQ--ref-0000008C-QINU`"' This means that the core components of a teaching should be geared towards supporting the same aim; namely learning. Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment.'"`UNIQ--references-0000008D-QINU`"'ment. '"`UNIQ--references-0000008D-QINU`"')
Using Different Learning Taxonomies + (To illustrate how the taxonomies can be ap … To illustrate how the taxonomies can be applied in creating learning objectives for training, we provide an example of an analysis of learning outcomes in RID-SSISS training material based on the three taxonomies (Table 1).{| class="wikitable"|+Table 1: Example of an analysis of learning outcomes in RID-SSISS training material based on three taxonomies!Level of training material!Learning outcomes!Bloom!SOLO!Fink|-| rowspan="3"|Foundational level|Raise awareness of ethical issues during the research process;|remember, understand|unistructural, multistructural, relational|foundational knowledge|-|Practice utilising the codes of conduct, being familiar with central topics;|understand, apply, analyse|relational, extended abstract|application, integration|-|Learn together as a team, collaborate with peers.|evaluate|relational|human dimension, learning to learn, caring|-| rowspan="3"|Advanced level|Develop one’s research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply|unistructural, multistructural, relational|foundational knowledge, application, integration, learning to learn|-|Identify ethical issues by determining which ethical principle might be at stake.'"`UNIQ--ref-000000AA-QINU`"'|analyse, evaluate|unistructural, multistructural, relational|application, integration|-|Utilise the ethical analysis steps to provide solutions to ethical dilemmas (in groups).'"`UNIQ--ref-000000AB-QINU`"'|apply, analyse, evaluate, create|unistructural, multistructural, relational, extended abstract|foundational knowledge, application, integration,human dimension,caring, learning to learn|-| rowspan="5"|Leadership level|Develop research ethics competencies by combining previous knowledge and implementing new tools;|understand, apply|unistructural, multistructural, relational|foundational knowledge, application, integration, learning to learn|-|Identify which ethical principles might be at stake in a case.'"`UNIQ--ref-000000AC-QINU`"'|analyse, evaluate|unistructural, multistructural, relational|application, integration|-|Utilise the ethical analysis steps to provide solutions to ethical dilemmas.'"`UNIQ--ref-000000AD-QINU`"'|apply, analyse, evaluate, create|unistructural, multistructural, relational, extended abstract|foundational knowledge, application, integration,human dimension,caring, learning to learn|-|Implement different ethical approaches to the possible courses of action;|analyse, evaluate|unistructural, multistructural, relational|foundational knowledge, application, integration,|-|Take the role of a REI leader and display (some) REI leadership competencies during their group work.|apply, analyse, evaluate, create|relational, extended abstract|human dimension, caring, learning to learn|}Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment. The coordination between learning goals or objectives, the methods used for teaching and the activities chosen to support learning, as well as the assessment of the learning are referred to as constructive alignment.'"`UNIQ--ref-000000AE-QINU`"''"`UNIQ--ref-000000AF-QINU`"''"`UNIQ--ref-000000B0-QINU`"' This means that the core components of a teaching should be geared towards supporting the same aim; namely learning. Learning taxonomies are helpful not only in the design of learning goals for teaching, but also in devising appropriate targets of assessment.'"`UNIQ--references-000000B1-QINU`"'ment. '"`UNIQ--references-000000B1-QINU`"')
IRECS Training format (template) + (To introduce participants to the topic, yo … To introduce participants to the topic, you can either invite an expert to give a lecture or present the topic yourself (perhaps you are the expert).Your lecture should cover the core ethical concepts related to [the topic of this session] and apply them to practical cases. The IRECS modules, including videos and examples, can be used to develop your lecture.You can find an example of this [[Instruction:D51b8272-661c-49eb-875a-13da8a955df5|here]].After the lecure dedicate 10 min to Q&A (if you are working with an expert some questions can be prepared in advance to get the discussion going).'''Trainer Tip''' Use questions to keep the lecture dynamic and engaging. Consider takinga breack at this point. lecture dynamic and engaging. Consider takinga breack at this point.)
