This document summarizes a webinar about becoming a pioneer of Responsible Research and Innovation (RRI) at schools. It discusses what RRI is and how its principles can be integrated into science education. The webinar covered how to apply RRI principles to daily teaching practices through examples of activities for teachers and students. It also provided a template and tips for designing educational practices that support RRI. Participants were encouraged to reflect on how RRI fits their work and identify opportunities to improve. The webinar aimed to help educators start integrating RRI into their teaching and collaborating with other stakeholders.

1. Become an RRI pioneer at your school
RRI Tools webinar
19 July 2016
Maïté Debry & Viola Pinzi – European Schoolnet

2. | Programme
Module 1 – What is RRI?
• RRI and education
• RRI means…Being inclusive, responsive, open and more
Module 2 – RRI for you
 RRI principles in your daily practice: examples of activities for teachers
and students
 How RRI-oriented are your educational practices? Elements for a self-
reflection
Module 3 – RRI-oriented educational practices
 Designing educational practice that support RRI principles: a template
and some tips
Questions and answers

3. | Programme
Module 1 – What is RRI?
• RRI and education
• RRI means…Being inclusive, responsive, open and more

4. | What is RRI?
A working definition
Responsible Research and Innovation is
• a dynamic, iterative process
• by which all stakeholders involved in the R&I practice
• become mutually responsive and share responsibility
• regarding both the outcomes and processes involved
In practice, a stronger connection between Science, Innovation
and Society

5. |
RRI and education 1
Let’s think of RRI in education
To what extent do you think RRI and its processes
should and can inspire STEM education?
How RRI is connected to science education
innovations?
Where are the links with our daily practices?

6. | Innovation in science education
Engagement
Critical
thinking
Empowrement
Multidisciplinarity
Collaborative
Learning
Formative and
summative
evaluation
Entrepreneurship
education
IBSE
STEM
curriculum
Career
orientation

7. |
RRI and science education 2
What areas and processes are involved?
• Involve students in the reflection about future society and the role of R&I
• Inclusion of students and teachers from schools in R&I processes
• Foster sustainable interaction between schools, research institutions,
industry and civil society organisations
• Teach STEM using RRI principles (transversal aspect)
• Make scientific and technological careers attractive to young students

8. |
Be sensitive to research biases, seek originality, include diverse voices and make
results beneficial to a wider community
Diversity & Inclusion
Think on the purposes and possible implications of your research and its results,
and consider alternative methods
Anticipation & reflection
Share objectives, methods and results, be realistic about limits and mistakes,
and inform about conflicts of interests
Openness & transparency
Be flexible to changes and external inputs, adapting your research plans to
changing social values and expectations
Responsiveness & Adaptive change
We call these the RRI process dimensions!
RRI means…

9. | Programme
Module 2 – RRI for you
 RRI principles in your daily practice: examples of activities for teachers
and students
 How RRI-oriented are your educational practices? Elements for a self-
reflection

10. | RRI for you
Where RRI fits in schools activities?
Methods
Inquiry and project-based learning
&
Approaches
Ethical, Legal and Social Aspects (ELSA)
and Socio-scientific issues (SSI)
may be the foundations for
an open opportunity to integrate RRI in schools?
Integrated in
Research-like school science projects and activities
that may be developed following the same process and
stages of any science research project?

11. |
What do these means in practice? Diversity &
Inclusion
What When
consulting
generating and organising knowledge in the
perspective of interdisciplinary solutions
exploring the problem space
identify a research question
critical reflections around gender balance,
social inclusion, diversity in expertise etc.
composing projects’ teams
assigning tasks
inclusive and participative decision making creating the project plan
discussing what to do next
informing organising events to share results
Students participate in

12. |
What do these means in practice?
Anticipation
& reflection
What When
reflection on outcomes:
ethically acceptable, sustainable and socially
desirable
exploring the problem space
identify research questions that
address emerging and future needs
reflection on values understanding the group values
and how they are related to the
research
reflection on assumptions and routines Identifying assumptions and
routines and how they may affect
the research process
Students participate in

