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1TABLE OF CONTENTS 1. Getting started 32. Responsible Research and Innovation: the why, what and how? 43. A recipe for success: the RRI ‚ingredients™ 54. Working ‚in the wild™: inspiring examples of RRI 6 4.1. Bending gender assumptions 7 4.2. How do you turn a Science Café upside down? 8 4.3. Canvassing opinions: a workshop and canvas for RRI strategy developement 11 4.4. A place where art and science collide 13 4.5. Lost in space 15 4.6. ‚Aha™ moments in a new age of inquiry 17 4.7. Keeping ˜ngers on the pulse of family health 19 4.8. Synbio vanilla ˚avour: a workshop to engage 21 4.9. When a Science Centre incorporates RRI processes into its DNA 225. Try the RRI Toolkit on for size 24 Editors Ecsite for RRI Tools: Antonina Khodzhaeva, Andrea Troncoso www.ecsite.eu Copy Editor Ben McCluskey Authors Malvina Artheau (Science Animation Midi-Pyrénées, France), Carlos Catalão (Ci ência Viva-Pavillion of Knowledge, Portugal), Patrizia Famà (MUSE, Italy), Gonçalo Praça (Ciência Viva-Pavillion of Knowledge, Portugal), Antonina Khodzhaeva (Ecsite, Belgium), Sheena Laursen (Experimentarium, Denmark), Lucia Martinelli (MUSE, Italy), Giovanni Stijnen (NEMO Science Museum, the Netherlands), Andrea Troncoso (Ecsite, Belgium), Liina Vaaher (Science Centre AHHAA, Estonia), Marjoleine van der Meij (VU Amsterdam, the Netherlands). Collaborators Julie Becker (Ecsite, Belgium), Raquel da Cunha (Ecsite, Belgium), Catherine Franche (Ecsite, Belgium) Photography AHHAA Science Center, Experimentarium Science Centre, © Relais d™Sciences/G.Dupuy, © Reimar Ott, Hypatia Project, WILA Bonn Science Shop. Design gebr.silvestri About the RRI Tools project RRI encompasses six ˜elds relating to research and innovation: public engagement, science education, gender equality, ethics, open access to scienti˜c results, and governance of research and innovation. The RRI Tools project aims to foster Responsible Research and Innovation (RRI) in Europe, breeding a harmonious and e˛cient relationship between science and European society. To achieve this, it has developed an innovative Toolkit comprising practical digital resources and actions aimed at awareness-raising, training, dissemination and implemention of RRI. The Toolkit Œ an online repository of RRI-related resources Œ was designed by and for all stakeholders in the research and innovation space. The tools provided in the RRI Toolkit are based in collective re˚ection and built on existing best-practices. This project has received funding from the European Union™s Seventh Framework Programme for research, technological development and demonstration under grant agreement no. 612393 (FP7 2007-2013). Project partners include 26 institutions in European 30 countries. For more information visit www.rri-tools.eu
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1. GETTING STARTED Making science engaging is vital work, but fraught with challenges. How do you stay relevant in your local community? How do you ensure activities are designed in a way that places the needs and preferences of multiple target audiences at their centre? How do you ˜nd new collaborators and e˝ectively expand your network? If you work for a science engagement organisation and need some support or just a little direction, this quick start guide to Responsible Research and Innovation (RRI) will help. Reading the inspiring real-life examples in this guide will help you to un -derstand what RRI looks like in practice, and how the approach can help you to develop or improve your own activities. Like science itself, RRI isn™t about a speci˜c process or tool Œ it™s a frame -work for thinking in a way that anticipates the consequences of research and innovation, brings issues into the open, and involves society in dis -cussing how science and technology can help create a better world for future generations. While in some ways RRI is new to science engagement organisations, the notion of social responsibility is not. Science engagement organisa -tions already make signi˜cant contributions to education and sensitizing public opinion on a variety of innovation-related issues. This is something to build upon when talking about RRI. A group of practitioners from science engagement organisations have worked collaboratively to put this guide together and explain how their work relates to RRI. Read on to discover many new ideas, as well as some old ones adapted to RRI contexts, and feel free to adapt, borrow (or downright steal!) from any examples in this guide that resonate with your experiences or spark your imagination. RRI is a compass, not an objective 3
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42. RESPONSIBLE RESEARCH AND INNOVATION: THE WHY, WHAT AND HOW? The research and innovation community has major responsibilities within society, but politicians, industry representatives, and citizens can™t leave the full burden on scientists™ shoulders. RRI addresses the fact that the di˝erent strands of society must establish a common direction and collaborate to set research agendas that take us there. Non-scientists hold important knowledge, opinions and ideas for improving science™s position in society and RRI encourages all stakeholders to work together to solve societal challenges. RRI is a framework, which means that positive outcomes are important, but so is the journey; empowering responsible stakeholders and ˜nding sustainable answers to big challenges are the end goals, but ensuring the processes that get you there are genuinely inclusive and transparent are equally critical. Excitingly, RRI is still developing as a concept. Given the stress it places on widening participation in science, technology, and innovation, you may not be surprised that a broad range of perspectives are needed to help de˜ne RRI itself and build tools for this ˜eld. That™s where you come in. Science engagement organisations already actively contribute to RRI™s many agendas Œ science education, public engagement, open access, ethics, gender, and policymaking Œ through collaboration with stakeholders ranging from industry representatives, to school teachers and politicians. However, by understanding the RRI approach, you will be able to consistently push your organisation™s e˝orts even further. RRI is a mindset, not an activity 4