IRECS Training format (template) + (To introduce participants to the topic, yo … To introduce participants to the topic, you can either invite an expert to give a lecture or present the topic yourself (perhaps you are the expert).Your lecture should cover the core ethical concepts related to [the topic of this session] and apply them to practical cases. The IRECS modules, including videos and examples, can be used to develop your lecture.You can find an example of this [https://embassy.science/wiki-wiki/index.php/Instruction:D51b8272-661c-49eb-875a-13da8a955df5 here].After the lecure dedicate 10 min to Q&A (if you are working with an expert some questions can be prepared in advance to get the discussion going).'''Trainer Tip''' Use questions to keep the lecture dynamic and engaging. Consider takinga breack at this point. lecture dynamic and engaging. Consider takinga breack at this point.)
Add a module to the Embassy! + (To make a module, you must first navigate to the training section of the Embassy. You can do this using the tabs at the top of the home page.)
VIRT2UE Certification + (To obtain the VIRT2UE certificate, you nee … To obtain the VIRT2UE certificate, you need to create a learning portfolio. The portfolio needs to include: *An overview table of tasks completed: https://community.embassy.science/uploads/short-url/kDU9xWHeyxdC4ER1toih5KJGE8H.docx*Reflection forms detailing your experiences facilitating the participatory exercises : [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 Reflection form]*Evidence of training 10 researchers (screenshot of zoom/attendance sheet/attendance declaration). Please get the permission from your participants to share their details with the EC funded VIRT2UE project.You should also include the address you would like the certificate sent to (this can be a work or home address)!te sent to (this can be a work or home address)!)
Interim Practice Work + (To prepare for facilitating the exercises … To prepare for facilitating the exercises in your context you:a. Go through the instruction manuals and other related materials such as videos and readings;b. Prepare the necessary material for the exercises (e.g. PowerPoint presentations and/or the forms to send to the participants of the exercise). Please, be aware that it may be necessary to adapt the exercises. For example, if you are an ombudsperson at your institution, it may prompt reservations among your training participants if you ask them to share research integrity cases from their experience. You may therefore consider using only fictional cases (e.g. from the [https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game Rotterdam Dilemma Game], or from [https://embassy.science/wiki-wiki/index.php/Special:BrowseData/Resource?_search_Resource_Type%5B0%5D=Cases The Embassy of Good Science] case section) instead.sy of Good Science] case section) instead.)
The Middle Position + (Together with all participants, formulate … Together with all participants, formulate some overarching lessons learned (for the group). Pay specific attention to the identification and justification of the middle position.Ask participants how the lessons learned from this exercise relate to the European Code of Conduct for Research Integrity and in which way this exercise might help them in fostering the principles and virtues mentioned in the European Code of Conduct for Research Integrity; *Ask participants if and how this exercise and the idea of finding a Middle Position might help them when being confronted with a moral issue regarding Research Integrity in their work as researcher.*Briefly repeat the aims of this exercise and ask participants to what degree they are met.Please write down on the flip-chart the main lessons learned and some reflections on how this exercise might help participants when they are confronted with a moral issue regarding research integrity.with a moral issue regarding research integrity.)
Reflecting on Experiences and Practicing Exercises + (Together with the group you discuss the pl … Together with the group you discuss the plan for the day. Plan time both for practicing the exercises and for addressing theoretical and content questions. If more people want to practice the same exercise you can consider allowing them to co-facilitate it.onsider allowing them to co-facilitate it.)
