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  • DARIAH EU
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  • Authors: Raciti, Marco; Moranville, Yoann; Thiel, Carsten;
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  • Authors: Buddenbohm, Stefan; Barthauer, Raisa;

    DESIR (DARIAH ERIC Sustainability Refined) work package 4 Technology contributes to DARIAH’s long-term sustainability by technologically enhancing DARIAH’s research infrastructure and services. To this end four new and innovative technology areas – entity-based search, scholarly content management, text analytic services and visualisation – shall shape DARIAH’s profile.The present document forms a prerequisite for the aforementioned objective and conducts for that reason a gap analysis of the current DARIAH infrastructure, concentrating on four areas: text analytic services, scholarly content management, entity-based search and visualisation. The competencies and resources of the three technology partners in this work package correspond to these four areas. The conceptual models - as proposal for the identified gaps - are subject to later deliverables in the project, but in the course of undertaking the gap analysis already first impressions of possible conceptual models are apparent and will be presented here. The concept of the gap analysis in this context means not only to identify missing tools or services in the DARIAH infrastructure landscape but also to recognize potential for enhancement with already existing tools and services.

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  • Authors: Tahko, Tuuli; Zehavi, Ora; Lhotak, Martin; Romanova, Natasha; +3 Authors

    The DESIR project sets out to strengthen the sustainability of DARIAH and firmly establish it as a long-term leader and partner within arts and humanities communities. The project was designed to address six core infrastructural sustainability dimensions and one of these was dedicated to training and education, which is also one of the four pillars identified in the DARIAH Strategic Plan 2019-2026. In the framework of Work Package 7: Teaching, DESIR organised dedicated workshops in the six DARIAH accession countries (Czech Republic, Finland, Israel, Spain, Switzerland and the United Kingdom) to introduce them to the DARIAH infrastructure and related services, and to develop methodological research skills. The topic of each workshop was decided by accession countries representatives according to the training needs of the national communities of researchers in the (Digital) Humanities. Training topics varied greatly: on the one hand, some workshops had the objective to introduce participants to specific methodological research skills; on the other hand, a different approach was used, and some events focused on the infrastructural role of training and education. The workshops organised in the context of Work Package 7: Teaching are listed below:• CZECH REPUBLIC: “A series of fall tutorials 2019 organized by LINDAT/CLARIAHCZ, tutorial #3 on TEI Training”, November 28, 2019, Prague;• FINLAND: “Reuse & sustainability: Open Science and social sciences and humanities research infrastructures”, 23 October 2019, Helsinki;• ISRAEL: “Introduction to Text Encoding and Digital Editions”, 24 October 2019, Haifa;• SPAIN: “DESIR Workshop: Digital Tools, Shared Data, and Research Dissemination”, 3 July 2019, Madrid;• SWITZERLAND: “Sharing the Experience: Workflows for the Digital Humanities”, 5-6 December 2019, Neuchâtel;• UNITED KINGDOM: “Research Software Engineering for Digital Humanities: Role of Training in Sustaining Expertise”, 9 December, London.

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  • Authors: Tasovac, Toma; Edmond, Jennifer; Garnett, Vicky; Thorpe, Deborah;

    • To the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience. A classroom experience, however, exists within a particular social and institutional framework (students seeking knowledge, experience or qualification from instructors who master a specific body of knowledge) which is quite different from the operational and distributed nature of Research Infrastructures such as DARIAH.• Research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes, but the strength of RI’s lies in the provision of and reflection upon the experience of acculturation and professionalization in “real” cross-institutional and often cross-cultural projects in which peer learning, skills transfers and network building are a rule rather than an exception.• Research Infrastructures such as DARIAH have a specific role to play in the European educational landscape by complementing rather than replacing the pedagogical models prevalent in HEIs today.• RI’s such as DARIAH should focus not only on DH or even on a discipline in which a student or researcher seeks to use DH methodologies, but also on highlighting how these practices engage interdependent communities of practice with intersecting concerns.• DARIAH should intensify effort to position itself as pedagogically relevant beyond the individual humanities disciplines in terms of what it can contribute to the development and dissemination of early-career researchers’ transferable skills and competences as identified by the Eurodoc 2018 Report.• DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes.• DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure.• DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials, which are now available throughDARIAH-Campus, in order to coordinate and enhance open educational resources with other stakeholders in the field.• DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes such as, for instance, the initiative to publish young researchers’ data papers using the DARIAH-Campus Event Capture Template, which emerged out of the DESIR Workshop at the University of Neuchâtel.• Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector.

