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The aim of this poster is to provide an overview of the work carried out in the CLS INFRA project and its conclusions for the field of Computational Literary Studies.

Research assessment reform is crucial for the social sustainability of research infrastructures (RIs): RIs can only thrive in the long term if the researchers who contribute to their development and growth receive academic credit for the kind of work they do in and around research infrastructures. To put it bluntly, research infrastructures have a vested interest in supporting the reform of research assessment. But, conversely, ongoing attempts to reform research assessment can also benefit from the work of research infrastructures because RIs have a great deal of experience creating and maintaining public services for producing, curating and harvesting both traditional and non-traditional academic outputs. The goal of this paper is to outline DARIAH’s position on the importance of research assessment reform for thematic RIs and the importance of thematic RIs for research assessment reform at the European level.

This presentation follows a workshop session that was held at the beginning of the DARIAH Annual Event 2023 in Budapest, HU. An informational booklet, designed by Tom Gheldof, details each of the DH Masters which we were able to investigate. It helped nourish our discussions during the workshop and thus is included as well. Postgraduate education in Digital Humanities (DH) has often led to careers for students in either the research or cultural heritage sector. Traditionally, the relationship between industry and Cultural Heritage institutions has typically been conceived as a collaboration to leverage funding mechanisms and develop projects to pursue a common interest, such as a technical innovation, or a knowledge sharing endeavour. The skills acquired within Digital Humanities (DH) taught postgraduate degrees are interdisciplinary and therefore transferable by their very nature, something that has been recognised among larger multinational companies. Indeed, a strong humanities education and familiarity with our methods can be an asset for business. Best practices for data stewardship and data management are similar whether one focuses on cultural heritage data, or business data, even if there are particularities. Yet among small and medium enterprises (SMEs) the proposition of employing a graduate from a field that is still in its relative infancy compared with more traditional disciplines can be seen as a risk. It therefore becomes necessary to identify the gaps, and indeed niches that rest between the current provision of training among DH scholars at a postgraduate (Masters) level, and the needs of the companies and future employers of DH graduates. Indeed, greater collaboration and fluidity between the cultural heritage and academic sphere, and that of business, via the DH alumni, can lead to greater outcomes for both, as these students can bring the best practices of both sectors in their future careers, thereby enriching both sectors and establishing interpersonal links (and the collaboration that grows from these links) via their networks. In light of this, it becomes necessary to foster internships that encourage and nurture experimental data spaces between cultural heritage, industry and academia. This paper will therefore share the conversation around the relationship between taught postgraduate DH programmes and industry by presenting the outcomes of a joint working-group workshop to be held on the periphery of the DARIAH Annual Event 2023. Furthermore, it will also include the results of preparatory surveys and interviews with directors and coordinators of various DH postgraduate programmes across Europe, specifically identifying the challenges and professional issues experienced by both DH Masters directors, and their alumni. This paper addresses the following key objectives: Identify the professional challenges and (new) employment opportunities of DH postgraduate taught programmes and their alumni at the European scale. Identify the benefits such a collaboration and exchange between the two sectors can bring. Identify opportunities and good practices of internships with industry and cultural heritage institutions, and their associated challenges. Strengthen the networking opportunities between master degrees, in such a way that expertise can be mapped at a pan-Infrastructural level to share and exchange trainers and trainees in the frame of Erasmus mobilities or Erasmus Mundus programmes. Our presentation will give visibility to these outputs, as a first step in a long-term effort to improve collaboration between industry, cultural heritage institutions and academia (specifically taught postgraduate DH degrees) in the frame of research infrastructures.

The EOSC-A Task Force (TF) ‘Upskilling countries to engage in EOSC’ recognises the significant developments in Open Science are being addressed at Member State level and within research performing organisations, research infrastructures and disciplinary groups. However, we know engagement with EOSC is variable and therefore this TF aims to address this in different ways by; 1) assisting in aligning with EOSC and Open Science initiatives across Europe, 2) supporting the implementation of these initiatives in countries and across various stakeholder groups such as different disciplines. The aim of the TF is also to promote the exchange of approaches across the member states and regions, organisations and stakeholder groups.