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5Openness and transparency Openness and transparency are important conditions for trust. Communicators need to adapt communication according to the needs of di˝erent audiences. Responsiveness and adaptive change Responsiveness means being receptive to new knowledge, perspectives, and views Œ all necessary when adapting to change. Being RRI-oriented also requires the ˚exibility and openness to adapt existing organisational structures in response to evolving environments, values and insights. Anticipation and re˜ection Anticipation is important in RRI because present research and innovation practices shape the future; it is about envisioning impending change and acting accordingly. In essence, ‚re˚ection™ is a form of post-event critical thinking. Re˚ection must therefore concern all aspects of research and innovation: from daily routines, planning assumptions and personal interactions, all the way up to institutional values and strategies. Diversity and inclusion A wide range of stakeholders is required to generate diverse perspectives and expertise. Responsible Research and Innovation needs to be inclusive to be diverse, and equally, a focus on diversity encourages inclusion. 3. A RECIPE FOR SUCCESS: THE RRI ‚INGREDIENTS™ 5
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74.1 BENDING GENDER ASSUMPTIONS The Criteria for Gender Inclusion document showcases a set of 15 re˚ective questions that address gender inclusion at four di˝erent levels (individual, interactional, institutional and societal) which can help to adapt activities and exhibitions within your organisation so they become more gender inclusive. For example, the following questions may be used to assess the gender inclusiveness of planned and/or implemented science education activities at the individual level: What previous experience does the learner have with the type of institution? How does the learner™s sense of self or identity relate to the activity? or What scienti˚c interests do learners have? By asking these questions at the planning stage, you acknowledge that individual learners may have previously experienced gender exclusion. For example, research shows that during museum visits, parents explain science to boys more often than girls, which may a˝ect a learner™s willingness to participate in the education activity. 1 Each question is followed by an explanation and example in an e˝ort to facilitate the re˚ection process within a team or at a personal level. No special gadgets or devices are needed, just the time to apply the set of questions, discuss, re˚ect and make the adaptive changes. KEY RRI TAKEAWAYS Openness & Transparency Diversity & Inclusion 1 Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scienti˜c thinking. Psychological Science, 12(3), 258-261. Developing practices that break stereotypes helps create more inclusive and inspiring environments. The questions ensure an open space for discussing, re˚ecting and accepting the possibility of changing the way we are creating and transmitting our messages. Anticipation & Re˜ection Responsiveness & Adaptive Change These questions provoke critical thinking, inviting contributors to challenge their own assumptions. Responding to the questions anticipates subconscious bias and potentially excluding practices. Applying these criteria provides a concrete opportunity to adapt and improve ˚aws that might appear in the scope of generating non-gender-biased material or activities, putting responsibility into practice. This document was developed as a part of the Hypatia project, which has received funding from the European Union™s Horizon 2020 programme under grant agreement No. 665566. For more information visit www.expecteverything.eu/gender-criteria-introduction Contact the developers: Hypatia Project, www.hypatiaproject.eu Meie van de Laar, Nemo Science Museum, Amsterdam, The Netherlands vandelaar@e-nemo.nl RRI Toolkit : Criteria for gender inclusion 7
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94.2 HOW DO YOU TURN A SCIENCE CAFÉ UPSIDE DOWN? Science cafés can be engaging, enlightening and fun. They enable dialogue between civil society and experts representing di˝erent areas of research in a relaxed atmosphere: the public asks a question, an expert answers it, the conversation rolls on and the co˝ee or beers ˚ow. The Copernicus Science Centre is testing the concept to see how the outcomes can be improved: the result is the ‚Reversed Science Café™ format. The Reversed Science Café includes all of the features described above but with an important di˝erence: in this café, it is the experts asking the public questions. By challenging traditional roles, the Reversed Science Café places participants in the role of the experts too. In addition, it presents an opportunity to gain new inputs and ideas for the focus or scope of a research project. It™s a great opportunity for researchers to improve their work, having shared time with the public. This particular form reinforces the idea that fieveryone is an expertfl: non-scientists hold important knowledge, opinions and ideas. This is an opportunity to provoke encounters between scientists and the public in a way that stimulates new ideas on both sides. The Reversed Science Café provides a direct and open way to address current and publicly important scienti˜c questions and concerns. There are no ˜lters between the public and scienti˜c representatives and it o˝ers an open space for problem solving. The topics addressed by this activity can provoke the public and scientists to re˚ect on research and the roles di˝erent interest groups and stakeholders, including lay public, play in relation to them. Reverse Science Cafés o˝er opportunities for new inputs and ideas relating to the scope of research, while placing the role of science more central within society. This format also challenges traditional roles of a scientist and lay public, reinforcing the RRI principle that non-experts hold important knowledge and can provide important feedback that scientists and experts could incorporate in their research, thus bringing science and society closer. Diversity & Inclusion Openness & Transparency Anticipation & Re˜ection Responsiveness & Adaptive Change This activity was developed as part of the Sparks project, which has received funding from the European Union™s Horizon 2020 programme under grant agreement No. 665825. For more information visit www.sparksproject.eu Contact the developers: Ecsite Œ European Network of Science Centres and Museums (Belgium) www.ecsite.eu , info@ecsite.eu Copernicus Science Centre (Poland), Wiktor Gajewski, Science and Art Events Director wiktor.gajewski@kopernik.org.pl RRI Toolkit: Sparks. Rethinking Innovation. Together. KEY RRI TAKEAWAYS 9
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