Conference Agenda

As digital methods become increasingly central to Humanities research, especially now in the era of large language models, training initiatives face the challenge of preparing scholars with the skills needed to work effectively in data-rich, collaborative, and rapidly evolving digital environments.

Drawing on insights, from the ATRIUM Skillset Assessment and Gap Analysis report (Delmazo et al. 2025), this presentation proposes a set of evidence-based recommendations for improving professional training programs and digital humanities curricula.

ATRIUM ( https://atrium-research.eu/) is a four-year EU-funded project with the goal of bridging leading research infrastructures in arts and humanities (DARIAH), archaeology (ARIADNE), languages (CLARIN), and open scholarly communication in the social sciences and humanities (OPERAS). Dozens of services offered by these RIs are listed in the ATRIUM Service & Software Catalogue (https://atrium-research.eu/services/), supporting all stages of digitally enabled, data-driven research: creating, processing, analysing, preserving, and reusing digital data across a wide range of Arts, Humanities and Social Sciences (AHSS) disciplines. To ensure meaningful and effective use of this rich catalogue, a study was conducted to identify researchers’ current skills and their needs in terms of learning and training.

We employed a twofold strategy to gather concrete evidence. First, we assessed the specific skills needed for the active use of the services offered by ATRIUM. Then, we conducted a survey of 334 AHSS researchers to assess their skills (or lack thereof), their practical needs for training, and their learning behaviours. The results reveal a community eager to upskill but hindered by specific roadblocks. Researchers expressed a strong demand for "core data competencies," specifically ranking Data Analysis (39.22%), Data Visualisation (35.33%), and FAIR Data Principles (19.46%) as top priorities. However, they do face significant barriers to engagement, including difficulties in locating relevant resources, concerns regarding the credibility of training materials, and a lack of formal recognition for their learning efforts.

Drawing on these community insights, our presentation proposes a set of recommendations to enhance the current training provision offered by research infrastructures via their training platforms, e.g. DARIAH-Campus, CLARIN Learning Hub and ARIADNEplus Training Hub. For instance, managers of training platforms are recommended to explore ways to implement microlearning, personalised learning paths based on current skills and training needs, and certification schemes (e.g. Open Badges) to motivate learners. Furthermore, specific suggestions are provided to tailor the courses within the ATRIUM Curriculum to the identified training needs. University programmes in AHSS can use these recommendations to upskill their course offerings and benefit from the wide range of services and open educational resources offered by the project.

By connecting empirical data on researcher needs with pedagogical strategies, this contribution aims to support institutions and research infrastructures alike in building a robust and inclusive training ecosystem.

References

Delmazo, Carol, Iulianna van der Lek, Anastasia Gasia, Sarah Bénière, and Maria Ilvanidou. 2025. “The ATRIUM Skillset Assessment and Gap Analysis Report.” Project deliverable, Zenodo, August 21. https://doi.org/10.5281/zenodo.16918112.

The success of digital innovation in cultural heritage depends strongly on the extent to which communities of practice are actively involved, listened to, and empowered. The ARTEMIS project recognises community building as a foundational component of its mission to develop a Reactive Heritage Digital Twin framework (RHDT) for Europe’s cultural heritage. During its first year, ARTEMIS has emphasised understanding user needs, fostering dialogue across diverse stakeholder groups, and experimenting with new forms of communication and learning tailored to the heritage sector.

ARTEMIS is a three-year, EU-funded research project involving 22 partners across 12 European countries. It proposes a shift from static digital representations towards dynamic, knowledge-driven systems that integrate heterogeneous cultural heritage data and support anticipatory analysis. Rather than reproducing heritage assets as isolated models or archives, the RHDT is conceived as an evolving digital environment capable of understanding context, simulating future scenarios, and supporting expert interpretation across conservation, research, and public engagement.

A key milestone in the first year was a user needs survey addressing a wide spectrum of cultural heritage professionals across Europe. Results reveal a digitally active but fragmented landscape: while respondents work with rich and diverse data, including images, texts, 3D models, scientific, and environmental data, unstructured formats, limited interoperability, and weak workflow integration constrain usability. Familiarity with advanced topics such as semantic modelling, simulations, and Digital Twins remains generally low, yet interest in training, particularly on integrative and scenario-based tools, is consistently high. Respondents also highlight a demand for accessible tools supporting interpretation and decision-making, and for training formats that are visual, modular, and usable by non-technical users. These insights have informed the project’s training proposition and communication strategy, aligning technological development with community expectations.

In parallel, ARTEMIS has evolved its communication approach. Moving beyond conventional dissemination, the first year marked a transition to a narrative-driven From Vision to Action campaign. The campaign foregrounds process, experimentation, and learning, presenting ARTEMIS as a collective journey. Within this framework, the project has explored unconventional communication formats, emphasising visual storytelling, evocative imagery, and accessible language to engage audiences beyond traditional research communities.

Central to this strategy are two flagship engagement initiatives. The ARTEMIS TALKS series has established a Europe-wide public forum where innovators, researchers, and practitioners discuss the future of cultural heritage and digital transformation. The ARTEMIS Learning Series has been developed as an open, modular learning resource with a strong focus on visual and video-based content. Short, accessible episodes address key themes in digital heritage, lowering entry barriers and supporting self-directed learning for diverse audiences. These initiatives respond to an emerging insight: effective digital heritage infrastructures must be inclusive and responsive to the needs of curators, conservators, educators, and local communities.

Finally, ARTEMIS has initiated real-world pilot studies across Europe, spanning mosaics, historic interiors, sculptures, vulnerable buildings, and landscapes. Co-developed with museums, municipalities, and research institutions, these pilots test how RHDTs can support conservation strategies, climate resilience, and evidence-based decision-making.

