​Studying Responsibility: A Module-Based Integration of RRI into Bachekor's Programmes
Bachelor
Between 20H and 50H
This training programme gives an introduction to different concepts of Responsible Research and Innovation (RRI), and related the ideas, rationales, and aims. In the modules of this programme, different cases are presented, discussed, and engaged with through different problem-based learning activities. Additionally, pratical approaches on how to address RRI will be provided.
Cycle

EHEA: First cycle

EQF level: 6

ECTS credits
2.0 ECTS credits (0.5 ECTS credits per module, 4 modules in total)

Year of study

We suggest integrating modules into courses from the second semester or third trmester (^= second half/final third og the first year onwards until the final year of the studies​.

Learning outcomes (LO)

On completion of this course students will be able to:

  1. explain what research and innovation means in their respective field or study;
  2. explain different concepts ideas, relevance, and aims of Responsible Research and Innovation(RRI);
  3. relate research and innovation process in their own field and the role of responsability in these processes;
  4. and to discuss the relantionship between science, research, innovation, and society. They will be able to identify the potencial impact of science/research/innovation on individuals, groups, or society as a whole.

Asessment methods and criteria

Assesment methods and criteria depend on the respective course the modules are embedded in and should be in accordance with them. Based on the learning activities and teachign methids suggestes in this guide, assessment could be based on:

  • Active participation in learning activities.
  • Quality of participants' input (oral, written, etc.) in learning activities.
  • Test, exams, etc. ( open questions are highly recommended): Quality of given answers and their relation to the given input.
  • Short essays and other paper on given input:Quality of students' input and its relation to the given input.

Prerequisities and co-requisities

Before attending any of the four modules, students should have basic overview of their field of study, i.e. they should ideally have completed the introductory courses of their programme (in most curricula, this will be fulfilled after having completed the first semester/trimester). Students should be able to understand the contets of their subject in order to learn about its societal embedding and its relation to RRI.

For Modules 3 and 4, students should have a basic understanding of research precesses in their respective field of study.

Mode of delivery

In general, the modes of delivery of the four mdules of this programme should be in accordance with the embedding courses. This training programme combines different modes of delivery : talks/presentations by the course instructor, problem-based learning activities, role-play exercise, a card-based engagement activity, an inverted/flipped classroom activity, in-class discussions, material to be read outside and in class, and optionally video clips. The modules of this programme are not limited to these modes of delivery; course instructors are strongly encouraged to adapt the presented means.

Planned learning activities and teaching methods

This training programme uses different leraing activities and teaching methods. A detailed descriptionof these activities can be found at the beginning of this guide. The addressed learning activities and teaching methods are as follows:

  • Lecturing/presentation by course instructor.
  • In-class discussions based on Inverted/Flippe Classroom.
  • Card-based engagement exercise.
  • Problem-based learning activity.
  • Role-play exercise.

Course instructors are strongly encouraged to add further learning activities and teaching methods when using this training programme.



Doing and Experiencing Dialogical Reflection on Research and Innovation
Master
More than 50H
The course focuses on different interactive approaches to facilitate dialogue on R&I developments, and their societal implications and impacts. These include but are not limited to scenario workshops, consensus conferences, public Technology Assessment, Round Table, (Neo-)Socratic Dialogue, or World Café. The respective R&I developments to be discussed in the course should be selected and outlined by the students themselves.
Cycle

EHEA: Second cycle

EQF level: 7

ECTS credits
3.0 ECTS credits (workload of 75 to 90 hours)

Year of study

Second year of master’s studies

Learning outcomes (LO)

On completion of this course students will be able to

  1. explain methods to facilitate dialogue and discussions on research and innovation (R&I) with different societal actors;
  2. adapt a dialogue approach to facilitate dialogue on a specific R&I process or development;
  3. carry out a dialogue activity to discuss a specific R&I process or development and analyse the participants’ different perspectives on and assessment of the R&I issue under debate;
  4. and to reflect on the quality of the dialogue and interaction facilitated through a dialogue activity.

Assessment methods and criteria

The following activities and outputs of the students will be assessed: 

  • Group presentation on a dialogue approach. 
  • Written outline of dialogue experiment design.
  • Group report on the participatory experiment.

Prerequisites and co-requisites

Bachelor’s degree. Participants should know about research and innovation developments in their respective field and possibly other areas.

Mode of delivery

The course combines different modes of delivery. The course instructor will give a short overview presentation in the first unit. In the remaining units, students themselves have to define the topics to be dealt with, namely the dialogue approaches and the topics to be discussed. Then students will have to prepare presentations in groups at home and present them in class. Supported by the course instructor, they will then have to identify an R&I-related topic and adapt a dialogue approach, both in class and independently at home. Furthermore, students have to actively participate in discussions and the dialogue experiments facilitated by their colleagues.

Planned learning activities and teaching methods

At the beginning of the course, the instructor will give an introduction opening up issues of public participation in R&I, science communication, public understanding of science, etc. Then, students have to deliberate on and present different participatory dialogue approaches, e.g. consensus conferences, participatory Technology Assessment, or scenario workshops. These are followed by plenary discussions.