The EOSC-A Task Force (TF) ‘Upskilling countries to engage in EOSC’ recognises the significant developments in Open Science are being addressed at Member State level and within research performing organisations, research infrastructures and disciplinary groups. However, we know engagement with EOSC is variable and therefore this TF aims to address this in different ways by; 1) assisting in aligning with EOSC and Open Science initiatives across Europe, 2) supporting the implementation of these initiatives in countries and across various stakeholder groups such as different disciplines. The aim of the TF is also to promote the exchange of approaches across the member states and regions, organisations and stakeholder groups.

Computational Literary Studies Infrastructure, funded by the Horizon2020 grant scheme, is a four-year, pan-European project that aims to unify the diverse landscape of computational text analysis, in terms of available texts, tools, methods, practices and so forth, within its growing international user community. The project started out in February 2021, meaning that it has been underway for just over a year. In our poster we discuss the various deliverables and activities that have come out of the CLS INFRA project in its first quarter to give an idea of its impact in practice.

The aim of this poster is to provide an overview of the principal objectives of the newly started H2020 Computational Literary Studies (CLS) project- https://www.clsinfra.io. CLS is a infrastructure project works to develop and bring together resources of high-quality data, tools and knowledge to aid new approaches to studying literature in the digital age. Conducting computational literary studies has a number of challenges and opportunities from multilingual and bringing together distributing information. At present, the landscape of literary data is diverse and fragmented. Even though many resources are currently available in digital libraries, archives, repositories, websites or catalogues, a lack of standardisation hinders how they are constructed, accessed and the extent to which they are reusable (Ciotti 2014). CLS project aims to federate these resources, with the tools needed to interrogate them, and with a widened base of users, in the spirit of the FAIR and CARE principles (Wilkinson et al. 2016). The resulting improvements will benefit researchers by bridging gaps between greater- and lesser- resourced communities in computational literary studies and beyond, ultimately offering opportunities to create new research and insight into our shared and varied European cultural heritage. Rather than building entirely new resources for literary studies, the project is committed to exploiting and connecting the already-existing efforts and initiatives, in order to acknowledge and utilize the immense human labour that has already been undertaken. Therefore, the project builds on recently- compiled high-quality literary corpora, such as DraCor and ELTeC (Fischer et al. 2019, Burnard et al. 2021, Schöch et al. in press), integrates existing tools for text analysis, e.g. TXM, stylo, multilingual NLP pipelines (Heiden 2010, Eder et al. 2016), and takes advantage of deep integration with two other infrastructural projects, namely the CLARIN and DARIAH ERICs. Consequently, the project aims at building a coherent ecosystem to foster the technical and intellectual findability and accessibility of relevant data. The ecosystem consists of (1) resources, i.e. text collections for drama, poetry and prose in several languages, (2) tools, (3) methodological and theoretical considerations, (4) a network of CLS scholars based at different European institutions, (5) a system of short-term research stays for both early career researchers and seasoned scholars, (6) a repository for training materials, as well as (7) an efficient dissemination strategy. This is achieved through a collaboration between participating institutions: Institute of Polish Language at the Polish Academy of Sciences, Poland; University of Potsdam, Germany; Austrian Academy of Sciences, Austria; National University of Distance Education, Spain; École Normale Supérieure de Lyon, France; Humboldt University of Berlin, German; Charles University, Czech Republic; Digital Research Infrastructure for the Arts and Humanities, France; Ghent Centre for Digital Humanities, Ghent University, Belgium; Belgrade Centre for Digital Humanities, Serbia; Huygens Institute for the History of the Netherlands (Royal Netherlands Academy of Arts and Sciences), Netherlands; Trier Center for Digital Humanities, Trier University, Germany; Moore Institute, National University of Ireland Galway, Ireland; This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No 101004984. References Ciotti, Fabio. 2014. „Digital literary and cultural studies: the state of the art and perspectives“.Between4/8, 1-17.https://doi.org/10.13125/2039-6597/1392. Borgman, Christine. 2010. Scholarship in the Digital Age : Information, Infrastructure, andthe Internet. Cambridge, Mass & London: MIT Press. See https://www.dariah.euandhttps://www.clarin.eu. Burnard, Lou, Christof Schöch, and Carolin Odebrecht. 2021. „In search of comity: TEI fordistant reading“.Journal of the Text Encoding Initiative. https://doi.org/10.4000/jtei.3500. Eder, M., Rybicki, J. and Kestemont, M. 2016. Stylometry with R: a package forcomputational text analysis.R Journal, 8(1): 107-21.https://journal.r-project.org/archive/2016/RJ-2016-007/index.html Fischer, Frank, Ingo Börner, Matthias Göbel, Andrea Hechtl, Christopher Kittel, P. Miling, andPeer Trilcke. 2019. „Programmable Corpora: Introducing DraCor, an Infrastructure for theResearch on European Drama“. InBook of Abstractsof the Digital Humanities Conference2019. Utrecht: ADHO. Heiden, Serge. 2010. The TXM Platform: Building Open-Source Textual Analysis SoftwareCompatible with the TEI Encoding Scheme. In24th PacificAsia Conference on Language,Information and Computation(pp. 10 p.). Sendai, Japon.Retrieved fromhttp://halshs.archivesouvertes.fr/docs/00/54/97/64/PDF/paclic24_sheiden.pdf Schöch, Christof, Tomaz Erjavec, Roxana Patras, and Diana Santos (in press). „Creatingthe European Literary Text Collection (ELTeC): Challenges and Perspectives”.ModernLanguages Open. Wilkinson, Mark D., Michel Dumontier, IJsbrand Jan Aalbersberg, Gabrielle Appleton, MylesAxton, Arie Baak, Niklas Blomberg. 2016. „The FAIR Guiding Principles for Scientific DataManagement and Stewardship“.Scientific Data 3(1).https://doi.org/10.1038/sdata.2016.18.