Translate the VIRT2UE guide into your own language + (Trainees will start with the online course … Trainees will start with the online course, consisting of four modules.The the instruction texts are listed below for each module separately:[https://public.3.basecamp.com/p/JtQY5BoRoy7a2YxRW4FrNtrT Introduction to Research Integrity][https://public.3.basecamp.com/p/J9FeNvrxuvBZ6d2uLxDbpQPH Introduction of Virtue Ethics to Research Integrity][https://public.3.basecamp.com/p/AEpLMj1ET7GsHP4tUsg9nutn Virtue Ethics under Current Research Conditions][https://public.3.basecamp.com/p/qHZkUih5cAERRB5UUQ2JKezJ Introduction to Responsible Supervision, Mentoring and Role-modeling] Supervision, Mentoring and Role-modeling])
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (Training research ethics and integrity exp … Training research ethics and integrity experts is vital to promoting a culture of responsible research and safeguarding public trust science. These experts play a key role in developing policies, advising researchers, and providing education on ethical practices, data management, and compliance with regulations.Resources for research ethics and integrity experts include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):*The [https://eneri.eu/eneri-classroom/ ENERI Classroom] material exploring [https://classroom.eneri.eu/research-integrity research integrity], [https://classroom.eneri.eu/research-ethics research ethics], [https://classroom.eneri.eu/overlapping-issues Comprehensive and overlapping issues] and the [https://classroom.eneri.eu/node/63 development of proper infrastructure] relevant for academics, and research ethics and integrity experts.*The dilemmas developed by the Upright training ([https://printeger.eu/upright/toc/dilemma-with-a-little-help/ With a little help], [https://printeger.eu/upright/toc/dilemma-mutual-favours/ Mutual favours], [https://printeger.eu/upright/toc/dilemma-sharing-data/ Sharing data], [https://printeger.eu/upright/toc/dilemma-so-close/ So close], [https://printeger.eu/upright/toc/dilemma-different-results/ Different results], [https://printeger.eu/upright/toc/dilemma-put-your-supervisor-first/ Put your supervisor first], [https://printeger.eu/upright/toc/dilemma-flexible-scope/ Flexible scope], [https://printeger.eu/upright/toc/dilemma-outliers/ Outliers], and [https://printeger.eu/upright/toc/dilemma-invalid-data/ Invalid data]) *The scenarios produced by EnTIRE for The Embassy of Good Science s [https://embassy.science/wiki-wiki/index.php/Resource:F6100097-fddb-4c77-9098-1bc767c34a6a Research Procedures and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70 Collaborative Working Between Academia and Industry]; [https://embassy.science/wiki-wiki/index.php/Resource:45a04c31-5a75-4816-8484-2dd9b71d1674 Data Practices, Data Management and FAIR Principles]; [https://embassy.science/wiki-wiki/index.php/Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3 Publication, Dissemination and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead Research Environments and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183 Reviewing, Evaluating, Editing and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:67caae86-68db-49ea-8305-2010fe701aa6 Training, Supervision and Mentoring with Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:E99e20d0-8116-4d77-84ec-7df396703bf4 Safeguards, Data-sharing and the Disclosure of Sensitive Results]. and the Disclosure of Sensitive Results].)
Selecting Appropriate Material and Effectiveness Measurement Tools for your Target Audience + (Training research ethics and integrity exp … Training research ethics and integrity experts is vital to promoting a culture of responsible research and safeguarding public trust science. These experts play a key role in developing policies, advising researchers, and providing education on ethical practices, data management, and compliance with regulations.Resources for research ethics and integrity experts include (please see the last section of the BEYOND trainer guide for an overview of materials divided by topics and target groups):*The [https://eneri.eu/eneri-classroom/ ENERI Classroom] material exploring [https://classroom.eneri.eu/research-integrity research integrity], [https://classroom.eneri.eu/research-ethics research ethics], [https://classroom.eneri.eu/overlapping-issues Comprehensive and overlapping issues] and the [https://classroom.eneri.eu/node/63 development of proper infrastructure] relevant for academics, and research ethics and integrity experts.*The dilemmas developed by the Upright training ([https://printeger.eu/upright/toc/dilemma-with-a-little-help/ With a little help], [https://printeger.eu/upright/toc/dilemma-mutual-favours/ Mutual favours], [https://printeger.eu/upright/toc/dilemma-sharing-data/ Sharing data], [https://printeger.eu/upright/toc/dilemma-so-close/ So close], [https://printeger.eu/upright/toc/dilemma-different-results/ Different results], [https://printeger.eu/upright/toc/dilemma-put-your-supervisor-first/ Put your supervisor first], [https://printeger.eu/upright/toc/dilemma-flexible-scope/ Flexible scope], [https://printeger.eu/upright/toc/dilemma-outliers/ Outliers], and [https://printeger.eu/upright/toc/dilemma-invalid-data/ Invalid data]) *The scenarios produced by EnTIRE for The Embassy of Good Science s [https://embassy.science/wiki-wiki/index.php/Resource:F6100097-fddb-4c77-9098-1bc767c34a6a Research Procedures and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:1d26fd13-1ced-44bc-8d19-e094b37f8f70 Collaborative Working Between Academia and Industry]; [https://embassy.science/wiki-wiki/index.php/Resource:45a04c31-5a75-4816-8484-2dd9b71d1674 Data Practices, Data Management and FAIR Principles]; [https://embassy.science/wiki-wiki/index.php/Resource:Aef6b98d-9cc5-4db0-bffd-4a3daa99a3f3 Publication, Dissemination and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:C99f17ec-3d1e-4f7a-bfc7-3e3607934ead Research Environments and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:7f7810d8-74a2-42ac-906c-7f6a73fcd183 Reviewing, Evaluating, Editing and Research Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:67caae86-68db-49ea-8305-2010fe701aa6 Training, Supervision and Mentoring with Integrity]; [https://embassy.science/wiki-wiki/index.php/Resource:E99e20d0-8116-4d77-84ec-7df396703bf4 Safeguards, Data-sharing and the Disclosure of Sensitive Results]. and the Disclosure of Sensitive Results].)

Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)
Responsible Open Science: Video Lectures + (Try to answer the questions about the case.)

Debate and Dialogue + (Turn the focus to a dialogue and present t … Turn the focus to a dialogue and present the characteristics of a dialogue: slowing down, listening instead of telling, postponing judgment, asking questions (see practical tips). You can distribute an overview of the differences between a debate and a dialogue among the participants (see practical tips).ong the participants (see practical tips).)
Ara dönem uygulama çalışması + (Tüm alıştırmaları kolaylaştırıcı olarak yö … Tüm alıştırmaları kolaylaştırıcı olarak yönetin ve katılımcılarla birlikte deneyimlerinizi değerlendirin/ yorumlayın. Sonrasında [https://www.dropbox.com/s/1fmppqv189jxlqj/Self%20reflection%20form.pdf?dl=0 özdüşünüm formunu] doldurarak kendi deneyiminiz ve eğitmen olarak rolünüz üzerine fikir yürütün.miniz ve eğitmen olarak rolünüz üzerine fikir yürütün.)
Orta Yol + (Tüm katılımcılarla birlikte alıştırmadan ç … Tüm katılımcılarla birlikte alıştırmadan çıkarılan genel dersleri belirleyin. Orta yola ilişkin tanımlama ve temellendirmelere özellikle dikkat edin.Katılımcılara bu alıştırmadan çıkarılan derslerle ECoC arasında nasıl bir ilişki bulunduğunu ve bu alıştırmanın ECoC’ta belirtilen prensip ve erdemlerin gözetilmesi konusunda onlara ne yönden yardımcı olacağını sorun;* Katılımcılara, araştırmacı olarak Araştırma Doğruluğu ile ilgili ahlaki bir sorunla karşılaştıklarında bu alıştırmanın ve bir Orta Yol bulma fikrinin onlara yardımcı olup olmayacağını, eğer olacaksa ne yönden olacağını sorun.* Alıştırmanın amaçlarını kısaca tekrarlayın ve katılımcılara bu amaçlara ne ölçüde ulaştığınızı sorun.Yazı panosu üzerine alıştırmadan çıkarılan temel dersleri ve katılımcıların Araştırma Doğruluğu ile ilgili ahlaki bir sorunla karşılaştıklarında bu alıştırmanın onlara nasıl yardımcı olacağına ilişkin fikirlerinden bazılarını not alın.ilişkin fikirlerinden bazılarını not alın.)
Protection of Research Participants + (Use the flashcards below to test your knowledge!)
Rights of Citizen Scientists + (Use the flashcards below to test your knowledge!)
Quality of research outputs and data sets + (Use the flashcards below to test your knowledge!)
Conflicts of interest in citizen science + (Use the flashcards below to test your knowledge!)
