1 The author has been working for the PARTHENOS project seconded by FHP and has conceived, organised and moderated the PARTHENOS Webinar Series to which various internal and external experts have contributed. The PARTHENOS project (2015–2019) has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement 654,119 and has 16 project partners in 9 countries. Website: http://www.parthenos-project.eu/ .
2 http://training.parthenos-project.eu/ .
3 https://teach-blog.dariah.eu/ ; http://videolectures.net/clarin/ .
4 For the overarching guidelines of PARTHENOS Training and details about the main audience types addressed in this section see Edmond et al., 2016, esp. p. 21–24, p. 28–29. For a theoretical discussion of the work of PARTHENOS Training with a focus on the role of research infrastructures in the development of skills and careers in the Digital Humanities see Edmond and Garnett, 2017.
5 http://www.europeana.eu/ ; https://portal.ehri-project.eu/ ; http://www.cendari. eu/ .
6 http://training.parthenos-project.eu/ .
7 Unassisted eLearning did not live up to expectations. Most learners need some form of personal assistance and guidance to maintain their motivation and increase the learning effect. Which forms the assistance has to take and which mix of teaching methods (online and offline) are the most effective constitute a field of ongoing research. Simply putting learning resources online as such is not sufficient, as the sub-par results and high dropout rates of many MOOCs and comparable offers show. See Kerres (2001), esp. p. 284–299, Ojstersek (2009), esp. p. 11–17, Handke (2015), esp. p. 175–177.
8 The webinars of the prospective ESU 2018 PARTHENOS Workshop described here were to be open only to the workshop participants. Also, the workshop would only take place in case of sufficient registrations, which in the end was not the case. In the end, the one-week PARTHENOS workshop did not take place during ESU 2018. PARTHENOS contributed a Teaser Session about Research Data Management instead (see Wuttke, 2018).
9 https://libereurope.eu/webinars/ ; RDA: https://www.rd-alliance.org/events/ training-webinars ; https://www.fosteropenscience.eu/events ; https://os.helmholtz. de/bewusstsein-schaerfen/workshops/webinare/#c12429 .
10 Particularly useful resources in this context were the one-week PARTHENOS workshop at ESU 2016 ( http://training.parthenos-project.eu/wp-content/ uploads/2016/11/ESU-2016-Infrastructure-Course-Structure.pdf ), the Utrecht Summer School 2017 “Open Science and Scholarship: Changing your research workflow” ( https://tinyurl.com/sumsopenscience2017 ), the Trier Digital Humanities Autumn School 2015 “Methodological Intersections” ( http:// kompetenzzentrum.uni-trier.de/en/dhautumnschool2015/program/ ), the MOOC Research Data Management and Sharing ( https://www.coursera.org/learn/ data-management ).
11 More information, full outlines, and Wrap-Ups of the individual webinars, as well as links to the recordings (YouTube) and presentation slides (Zenodo, HAL), can be found in the section dedicated to the eHumanities and eHeritage Webinar Series on the PARTHENOS Training Suite Portal http://training.parthenos-project.eu/ sample-page/ehumanities-eheritage-webinar-series/ .
12 https://zenodo.org/communities/parthenos-training/ .
13 http://training.parthenos-project.eu/sample-page/ehumanities-eheritage webinar-series/ .
14 https://www.eventbrite.de .
15 https://www.sociolutions.de/article/quamp-software.html .
16 http://2018.dhbenelux.org/wp-content/uploads/sites/8/2018/05/Proposal Roundtable-Discussion-DH-Benelux-1.pdf .