The aim of this poster is to provide an overview of the principal objectives of the newly started H2020 Computational Literary Studies (CLS) project- https://www.clsinfra.io. CLS is a infrastructure project works to develop and bring together resources of high-quality data, tools and knowledge to aid new approaches to studying literature in the digital age. Conducting computational literary studies has a number of challenges and opportunities from multilingual and bringing together distributing information. At present, the landscape of literary data is diverse and fragmented. Even though many resources are currently available in digital libraries, archives, repositories, websites or catalogues, a lack of standardisation hinders how they are constructed, accessed and the extent to which they are reusable (Ciotti 2014). CLS project aims to federate these resources, with the tools needed to interrogate them, and with a widened base of users, in the spirit of the FAIR and CARE principles (Wilkinson et al. 2016). The resulting improvements will benefit researchers by bridging gaps between greater- and lesser- resourced communities in computational literary studies and beyond, ultimately offering opportunities to create new research and insight into our shared and varied European cultural heritage. Rather than building entirely new resources for literary studies, the project is committed to exploiting and connecting the already-existing efforts and initiatives, in order to acknowledge and utilize the immense human labour that has already been undertaken. Therefore, the project builds on recently- compiled high-quality literary corpora, such as DraCor and ELTeC (Fischer et al. 2019, Burnard et al. 2021, Schöch et al. in press), integrates existing tools for text analysis, e.g. TXM, stylo, multilingual NLP pipelines (Heiden 2010, Eder et al. 2016), and takes advantage of deep integration with two other infrastructural projects, namely the CLARIN and DARIAH ERICs. Consequently, the project aims at building a coherent ecosystem to foster the technical and intellectual findability and accessibility of relevant data. The ecosystem consists of (1) resources, i.e. text collections for drama, poetry and prose in several languages, (2) tools, (3) methodological and theoretical considerations, (4) a network of CLS scholars based at different European institutions, (5) a system of short-term research stays for both early career researchers and seasoned scholars, (6) a repository for training materials, as well as (7) an efficient dissemination strategy. This is achieved through a collaboration between participating institutions: Institute of Polish Language at the Polish Academy of Sciences, Poland; University of Potsdam, Germany; Austrian Academy of Sciences, Austria; National University of Distance Education, Spain; École Normale Supérieure de Lyon, France; Humboldt University of Berlin, German; Charles University, Czech Republic; Digital Research Infrastructure for the Arts and Humanities, France; Ghent Centre for Digital Humanities, Ghent University, Belgium; Belgrade Centre for Digital Humanities, Serbia; Huygens Institute for the History of the Netherlands (Royal Netherlands Academy of Arts and Sciences), Netherlands; Trier Center for Digital Humanities, Trier University, Germany; Moore Institute, National University of Ireland Galway, Ireland