Risks to the environment, animals, plants, and ecosystems + (Use the flashcards below to test your knowledge!)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for students and citizen scientists) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).*'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
Doing research with communities affected by climate change: Climate-conscious methodologies matrix (for researchers and ethics reviewers) + (Use you own research to '''reflect on the … Use you own research to '''reflect on the cards''' questionsOR use the scenario described above to:*'''Reflect''' on how the question applies in this setting.*'''Identify''' possible tensions or risks (e.g., exclusion, harm, extractivism).'''Propose''' a climate-just, community-informed course of action.just, community-informed course of action.)
The PREPARED Seesaw: a Digital Public Engagement Initiative + (Users of the Seesaw experience making a de … Users of the Seesaw experience making a decision, related to the pandemic, which involves trade-offs. For instance, where human challenge trials are approved with potentially life-saving accelerations in vaccine development, healthy participants might accept possibly fatal risks. Users make a choice between two alternative options (represented as the two extremes of a seesaw) and hear about the arguments for each option through prerecorded video clips.ch option through prerecorded video clips.)
06 - Teaching Research Ethics Tool : A Method for Analysing Cases in Research Ethics + (Usually, there are several possible courses of action. Some result in misconduct while others effectively and ethically solve the problem(s).)
Exploring Training Materials on Open Science + (Utilizing online training resources is ano … Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom. Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platformE525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform)
Exploring Training Materials on Open Science + (Utilizing online training resources is ano … Utilizing online training resources is another way to put blended learning into practice. This method mixes traditional in-person instruction with the usage of the internet to let students create their own learning experiences. Trainees can gain from direction and engagement with a trainer while having access to flexible and interactive training options outside of the classroom by combining in-person and online training methods. The 'conventional' learning resources produced by the ROSIE project (refer to the [https://rosie-project.eu/rosie-knowledge-hub/ ROSiE Knowledge Hub]) can be utilized in conjunction with the online training resources for self-directed learning developed by ROSiE to facilitate blended learning in the classroom. Training materials on responsible open science can be found for the fields of [https://zenodo.org/records/10799656 Social Sciences], [https://zenodo.org/records/10799691 Natural Sciences], [https://zenodo.org/records/10800651 Humanities], [https://zenodo.org/records/10801617 Health and Life Sciences] and [https://zenodo.org/records/10801722 Citizen Science]. In addition, the ROSiE project created a [https://zenodo.org/records/10795319 collection of case studies] that can be use in the traditional and/or online ROSiE training. Moreover, six different modules on responsible open science can be found [[Guide:E525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platformE525ee0d-0d7e-4ba5-b19b-89e4a5029b2f|here]], on the Embassy of Good Science platform)
Sertifika + (VIRT2UE sertifikasını alabilmek için 10 ar … VIRT2UE sertifikasını alabilmek için 10 araştırmacıya VIRT2UE yaklaşımı üzerine eğitim vermeniz gerekmektedir. VIRT2UE programı üç online modül ve beş katılımlı alıştırmadan oluşmaktadır. 10 araştırmacıyı 5 alıştırmanın 3’ü üzerinden eğitmeniz bizim için yeterlidir – bu, araştırma doğruluğu konusuna erdem temelli yaklaşımı öğrenmek için gerekli temeli sağlayacaktır. 10 araştırmacının eğitimi, program esnasında katılımlı alıştırmaların ‘uygulanması’ aşamasının bir parçası olarak ya da program bittikten sonra gerçekleştirilebilir. Eğitiminize katılan araştırmacılara kendilerinin de birer eğitmen olabilmesi için gerekli olan detaylı bilgiyi verebilirsiniz. Bu opsiyonel bir adımdır ve VIRT2UE sertifikasını almanız için bir koşul değildir. Eğer gerçekten araştırmacıları eğitmen olmak üzere eğitmek isterseniz, bu kişilerin İyi Bilim Elçiliği web sitesindeki VIRT2UE kılavuzunu okuduklarından ve alıştırmaları kolaylaştırıcı olarak yönetmekle ilgili deneyimlerini paylaşmak için ekstra bir oturuma katıldıklarından emin olunuz. Yüz yüze toplantıların mümkün olmaması durumunda (örneğin pandemi esnasında) bu deneyim paylaşımı yazılı bir alıştırma, akran koçluğu ve/veya video konferans ile ikame edilebilir.veya video konferans ile ikame edilebilir.)