13. |
What do these means in practice?
What When
sharing participatory governance
processes
preparing to start a project
presenting their ideas to school staff
sharing research results writing final report
presenting it
improving resources available for
other educators and students in the
R&I system
presenting final results
sharing not only results but also the
process
Openness &
trasparency
Students participate in

14. |
What do these means in practice?
What When
provide contributions to wider
audience and stakeholders
writing final report
presenting it
organising events to do so
any activity with an attitude of
responsiveness
i.e. being able to respond to emerging
knowledge, perspectives and norms
making changes in plans and methods
include these perspectives in conclusions
adapt future works
society as responsible citizens overall learning process and beyond
Responsiveness
& Adaptive
change
Students participate in

15. |
How RRI are you?
Reflect on your professional practice at organisation level
• Teachers national association
• Local schools or school councils
• Teachers working group
Key questions
• What means RRI for me and my context?
• What aspects are important in my work and already taken into
account?
• Which aspects needs more reflection and consideration?
• Which can be the obstacles and opportunities?
Main objective
Start a reflection process on RRI and on how you can improve your practice

16. |
Education
An example of reflection
from stakeholders consultation
Source: RRI in practice, Steve Miller, UCL
http://bit.ly/29IHcza

17. |
Self-reflection tool
Self-reflection tool in RRI Toolkit
www.rri-tools.eu/self-reflection-tool

18. | Programme
Module 3 – RRI-oriented educational practices
Designing educational practice that support RRI principles: a
template and some tips
> We are developing a tool: ‘’RRI in practice for schools’’

19. |
Needs analysis
• As a result of the gap analysis of the RRI Toolkit
• Need to create guidelines to enable practices and
class activities with RRI principles
Target group
• Educators in general
• Primary and secondary school teachers
Main goal
Support dynamic and collaborative design process of
educational practices
Why do we develop this tool?

20. |
RRI-oriented process
• Focus on the process rather than single practices
(create your own practice)
• Reflection on RRI and daily work
• Start with aspects from real contexts and then link to
RRI process, societal challenges, thematic issues etc.
• Link existing practices to RRI principles, developing
new ones to be further shared and reused
Approach of the tool

21. | Structure of the tool
What is RRI?
Responsible Research and Innovation principles
• Goal: providing wider picture and explaining RRI processes and
principles
RRI for you
Inquiry and project-based learning methods for RRI at school
• Goal: framing RRI within and for school activities
RRI-oriented educational practice and organisations
• Goal: introducing the evaluation of processes at school level, in
line with the self-reflection tool approach
RRI at school
Integrating RRI in everyday school activities
• Goal: introducing the practice design templates, the approach
and their usage (how to, tips)

22. |
RRI at school
Practice design template: how to
General template
• Common structure > support
collaborative process
• General guidelines > support
getting started
Templates by activities
For each section
• Examples
• Suggestions of tools, projects and
inspiring practices
Activities covered by templates
Getting started with RRI
Experiments and lab activities
Reflection and dissemination
• Introductory lesson about RRI
• Planning school activities in an RRI-oriented way
• Designing inquiry activities and experiments
• Carry out experiments and evaluating results
• Reflecting and preparing results
• Organising a dissemination workshop at school

23. |
RRI at school
Some guidelines about the template
• The template is not a rigid framework (not to fill out, not all
sections, not ordered, cycles)
• Aim is to document the creation process in its dynamicity and
support share, revision, adaptation
• New practice inspired by existing good practices (OER)
• Design process > link existing resources to RRI principles
• For any practice, it is important to identify and describe some
key aspects
• For each of these key elements, it is important to reflect and
explain how relates to RRI approach

24. |
RRI at school
Workflow to get started 1
Understanding RRI • Read the two introductory chapters of this handbook
• Focus in particular on the RRI process dimensions
• Look at some of the other resources proposed there
Approaching the
design process
• Brief read template and check links with your practices
• Start with your contexts and how the new practice will
be linked and embedded
• Think about potential collaboration with others and
content you may already have
• Select the template activity closer to your idea for the
new practice