As a response to COVID-19 and while the onset of the pandemic was still in its very earlystages, in April 2020 the Digital Curation Unit (DCU), Research and Innovation Center"Athena", as co-ordinator of APOLLONIS, the Greek Infrastructure for Digital Arts, Humanitiesand Language Research and Innovation, organized a Twitter Conference under the title “DHin the Time of Virus”.This event aimed at battling academic isolation and facilitating and supportingcommunity building and osmosis in DH research and education. Due to its sensitive timing,with Italy going through extreme difficulties and Europe and the US entering quarantine andwork-from-home regimes, the Twitter Conference provided a platform of communication of DH research pursuits as well as of expression of an unprecedented human experience. With the support of a DARIAH Theme grant, a year later, in 2021, we designed and organized a digital workshop in which we reunitedthe Twitter Conference participants alongside further DH researchers who were selectedthrough an open call. The outcome of these events is an electronicas well as a printed publication monitoring the effects ofthe pandemic on e-Education, e-Research and digital tools, methods and platforms, thedevelopments the pandemic has expedited and the delays it may have caused in DH researchand the distance covered and toils endured by DH researchers and practitioners to keep trackof their work.

Session Chairs: Toma Tasovac (DARIAH-EU, Belgrade Center for Digital Humanities), Vicky Garnett (DARIAH-EU, Trinity College Dublin) Speakers (in alphabetical order):Ricarda Braukmann (SSHOC, DANS-KNAW), Vicky Garnett (DARIAH-EU), Ellen Leenarts, (SSHOC, DANS-KNAW), Costas Papadopoulos (#dariahTeach/ Maastricht University), Marianne Ping-Huang (#dariahTeach/ Aarhus University), Susan Schreibman (#dariahTeach/ Maastricht University), Toma Tasovac (DARIAH-EU), Tatsiana Yankelevich (SSHOC, LIBER) Abstract This panel session will look at the experiences of three emerging and established training initiatives within the Digital Humanities Training sphere. Since 2015, the increase in training resources that address the needs of researchers, particularly in the area of research data management and train-the-trainer materials has grown considerably. Projects launched since the mid-2010s more and more have included training and education as strong components of their mission. Yet with this increase in training, education and skills development, where do these training initiatives see their training materials meeting the future needs of researchers, especially in the context of available interfaces, both for the creation and consumption of learning resources? And crucially, how has the Covid Pandemic changed the modalities of creating and making available learning content? The speakers in this panel will address these issues with a view to initiating a conversation about the development of virtual training interfaces for the 2020s and beyond. Finessing an interactive user-interface for DARIAH-Campus Vicky Garnett (DARIAH-EU) Toma Tasovac (DARIAH-EU) DARIAH-Campus was officially launched in December 2019. It was formulated as part of the DESIR project with the intention to provide a sustainable one-stop shop for existing training resources created within the DARIAH community, while also providing original training resources written by and for (digital) humanists at all career stages. One of the crucial elements of design for this platform was the ability for the creators of these resources to upload their content themselves via a GitHub repository, thus giving control of these resources back to the community. This interactive interface has become a unique selling point for DARIAH-Campus, but also a barrier to some users who are less tech-savvy. Focus within the team has shifted therefore to creating, testing and launching a dual-interface to support and enable different editorial workflows: one based on the GitHub workflow allowing direct submissions via GitHub, and a second with a Content Management System built on top of the GitHub workflow, making the process more user-friendly. This presentation