In independent group work supported by course instructor (desk research, group deliberation), students will design a participatory dialogue activity. Finally, they will implement the activity with their student colleagues as participants. This implementation is followed by discussion and reflection on the possibilities and challenges with regards to such participatory dialogue approaches. The groups will write down and elaborate on their findings in a final report.



Supporting RRI: Developing RRI Guidelines for PhD Candidates

PhD
Between 20H and 50H

Building on basic RRI literature and in-class discussions, students will develop responsibility guidelines for their academic setting (and potentially for their respective discipline), which are viable for the students’ further PhD research.

Cycle

EHEA: Third cycle

EQF level: 8 

ECTS credits
1.0 ECTS credit (workload of 25 to 30 hours)

Year of study

This training programme does not have a determined year of study. At best, however, students should attend this course at the beginning of their PhD training and before they start their research projects.

Learning outcomes (LO)

On completion of this course students will be able to:

  1. identify possibilities to promote Responsible Research and Innovation (RRI) given their own position in research and innovation (R&I) processes and institutional structures;
  2. develop and formulate RRI guidelines for PhD candidates within their field;
  3. and to deliberate on how to implement RRI into their own research projects.

​Assessment methods and criteria

The assessment of the students’ performance will be based on the quality of:

  • the preparation of RRI-related texts;
  • the active participation in the group work and in plenary discussions;
  • and a short reflection essay on the feasibility of the developed RRI guidelines for PhD researchers for the respective student’s own research project. 

Prerequisites and co-requisites 

Students need to have reached the required qualification to enrol into a PhD programme. 

Mode of delivery 

This short PhD course is a discussion-based workshop of five to six hours in-class time. Applying a flipped classroom principle, students have to prepare basic RRI literature to be used in class. Attendance and active participation in the workshop are necessary for the students’ assessment. 

Planned learning activities and teaching methods

This course combines a set of learning activities and teaching methods: Employing a flipped classroom model, students have to prepare questions on RRI literature that will then be discussed in class. The workshop itself is mostly discussion-based, and work takes place in small to medium-sized groups or in the plenary. The concrete work on the guidelines is more productively done in small groups, while the suggestions and results are discussed in the plenary to reach agreement among all participants. Short presentations by each of the small groups are necessary to share the content of the work done. Concluding their experiences in the workshop, students have to reflect on.



Teaching Responsible Research and Innovation in Higher Education

Train the trainers
HEI Staff
Less than 20H
In this online course, participants will reflect on what responsible research and responsible innovation means, and learn and discuss ideas and concepts of RRI as well as some practical approaches to promote RRI. One focus in this regard will be on teaching and learning RRI in higher education. 
Cycle
In-service training; not part of a study programme. 
ECTS credits
No ECTS credits awarded. Workload of approximately 15 to 20 hours.

Year of study

Not part of a study programme.

Learning outcomes (LO) 

On completion of this course participants will be able to:

  1. formulate their understanding of responsible research and responsible innovation;
  2. discuss approaches to promote RRI with regards to their applicability in research and innovation (R&I) processes;
  3. and to adapt strategies and approaches for teaching and learning on RRI and propose concrete teaching activities for promoting RRI in higher education. 

Asessment methods and criteria

Not specified

Prerequisites and co-requisites

Participants should have a basic knowledge of philosophy of science, science technology studies, sociology of science, or similar. Furthermore, they should have experience in research or innovation processes as well as in higher education teaching.

Mode of delivery

This course is an online course providing different materials (e.g. articles, texts, videos, links) and interactive elements (online forum and chat).

Planned learning activities and teaching methods

The course requires a high level of motivation and autonomous work by the participants. They have to read and comprehend the given texts, linked documents, and articles as well as case examples in defined time periods. The course participants have to actively engage in several online forum and online chat activities at specific points during the online course. They have to write entries answering to defined questions, comment on entries by others, and engage in discussions on RRI and related issues.



Concepts and Practice of Responsible Research and Innovation

Open
More than 50H

This Massive Open Online Course introduces the concept of Responsible Research and Innovation (RRI) and the different approaches towards it. It will show inspiring RRI practices and activities and give participants the opportunity to investigate RRI in a role-play exercise. Participants will develop first ideas on how to implement RRI into practice and will be given the chance to exchange their views. 

Cycle

Open online course; not part of a higher education study programme.

ECTS credits
2.0 ECTS (workload of 50 to 60 hours)

Year of study

Open online course; not part of a study programme.

Learning outcomes (LO) 

On completion of this course students will be able to

  1. describe the history and idea of Responsible Research and Innovation (RRI);
  2. discuss and contrast the different approaches and concepts of RRI;
  3. adapt and translate their knowledge of RRI into their own work or studies. 

Assessment methods and criteria

  • Active participation in role-play exercise and open discussion.
  • Overall final exam at the end of the course (online).
  • Short reflection post of about 500 words: Participants should reflect on what they gained from doing the MOOC and how they will and can incorporate it into their work or studies.

Prerequisites and co-requisites

There are no prerequisites or co-requisites for participating in this course.

Mode of delivery

Online course, video, and text material.

Planned learning activities and teaching methods

  • Online learning via text material and videos.
  • Reading of academic articles.
  • Short quizzes for self-assessment.
  • Role-play exercise.
  • Online forum discussions.
  • Peer review and feedback.