Formative assessment of inquiry skills for Responsible Research and Innovation using 3D Virtual Reality Glasses and Face Recognition

This paper examines the experience and views of learners on technological innovations with a novel pedagogical model to enhance formative online assessment of Responsible Research and Innovation (RRI) skills with e-authentication. The authors developed the OER “virtual classroom” app based on the famous “Bletchley Park” and also an activity for learners exploring this museum in pairs with individual assessment. Participants practiced RRI skills and shared their views about their VR experience in an e-assessment activity with e-authentication through the TeSLA face recognition system. Participants were students from the UK and Brazil. Our research questions include whether the 3DVRG activities in pairs in the same physical environment support peer-learning with assessment-in-context. Findings revealed that activities that enabled physical interactions in pairs enriched the virtual interactions in the museum. The combination of authentic scenario, interactive tasks and assessment-in-context helped learners acquire new information and connect with existing knowledge. These interactions enhanced the immersive learning experience, particularly for those who did not experienced sickness with 3DVRG. Three types of interactions with the virtual space, their peer and the topic respectively enabled the virtual, social and cognitive presence

Introduction

The concept of Responsible Research and Innovation (RRI) originates in discourses on emerging technologies and research ethics in contested innovative fields, such as nanotechnologies or geo-engineering, and has been predominantly driven by European research and innovation policy over the past 10 years. The concept was initially developed and introduced by policy makers and social scientists, but recent studies have aimed to shed light on the implementation of responsible research and innovation practices in business. The contributions collected in this book are a result of work conducted by seven partner organisations in the European funded Horizon 2020 project "COMPASS – Evidence and opportunities for responsible innovation in SMEs". In combination, they illustrate that responsible innovation (RI) has been emerging as a new field in the ongoing discourse on the role and responsibility of business in society

Responsibility and Human Enhancement

The debate on human enhancement (HE), i.e. intentional effort to improve individuals\u2019 performance with the help of technical or biomedical interventions, has mainly centered on contrasting characterizations about either its moral legitimacy or technical plausibility, reaching an impasse. Looking for a way out of this stalemate, this collection of articles does not formulate prior standards to assess the desirability or legitimacy of enhancement, but explores some possible features for its responsible governance. Based on these assessments, the articles suggest possible approaches to systems design, regulation, and public engagement which can create conditions that allow for the the assumption and assignment of responsibility for HE and its ethical and social implications

Citizen Science and Open Data: a model for Invasive Alien Species in Europe

Invasive Alien Species (IAS) are a growing threat to Europe's biodiversity. The implementation of European Union Regulation on IAS can benefit from the involvement of the public in IAS recording and management through Citizen Science (CS) initiatives. Aiming to tackle issues related with the use of CS projects on IAS topics, a dedicated workshop titled “Citizen Science and Open Data: a model for Invasive Alien Species in Europe” was organized by the Joint Research Centre (JRC) and the European Cooperation in Science and Technology (COST Association). Fifty key stakeholders from all Europe, including two Members of the European Parliament, attended the workshop. With a clear focus on IAS, the workshop aimed at addressing the following issues: a) CS and policy, b) citizen engagement, and c) CS data management. Nine short presentations provided input on CS and IAS issues. Participants discussed specific topics in several round tables (“world café” style) and reported back their conclusions to the audience and full assembly moderated discussions. Overall, the workshop enabled the sharing of ideas, approaches and best practices regarding CS and IAS. Specific opportunities and pitfalls of using CS data in the whole policy cycle for IAS were recognized. Concerning the implementation of the IAS Regulation, CS data could complement official surveillance systems, and contribute to the early warning of the IAS of Union concern after appropriate validation by the Member States’ competent authorities. CS projects can additionally increase awareness and empower citizens. Attendees pointed out the importance for further public engagement in CS projects on IAS that demonstrate specific initiatives and approaches and analyze lessons learned from past experiences. In addition, the workshop noted that the data gathered from different CS projects on IAS are fragmented. It highlighted the need for using an open and accessible platform to upload data originating from CS sources or to mirror validated data into a single, easy-to-use web service, in line with the EU Open Science Strategic Priority. The workshop provided ten key recommendations of best practices for CS projects on IAS, addressed to researchers, policy makers and implementing authorities, indicating future research and policy directions and opportunities

Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education

Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff’ views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA - Adaptive Trust-based e-Assessment System in six countries: UK, Spain, Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide: a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support

Responsible, Inclusive Innovation and the Nano-divide

Policy makers from around the world are trying to emulate successful innovation systems in order to support economic growth. At the same time, innovation governance systems are being put in place to ensure a better integration of stakeholder views into the research and development process. In Europe, one of the most prominent and newly emerging governance frameworks is called Responsible Research and Innovation (RRI). This article aims to substantiate the following points: (1) The concept of RRI and the concept of justice can be used to derive similar ethical positions on the nano-divide. (2) Given the ambitious policy aims of RRI (e.g. economic competitiveness enhancer), the concept may be better suited to push for ethical outcomes on access to nanotechnology and its products rather than debates based on justice issues alone. It may thus serve as a mediator concept between those who push solely for competitiveness considerations and those who push solely for justice considerations in nano-technology debates. (3) The descriptive, non-normative Systems of Innovation approaches (see below) should be linked into RRI debates to provide more evidence on whether the approach advocated to achieve responsible and ethical governance of research and innovation (R&I) can indeed deliver on competitiveness (in nano-technology and other fields)

Corporate Social Responsibility and Sustainable Development Goal 9

With the spread of neoliberalism, corporate social responsibility (CSR) and private governance have become integral parts of corporate behavior. This entry discusses the aspects of Goal 9 (industry, innovation, and infrastructure) of the United Nations Sustainable Development Goals (SDGs) in relation to CSR. Goal 9 emphasizes sustainability, resilience, and equity of corporations, industries, and other social and economic actors in the processes of innovation and advancement of infrastructures. Although the concept of CSR, which represents positive social and environmental influences of corporations, is not explicitly mentioned in Goal 9, it is an important mechanism in accomplishing the objectives of the goal