will give an overview of the challenges and barriers DARIAH-Campus has faced in developing and finessing its user interface in the nearly 2 years since its launch. #dariahTeach: Multimodal Interfaces for Student-Centred Teaching/Learning Costas Papadopoulos (#dariahTeach/ Maastricht University) Marianne Ping-Huang (#dariahTeach/ Aarhus University) Susan Schreibman (#dariahTeach/ Maastricht University) This paper focuses on the interfaces developed for #dariahTeach (https://teach.dariah.eu/), the open-source, freely-available online platform for digital arts and humanities curriculum, with a particular focus on the courses that were recently released as part of the project IGNITE: Design Thinking & Making in the Arts and Sciences. These courses, developed specifically for Masters students, took a multimodal approach to course content, utilising videos, audio, timelines, slideshows, and interactive quizzes. They were utilised in both formal postgraduate educational programmes (in the Netherlands and Denmark), as well as in less formal workshops and summer schools during the lockdown. This presentation will discuss the interactive design cycle used to develop these courses, as well as the integration of what are considered more playful learning objects (videos, interactive quizzes) alongside more traditional assignments (e.g. articles and book chapters) for a virtual classroom experience. The presentation will reflect on the lessons learnt through focus groups, interviews, and surveys to utilising #dariahTeach both before and during Covid-induced virtual teaching. Interfaces to training and engagement for virtual training resources during COVID-19 – SSHOC Case Study Ellen Leenarts, SSHOC, DANS-KNAW Tatsiana Yankelevich SSHOC, LIBER Ricarda Braukmann SSHOC, DANS-KNAW The Social Sciences and Humanities Open Cloud (SSHOC) project aims to support and raise awareness of the European Open Science Cloud (EOSC). Within the project, a team of researchers are tasked with organising training events, and building a training network in Social Sciences and Humanities (SSH), all with the purpose of raising awareness and supporting knowledge exchange in SSH and Open Science. The team has done this through the development of the SSH Training Discovery Toolkit, a curated train-the-trainer focussed collection of materials; and by establishing the SSH Training Community, which brings together more than 150 trainers in the field. They have also established workshops around Research Data Management, engaging virtual training, and evaluation, etc. Here in particular, the global pandemic forced the addition of another interface, as these workshops originally intended for face-to-face delivery were moved to the virtual space. This presentation will discuss the challenges SSHOC has faced in terms of metadata around training resources that are necessary for creating the SSH Training Discovery Toolkit interface, as well as how they overcame the challenges that moving training workshops from the real world to virtual space created. _____ These presentations were delivered at the DARIAH-EU Annual Event 'Interfaces', September 2021.&nbsp

This presentation, "DARIAH-Campus and the Virus" was delivered at the 2nd #DHGoesViral conference on 26th April 2021. The presentation discusses how DARIAH-Campus performed during the COVID-19 pandemic, and how lockdown affected the use of training sites as the world turned to online learning. This presentation is offered here under CC-BY 4.0in PowerPoint format, with the transcript enclosed as 'notes'. &nbsp

This white paper primarily served as an internal working document for the DARIAH ERIC. Weinspected current service policies and practices across ERIC’s with an emphasis on social sciencesand humanities. We summarised earlier analysis of the DARIAH service portfolio. The ultimatepurpose of the paper was to create a common ground of understanding what DARIAH services areand how to develop governance and management around them. Still, when writing this paper, werealised that others might encounter similar questions in their quest, and so could learn from ourexploration.