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    The EOSC Helpdesk https://eosc-helpdesk.eosc-portal.eu is the entry point and ticketing system/request tracker for issues concerning the available EOSC services. It implements incident and service request management and provides efficient communication channels between users and providers of the IT resources and services. The EOSC Helpdesk provides several capabilities, which were identified during requirement analysis, such as self-service, reporting and notifications; it helps ensure the integrity of the IT infrastructure and quality of the delivered services. In the EOSC Future project, the Helpdesk is implemented as a distributed multi-tenant system that can be used for efficient support of the EOSC-Core Technical Platform and the EOSC-Exchange services. The EOSC Helpdesk is offered to EOSC Providers as a service to enable dedicated support for users of their services. To achieve this goal, the EOSC Helpdesk supports different levels of integration with Helpdesk components, described in the section High-level Service Architecture. This EOSC-Core Interoperability Guideline is intended for the technical experts of service and resource providers that would like their services and/or resources to be interoperable or integrate with EOSC Core Services.

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    Authors: Vanja Komljenović; Irena Vipavc Brvar;

    This is a report on the analysis of the EOSC Steering Board pilot survey on National Contributions to EOSC 2021 The annual survey on National Contributions to EOSC monitors policies, practices, and impacts related to EOSC and Open Science at national and institutional levels in Europe The pilot survey for 2021 was published and the data was collected and is now available in the online dashboard of the EOSC Observatory: [https://eoscobservatory.eosc-portal.eu] This analysis has been conducted by the EOSC Future project

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  • Authors: Engelhardt, Claudia; Leone, Claudio; Larrousse, Nicolas; Montoliu, Delphine; +5 Authors
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  • Authors: Buddenbohm, Stefan; de Jong, Maaike; Priddy, Mike; Moranville, Yoann; +1 Authors
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  • Authors: da Silva, Filipe Guimarães; Jorge, Maria do Rosário; Castaño, Inês; Fernandes, João; +1 Authors

    The DESIR Winter School "Shaping new approaches to data management in arts and humanities" took place in Lisbon on 10-13 December 2019. The event was hosted by NOVA FCSH University facilities and was organised in the framework of the Horizon 2020 funded project DESIR (DARIAH ERIC Sustainability Refined). It aimed at gathering PhD students, arts and humanities scholars from all career stages and research managers interested in the issues raised by sustainable practices to open up data in the arts and humanities. The event was a joint organisation between DARIAH and NOVA FCSH. As such, it brought together the collaboration of national and European experts in the data management field.Sharing knowledge, research outputs and other scholarly resources in ways that are tuned for long-term availability and maximal use and reuse are recognized as essential practices but also key challenges for arts and humanities research. In the last couple of years, this need has also been recognized in a strong political drive in the European Union giving rise to support structures but also policy imperatives for research data management. As a result, Research data management emerged to be a new field of expertise to explore and establish in all range of disciplines.The fact that the concept of data in the arts and humanities domain is far from being a straightforward one adds further complexities to the implementation of such policies in the arts and humanities domain. To meaningfully address the real data needs of the diverse communities of arts and humanities scholars in terms of skills, infrastructure and best practices, we need to keep a reflexive and open exchange about the function of data inspecific research questions and fields of enquiry.The DESIR Winter School provided a unique opportunity for arts and humanities scholars as well as for librarians and research managers to learn about how to maximize the potential of their scholarly resources and to take practical steps in opening up their research in ethically and legally responsible ways. To this end, the DESIR Winter School covered a wide selection of topics ranging from the optimal implementation of FAIR data in the arts and humanities, issues around ethics, Intellectual Property Rights and licensing, data and software citation practices, open research notebooks and innovative publishing practices in the arts and humanities.The main goals of the Winter School were to:• Introduce scientific and academic communities in the arts and humanities to the principles and practices of responsible research and Open Science;• Strengthen the skills of the arts and humanities communities in research data management, curation, sharing, preservation and reuse;• Enable R&D and Higher Education institutions to develop research data strategies and policies;• Foster national and international collaboration amongst the diverse research communities in the arts and humanities;• Introduce participants to innovative publishing practices in the arts and humanities, such as data journals, overlay journals etc.

