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Among the potential intellectual outputs of the ENCODE project is the production of a MOOC that introduces teaching staff and scientific experts to the digital transition in the field of ancient writing cultures. The basis for this MOOC is the need to foster awareness of the importance of digital competences and to use a structured framework to introduce people to the available innovative teaching and learning materials and opportunities for organizing (self-)training in this field of research. For specialists in the humanities, there is often an unexpected reluctance to go beyond simply using digital tools and to deepen their understanding of the implications of the digital transitions of research fields, as well as considering the readiness of young graduates to acquire digital competences. This MOOC, which is easily accessible, affordable, sustainable, and flexible, may achieve the initial aim of the project, namely, bridging the gap between the highly specialized competences in the humanities and the innovative digital skills needed in open science practices. The main methodological issue concerns the design and adaptation of cooperative tools in order to implement a common pedagogical approach and to produce MOOC content that integrates the different competences and insights of the project participants. This report on the experiment provides useful insights into the differing expectations of academic staff as content producers, issues surrounding MOOC-cooperative design between universities in different countries, the usability of the tested platform and of the different features provided, and sustainability, as guaranteed through the connection with digital infrastructures. In the concluding section, the originality of the MOOC at a more general scale is emphasized. The ways in which the MOOC can facilitate and support the digital transition are assessed according to the FAIR principles in Higher Education Institutions. Moreover, the MOOC offers models for hands-on experiences of digital training and the evaluation of learning outcomes according to shared European frameworks; it demonstrates the importance of being connected with larger projects and digital infrastructures. ispartof: Education Sciences vol:13 issue:43 pages:1-12 status: Published online

This article shows that metadata plays a central role in our society and concludes that through collaborative work, it is possible to pool solutions and to establish relationships of cooperation, both at the level of practical tool development and with regard to sharing and creating knowledge and know-how. ispartof: ABB: Archives et Bibliothèques de Belgique - Archief- en Bibliotheekwezen in België vol:106 pages:135-144 status: published

Contemporary researchers are beginning to explore the possibilities and opportunities of digital humanities, but encounter major obstacles regarding (meta)data1. Many archival institutions lack the technology or the skills to process (meta)data, let alone share it. Different types of standards coexist and sometimes conflict with each other, while implementing the same standards often leads to slight differences which decrease interoperability. Storing, securing and making born-digital or digitized information available in a sustainable manner is a major challenge. Concepts such as metadata, Meta Information, Linked Open Data (LOD), Big Data… are on the rise, but their meaning and content — let alone their implications in terms of social impact — are seldom questioned. Archival institutions thus face a myriad of challenges when sharing (meta)data with the scientific community and when planning to preserve information for future generations while maintaining data authenticity2 . ispartof: Archief- en Bibliotheekwezen in België vol:106 pages:5-13 status: published

pdf: https://hal.archives-ouvertes.fr/hal-02125052/file/TRUYEN_20190425_Trust_and_Understanding_vpub_125_136.pdf hal_id: hal-02125052 hal_version: v1 ispartof: ABB: Archives et Bibliothèques de Belgique - Archief- en Bibliotheekwezen in België vol:106 pages:123-134 status: published

In recent years, a variety of initiatives have been funded with the aim of producing software tools or environments of a type variously known as virtual research environments, research infrastructures, or cyberinfrastructures. These initiatives vary in their scale, specialization, scope, and level of funding. One issue that they face in common, however, is that of sustainability: how can the continued--and useful--existence of a system or tool be guaranteed, or at least facilitated, once a project's funding has been spent? In this paper, we examine how such sustainability has been enabled, in the particular case of infrastructures for textual scholarship, in the context of three international projects: TextGrid,1 TEXTvre,2 and DARIAH3. Firstly, we will address the inter-project collaboration and crossfertilization between TextGrid and TEXTvre, including architectural decisions and shared data infrastructures, and investigate how the projects benefited from the exchange. We will then discuss how this existing collaboration can be taken forward by the loosely-coupled and distributed framework being developed by the DARIAH community, and how it can serve as a model for the sort of collaborations that DARIAH plans to enable. International audience

ispartof: Neerlandia : Algemeen-Nederlands Tijdschrift status: published

In this paper, we present the diachronic maps of a selection of 75 Latin modal markers designed through the tool 'Pygmalion'. Both the maps and 'Pygmalion' were conceived in the framework of the 'WoPoss' project, which aims at analysing the diachronic pathways of modality in Latin. While the description of the tool and its functionalities is beyond the scope of this paper, we focus here on the description of our diachronic modal maps. Using visualisations to represent semantic shifts is a well-known practice in some linguistic fields such as typology and lexicography, and they have already been applied to modality. Though the situation is rapidly evolving, typological semantic maps as well as lexicographic maps are still for the most part static and usually not-interactive visualisations. Our modal maps stand out not only for their interactivity, but also for the richness of the information conveyed: chronology, etymology, semantics, syntax, first attestation and diachronic relationships between the meanings. After presenting our conceptual framework for modality, we illustrate the process of conceptualisation and development of our diachronic maps of modality. More specifically, we explain how we gathered and organised the data in order to transpose it into a visual representation. We then showcase the map of 'possum' as an example of our results. Subsequently, we discuss the results with respect to previous literature concerning both visualisation of modal evolution from a general point of view and the investigation of modality in Latin. Finally, we outline possible applications within and beyond the 'WoPoss' project.