By the end of its first year, ARTEMIS is building a participatory community advancing digital heritage innovation.

This paper presents an innovative educational project that integrates microcredentials into university teaching, specifically for first year students at Universidad Pontificia Comillas. The initiative focuses on creating a virtual reality (VR) recreation of the 17th-century Imperial College Library and Chapel in Madrid, combining historical knowledge with advanced technological tools to enhance learning experiences.

Microcredentials are defined as short, flexible learning units—typically comprising fewer than 15 credits—designed to develop specific skills and competencies. This project aligns with the guidelines of the European Commission and the OECD for microcredential development, emphasizing transparency, relevance, portability, and a student-centered design approach.

The microcredential is part of an initiative that introduces the concept of integral heritage, encompassing tangible and intangible cultural heritage, nature, and spirituality. It aims to provide students—particularly digital natives from Generation Alpha—with technological training that complements their humanistic education. Given this generation’s constant connectivity and preference for visual and experiential learning, immersive and interactive methodologies such as virtual reality and gamification are especially effective in supporting engagement and knowledge acquisition.

The methodology integrates problem-based learning (PBL), challenge-based learning (CBL), and co-teaching to promote interdisciplinary collaboration between the humanities and engineering faculties. Students address real-world challenges—such as enhancing accessibility to cultural heritage—while developing critical thinking, creative problem-solving, and technical competencies. Gamification strategies, including online escape rooms and interactive puzzles, are incorporated to increase learner motivation and deepen engagement with artistic and historical content.

The microcredential was developed through a multi-stage process:

1. Content design informed by student profiles and program objectives;
2. Production of instructional materials, including video lectures, virtual reality models, assessments, and gamified activities;
3. Pilot implementation with small student cohorts, followed by evaluation of learning outcomes and user experience; and
4. Refinement and scaling for application beyond the initial Master’s program.

The technological ecosystem supporting the microcredential includes Moodle as the learning management system; SketchUp, TinkerCAD, and Fusion for VR content development; Genially for gamification; and Accredible for digital credential issuance. Learning analytics generated through Moodle are used to monitor student engagement and progression.

Results from the pilot implementation indicate that microcredentials effectively complement traditional classroom instruction, foster interdisciplinary collaboration, and leverage digital technologies to create engaging learning environments. The project demonstrates both the feasibility and sustainability of integrating microcredentials into higher education, particularly within fields such as Digital Humanities.

Nevertheless, the findings also reveal that not all first-year students possess the level of maturity required for fully autonomous learning. Approaches that may be highly effective at more advanced stages of study are not always equally successful in early undergraduate contexts. This paper presents an evaluation of student learning outcomes using clearly defined indicators, which inform strategies for improving and optimizing the use of microcredentials both as tools for autonomous learning and as complements to face-to-face instruction.

The conclusions and recommendations emphasize the importance of continuous content updating, adaptability to diverse educational contexts, and the promotion of interdisciplinary collaboration. The integration of virtual reality and gamification enhances immersion and motivation, while a student-centered design ensures relevance and educational impact.

UNESCO has long called for the preservation of born-digital cultural heritage (UNESCO 2003) while emerging research recognizes the distinctive challenges of this endeavor, highlighting the need for new frameworks to assess and perpetuate it (see e.g. Ross/ Gow 1999, Ries/Palkó, 2019). However, current practices often focus on technical preservation and overlook public access, user engagement, and participatory selection processes — aspects crucial for heritage’s social relevance (see Jaillant 2022). The research project Digital Cultural Heritage of Our Time (DiCHOT), conducted by the German National Library (PI: PD Dr. Dr. habil. Frédéric Döhl) and the University of Oldenburg (PI: Prof. Dr. Mario Dunkel) from 2025 to 20230, addresses this gap by developing sustainable infrastructures of engagement that connect memory institutions, academia, and young audiences.

Adopting a transdisciplinary approach, DiCHOT interlinks concrete practices of digital preservation with educational and participatory formats. The project contributes both theoretically and practically to current debates on born-digital cultural heritage and its archiving at the German National Library. Building on this foundation, DiCHOT develops a digital teaching unit with explicitly contemporary content for secondary education. Feedback from students is systematically incorporated into the identification and selection of culturally relevant materials. In this way, the project establishes a circular model in which archival practice, research, and public engagement mutually inform one another.

As a case study, DiCHOT focuses on auditory, visual, textual, and audiovisual user-generated content (UGC) produced within music-related digital cultures as forms of political participation and opinion expression on social media platforms. Various UGC formats—such as mashups, memes, and fan art—are analyzed using a combination of qualitative methods and computational approaches (presumably stylometry and topic modelling). While the concept of (digital) communities of practice (Wenger 2008) is an important theoretical anchor, the exploratory character of the project will also allow for a data-driven (inductive) development of new models (e.g. differentiating UGC by genre, style or other parameters).

The paper will present DiCHOT as a pilot project for building new connections between academia, memory institutions, and adolescent publics. In addition, it discusses first research results. By the time of the conference, an initial “topology” of musical UGC will have been developed. This topology synthesizes existing scholarship with original empirical findings and serves both as a framework for archival decision-making and as a first step towards a model of selecting born-digital cultural heritage according to thematic, social, and media-related criteria, guided by the principle of “exemplary diversity” (Arndt/Woldering 2025).

In a broader context, the approach of the DiCHOT project suggests how engaged research can foster sustainable infrastructures of participation, strengthen democratic discourse among young people, and advance the societal mission of cultural heritage institutions.