The International Spatial Humanities Sprint Camp (iSHCamp) ran from 24-26th October 2019. It took an approach that could best be described as a 'hybrid' between the Flipped Training School model (whereby there is some element of self-directed learning before a main collaborative event) and a Hackathon. This poster presentation discusses the practicalities of putting together a live training event such as this, and what lessons were learned in the process. It was intended and prepared as a poster demonstration, and following anecessary re-format due to the move of DHBenelux to an online event, was presented in a short talk during the conference. This package therefore contains both the poster and the presentation slides. The iSHCamp Event was funded through an Irish Research Council 'New Foundations' grant (2018 call).

This poster demonstrates the structure of DARIAH-Campus, including the Event Capture Tool, and the benefits of DARIAH-Campus for both students, and course-providers, offering examples of the four different learning resource types, and discussing how it contributes to the evolving DH pedagogical landscape by offering sustainability to training material developers while simultaneously providing training materials in a findable, accessible, interoperable and reusable manner.

Slides from Long Paper at DH2019, 09.-12.07.2019, Utrecht given on 10.07.2019 about PARTHENOS Training and the PARTHENOS eHumanities and eHeritage Webinar Series. Link to PARTHENOS Main Site: http://www.parthenos-project.eu/ Link to PARTHENOS Training Suite: http://training.parthenos-project.eu/ Link to PARTHENOS Webinar Series Site: http://training.parthenos-project.eu/sample-page/ehumanities-eheritage-webinar-series/, PARTHENOS is a Horizon 2020 project funded by the European Commission.

In recent years there has been rapid growth both in the development of digital methods and tools and in their application across a wide range of disciplines within humanities and cultural heritage studies. The future development of this landscape depends on a complex and dynamic ecosystem of interactions between a range of factors: changing scholarly priorities, questions and methods; technologicaladvances and new tool development; and the broader social, cultural and economic contexts within which both scholars and infrastructures are situated. This foresight study investigates how digital research methods, technologies and infrastructures in digital humanities and cultural heritage may develop over the next 5-10 years, and provides some recommendations for future interventions to optimize this development. For a summary see: PARTHENOS Foresight - Executive Summary (DOI: 10.5281/zenodo.3460653). All PARTHENOSdeliverablesare available at:http://www.parthenos-project.eu/resources/projects-deliverables

This document is the PARTHENOS deliverable 7.3 ‘Final report on training and education activities’ (D7.3). It reports the results of the joint efforts of the PARTHENOS Task 7.2 members from the Fachhochschule Potsdam (FHP, University of Applied Sciences Potsdam, 7.2 Task Lead), Trinity College Dublin (TCD, WP7 Lead), CLARIN (University of Leipzig), the Koninklijke Nederlandse Academie van Wetenschappen (KNAW-NIOD), and Consiglio Nazionale delle Ricerce (CNR) for Phase 2 of PARTHENOS Training. The work has been led by FHP. The document reports about the implementation of the initial education and training plan carried out in Task 7.2 in the second period and the final adjustments to the education and training plan. It is produced by FHP (Task 7.2 Leader)”.1 It is based on D7.1 ‘Initial Training Plan’2 and D7.2 ‘Report on training and education activities and updated planning’3 as well as changes that have organically developed during the implementation of the Training Plan in Phase 2. All PARTHENOSdeliverablesare available at:http://www.parthenos-project.eu/resources/projects-deliverables

This document builds on the previous D7.1 Initial Training Plan, and provides information on its implementation, outlines updates of the plan, and lists next steps of further implementation. All PARTHENOSdeliverablesare available at:http://www.parthenos-project.eu/resources/projects-deliverables