25. |
RRI at school
Workflow to get started 2
Drafting the key
aspects of the practice
• Start taking notes into each section
• Try to put down a brief description of the main sections
• Think of previous knowledge and learning outcomes for
everyone involved
• Start describing how your ideas relates to the RRI
dimensions
Refining/revising
in cycles
• Start adding notes in all the other sections of the
template
• Start revising all the section in cycles
• Describe the RRI processes involved in your practice in
the introductory section step by step

26. |
RRI at school
Practice design template: how to
General template
• Common structure > support
collaborative process
• General guidelines > support
getting started
Templates by activities
For each section
• Examples
• Suggestions of tools, projects and
inspiring practices
Activities covered by templates
Getting started with RRI
Experiments and lab activities
Reflection and dissemination
• Introductory lesson about RRI
• Planning school activities in an RRI-oriented way
• Designing inquiry activities and experiments
• Carry out experiments and evaluating results
• Reflecting and preparing results
• Organising a dissemination workshop at school

27. | Example from General Template
Section 2: Core content of the practice
How
Methods to apply
General guidelines
• Describe which methods are used to carry out the activities
listed above (What)
• It is useful to include a specific reference and links to theories,
methods and other practices, and to the RRI dimensions
• For example, you could link each methods to one or more of
those principles

28. |
Example from
Reflection and Dissemination Template
Examples and links to RRI
• All activities planned as based on cooperative and collaborative learning for
students to work together in small groups to accomplish a common learning goal >
Inclusion and Diversity, Reflection
• Self-organisation of students in working groups, composed by students from
different classes and curricula > Inclusion and Diversity, Reflection
• Preparation and organisation of reflection sessions led by the students, to identify
key elements for a discussion game and a poster presentation > Anticipation and
Reflection
• Creation of research-like poster presentations by students on processes and results
of their projects > Openness and Reflection
• Organisation of Q+A session led by students at the school open day to sensibilize
other teachers, parents and local policy makers on RRI, specifically on climate
change awareness > Inclusion and Diversity, Openness and Reflection

29. |
Example from
Reflection and Dissemination Template
Suggestion of practices and tools
Resource name: DESIRE Toolkit
Relation to RRI principles: Guidelines to disseminate science education projects results
in order to increase public engagement in STEM research processes. Particularly
focused on reaching science event’s organisers and science museums.
http://www.rri-tools.eu/-/desire_tools (Chapter 1 - Section 4)
Resource name: IRRESISTIBLE project - Exhibition Development Guide
Relation to RRI principles: Guidelines to develop an exhibition plan.
https://issuu.com/institutodeeducacao-universidadedel/docs/development_guide_-
_v2.2_web
Resource name: Project/practice: Xplore Health
Relation to RRI principles: Games to engage in a discussion about a particular topic. It
supports the development of scientific literacy and the acquisition of key skills for
STEM, such as inquiry and critical thinking skills.
http://www.xplorehealth.eu/en/resources-for-educators (Search keyword: Discussion
game)

30. |
What can you do after the webinar?
Use and add your resources to the Toolkit
www.rri-tools.eu
Explore the Toolkit
www.rri-tools.eu/education-community

31. | What can you do after the webinar?
RRI Tools national trainings
50+ training sessions
All stakeholders
30 countries
September-November
Information
www.rri-tools.eu/training/when-and-where
2016

32. |
What can you do?
Join the RRI Community
www.rri-tools.eu

33. | What can you do?
Follow us and subscribe for the newsletter
www.rri-tools.eu

34. | Programme
Questions and answers
Some food for thoughts…
Link to your activities, current and future
• In which kind of activity or event could you integrate RRI dimensions and
how?
• How do you see your organisation collaborating with other
stakeholders? Which ones (museums, policy makers, researchers,
industry, etc.)?
• What do these kind of practices has to do with your organisation value,
programme, objectives etc.?

35. Thank you for participating!
Maïté Debry - maite.Debry@eun.org
Viola Pinzi - viola.pinzi@eun.org