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  • Authors: Beneš, Jakub; Bulatovic, Natasa; Edmond, Jennifer; Knežević,, Milica; +3 Authors

    Over the course of its four year project timeline, the CENDARI project has collected archival descriptions and metadata in various formats from a broad range of cultural heritage institutions. These data were drawn together in a single repository and are being stored there. The repository contains curated data which has been manually established by the CENDARI team as well as data acquired from small, ‘hidden’ archives in spreadsheet format or from big aggregators with advanced data exchange tools in place. While the acquisition and curation of heterogeneous data in a single repository presents a technical challenge in itself, the ingestion of data into the CENDARI repository also opens up the possibility to process and index them through data extraction, entity recognition, semantic enhancement and other transformations. In this way the CENDARI project was able to act as a bridge between cultural heritage institutions and historical researchers, insofar as it drew together holdings from a broad range of institutions and enabled the browsing of this heterogeneous content within a single search space. This paper describes a broad range of ways in which the CENDARI project acquired data from cultural heritage institutions as well as the necessary technical background. In exemplifying diverse data creation or acquisition strategies, multiple formats and technical solutions, assets and drawbacks of a repository, this “White Book” aims at providing guidance and advice as well as best practices for archivists and cultural heritage institutions collaborating or planning to collaborate with infrastructure projects.

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  • Authors: Raciti, Marco; Moranville, Yoann; Thiel, Carsten;
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  • Authors: Buddenbohm, Stefan; Barthauer, Raisa;

    DESIR (DARIAH ERIC Sustainability Refined) work package 4 Technology contributes to DARIAH’s long-term sustainability by technologically enhancing DARIAH’s research infrastructure and services. To this end four new and innovative technology areas – entity-based search, scholarly content management, text analytic services and visualisation – shall shape DARIAH’s profile.The present document forms a prerequisite for the aforementioned objective and conducts for that reason a gap analysis of the current DARIAH infrastructure, concentrating on four areas: text analytic services, scholarly content management, entity-based search and visualisation. The competencies and resources of the three technology partners in this work package correspond to these four areas. The conceptual models - as proposal for the identified gaps - are subject to later deliverables in the project, but in the course of undertaking the gap analysis already first impressions of possible conceptual models are apparent and will be presented here. The concept of the gap analysis in this context means not only to identify missing tools or services in the DARIAH infrastructure landscape but also to recognize potential for enhancement with already existing tools and services.

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  • Authors: Tahko, Tuuli; Zehavi, Ora; Lhotak, Martin; Romanova, Natasha; +3 Authors

    The DESIR project sets out to strengthen the sustainability of DARIAH and firmly establish it as a long-term leader and partner within arts and humanities communities. The project was designed to address six core infrastructural sustainability dimensions and one of these was dedicated to training and education, which is also one of the four pillars identified in the DARIAH Strategic Plan 2019-2026. In the framework of Work Package 7: Teaching, DESIR organised dedicated workshops in the six DARIAH accession countries (Czech Republic, Finland, Israel, Spain, Switzerland and the United Kingdom) to introduce them to the DARIAH infrastructure and related services, and to develop methodological research skills. The topic of each workshop was decided by accession countries representatives according to the training needs of the national communities of researchers in the (Digital) Humanities. Training topics varied greatly: on the one hand, some workshops had the objective to introduce participants to specific methodological research skills; on the other hand, a different approach was used, and some events focused on the infrastructural role of training and education. The workshops organised in the context of Work Package 7: Teaching are listed below:• CZECH REPUBLIC: “A series of fall tutorials 2019 organized by LINDAT/CLARIAHCZ, tutorial #3 on TEI Training”, November 28, 2019, Prague;• FINLAND: “Reuse & sustainability: Open Science and social sciences and humanities research infrastructures”, 23 October 2019, Helsinki;• ISRAEL: “Introduction to Text Encoding and Digital Editions”, 24 October 2019, Haifa;• SPAIN: “DESIR Workshop: Digital Tools, Shared Data, and Research Dissemination”, 3 July 2019, Madrid;• SWITZERLAND: “Sharing the Experience: Workflows for the Digital Humanities”, 5-6 December 2019, Neuchâtel;• UNITED KINGDOM: “Research Software Engineering for Digital Humanities: Role of Training in Sustaining Expertise”, 9 December, London.