The document provides information on the assessment of the initial training plan (D7.1 Initial Training Plan) and activities developed by the PARTHENOS work package Work Package 7. A comprehensive report based on two assessment exercises is supplemented with additional input about the first implementations of the initial training plan and its assessment. All PARTHENOSdeliverablesare available at:http://www.parthenos-project.eu/resources/projects-deliverables

This Initial Training Plan forms a summary of the work conducted by Work Package 7 up to May 2016. It incorporates the recommendations of user requirements investigations by members of Task 2.4, as well as additional background research by WP7 members into existing training programmes available within Digital Humanities (DH), and the outcomes of a workshop meeting held in Dublin in February 2016 comprising members of WP7 and DARIAH Teach to discuss the audience types within the DH community, the awareness of Research Infrastructures beyond the scope of the projects within PARTHENOS, and how best to raise awareness and provide training within those communities. All PARTHENOSdeliverablesare available at:http://www.parthenos-project.eu/resources/projects-deliverables

This deliverable reports on the preparation, planning and implementation of the DigCurV Multi-­‐Stakeholder Workshop which was held in Florence on the 10th December in the periphery of a major international conference on ”Cultural Heritage Online”. Section 1 - gives a brief overview of the DigCurV project and the reason for holding this workshop at the mid-point in the development of the development of the DigCurV curriculum framework. Sections 3 discusses the methodology for the promotion and registration for the event. Section 4 gives brief details of the venue, with an evaluation of its suitability to the event. Section 5 – Programme of Events – talks through the events of the day, and provides feedback from the breakout sessions in the afternoon. Section 6 – Conclusion – evaluates the success of the event and promotional activities.

In 2012, DigCurV Partners organised or attended National Meetings for the express purpose of promoting the activities of DigCurV and the Curriculum Framework development. At each meeting, the rationale behind the lenses was discussed, and the uses of lenses themselves were explained. Many partners used the meetings as a means to promote DigCurV. UGOE suggest that their meeting ‘…served as a platform for the exchange of experiences...’ and highlighted how useful the meeting was for networking. Other partners found other useful feedback from the meetings, particularly with regards to promoting future events, discussing the Curriculum Framework in its current form, and using the CURATE! game as a means of raising topics for discussion. This report looks at each national meeting in turn by country of the reporting partner. Details of the reports are presented in sections looking at the audience profile of the event, the outcomes of the meetings, and the impact of the meeting. The report concludes with a summary of the feedback and information taken from each meetng, and present recommendatons for future meetngs and work of the network.

Deliverable 7.5 is a report on the activities of Task 7.4, which investigated academic curricula in Digital Humanities-related courses across Europe, and how research infrastructures and issues related to research infrastructures are represented in higher education. This was done through desk research, an online survey, a conference roundtable session (at DH Benelux in Amsterdam, 2018) and course providers' workshops. Finally, taking direction from this research activity, the PARTHENOS Training Materials were embedded into a research data management module at King's College London delivered in Autumn 2018. The efficacy of the PARTHENOS materials in this module was evaluated, which is presented in this report along with recommendations for future course design. All PARTHENOS deliverables are available at: http://www.parthenos-project.eu/resources/projects-deliverables

Deliverable 7.5 is a report on the activities of Task 7.4, which investigated academic curricula in Digital Humanities-related courses across Europe, and how research infrastructures and issues related to research infrastructures are represented in higher education. This was done through desk research, an online survey, a conference roundtable session (at DH Benelux in Amsterdam, 2018) and course providers' workshops. Finally, taking direction from this research activity, the PARTHENOS Training Materials were embedded into a research data management module at King's College London delivered in Autumn 2018. The efficacy of the PARTHENOS materials in this module was evaluated, which is presented in this report along with recommendations for future course design. All PARTHENOSdeliverablesare available at:http://www.parthenos-project.eu/resources/projects-deliverables