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  • Authors: Tasovac, Toma; Edmond, Jennifer; Garnett, Vicky; Thorpe, Deborah;

    • To the extent that is has been theorised, work on DH pedagogy has tended to be very strongly tied to the classroom experience. A classroom experience, however, exists within a particular social and institutional framework (students seeking knowledge, experience or qualification from instructors who master a specific body of knowledge) which is quite different from the operational and distributed nature of Research Infrastructures such as DARIAH.• Research infrastructures seldom possess the kinds of specialised procedures, staff, resources and expertise to deliver formal educational programmes, but the strength of RI’s lies in the provision of and reflection upon the experience of acculturation and professionalization in “real” cross-institutional and often cross-cultural projects in which peer learning, skills transfers and network building are a rule rather than an exception.• Research Infrastructures such as DARIAH have a specific role to play in the European educational landscape by complementing rather than replacing the pedagogical models prevalent in HEIs today.• RI’s such as DARIAH should focus not only on DH or even on a discipline in which a student or researcher seeks to use DH methodologies, but also on highlighting how these practices engage interdependent communities of practice with intersecting concerns.• DARIAH should intensify effort to position itself as pedagogically relevant beyond the individual humanities disciplines in terms of what it can contribute to the development and dissemination of early-career researchers’ transferable skills and competences as identified by the Eurodoc 2018 Report.• DARIAH should establish an active educational partnership network in order to validate a new approach to the skills needs of humanities students and researchers, looking beyond the frame of what is currently available in the context of formal educational programmes.• DARIAH should develop a curricular model and, if possible, an internship program, to enable fluid exchange of knowledge and students between university programmes and the applied contexts of the research infrastructure.• DARIAH should continue to create and maintain essential filtering and contextualising layers for training materials, which are now available throughDARIAH-Campus, in order to coordinate and enhance open educational resources with other stakeholders in the field.• DARIAH should aim to apply and test its learning resources in different HE contexts in order to profit from unforeseen synergies and unexpected outcomes such as, for instance, the initiative to publish young researchers’ data papers using the DARIAH-Campus Event Capture Template, which emerged out of the DESIR Workshop at the University of Neuchâtel.• Building on currently identified needs, DARIAH should develop foresight models to predict future needs within the Higher Education sector.

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  • image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/

    The EOSC Helpdesk https://eosc-helpdesk.eosc-portal.eu is the entry point and ticketing system/request tracker for issues concerning the available EOSC services. It implements incident and service request management and provides efficient communication channels between users and providers of the IT resources and services. The EOSC Helpdesk provides several capabilities, which were identified during requirement analysis, such as self-service, reporting and notifications; it helps ensure the integrity of the IT infrastructure and quality of the delivered services. In the EOSC Future project, the Helpdesk is implemented as a distributed multi-tenant system that can be used for efficient support of the EOSC-Core Technical Platform and the EOSC-Exchange services. The EOSC Helpdesk is offered to EOSC Providers as a service to enable dedicated support for users of their services. To achieve this goal, the EOSC Helpdesk supports different levels of integration with Helpdesk components, described in the section High-level Service Architecture. This EOSC-Core Interoperability Guideline is intended for the technical experts of service and resource providers that would like their services and/or resources to be interoperable or integrate with EOSC Core Services.

    image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ ZENODOarrow_drop_down
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    Authors: Vanja Komljenović; Irena Vipavc Brvar;

    This is a report on the analysis of the EOSC Steering Board pilot survey on National Contributions to EOSC 2021 The annual survey on National Contributions to EOSC monitors policies, practices, and impacts related to EOSC and Open Science at national and institutional levels in Europe The pilot survey for 2021 was published and the data was collected and is now available in the online dashboard of the EOSC Observatory: [https://eoscobservatory.eosc-portal.eu] This analysis has been conducted by the EOSC Future project

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  • Authors: Engelhardt, Claudia; Leone, Claudio; Larrousse, Nicolas; Montoliu, Delphine; +5 Authors
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