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Six "vignettes" or personas of imaginary individuals who might wish to attend a Digital Action event, to be used as a designaid for event planners. Digital Action means such activities as citizen science, makeathons or hackathons, whichencompass public participation in activities that may be run in collaboration with Higher Education Institutions. This document reflects on the impact of the switch to digital communications that took place as a result of the Covid-19 pandemic, explains Digital Action and the HEIDI Project, and reports on HEIDI Project research on different stakeholders' experiences of Digital Action. This research took the form of roundtables with Higher Education staff and members of voluntary or community groups. Each "persona" contains some fictional details to preserve the anonymity of the roundtable participants, but are designed to reflect their experiences, interests, goals and frustrations. It is the aim that these "personas" should indicate to event planners what sort of training their events might involve, and what sort of subjects a Digital Action event might cover(e.g. assisting a particular demographic, solving a social or environmental problem or creating some new product).

The vision for the EU-Citizen.Science platform is to aid in the mainstreaming of citizen science, bybuilding a sustainable platform as a learning space for citizen science in Europe for researchers,citizen science practitioners, policy makers, journalists, citizen scientists and other stakeholdergroups. To achieve this aim, the project supports the development of ~20 training modules on awide variety of CS-related subjects, aimed at this range of stakeholder groups. This Deliverablepresents 24 training modules, 17 of which are from various Consortium partners and not thepromised 3 but 10 modules developed by Cascading Grants awardees, drawing on the expertisefrom 10 institutions or individuals outside the Consortium. We describe the Moodle platform andthe structure and topics of these training modules, the training and evaluation processes used increating them, and the protocol created for future users of the eu-citizen.science platform who maychoose to create their own training modules during the years 2022-2027. We also report how webuilt on our earlier work identifying specific training gaps in the field of CS, using a survey and aworkshop to select the topics of the modules and widening the scope of topics and availablelanguages with the call for Cascading Grants. Finally, this Deliverable concludes with somerecommendations for maintaining the sustainability of this platform, highlights potential topics forfurther training modules to be written in the future and provides some recommendations based onlessons learned for other CS Projects who may wish to provide CS training in the future.

This deliverable is based on Task 5.2, and includes a detailed typology of training material that is available to different stakeholders and user groups in the field of citizen science, identifying needs, priorities, and gaps. It will also catalogue the existing material that is currently available in different areas of citizen science, and the main thematic organisation that will be used in the platform. It will provide instructions and protocols for building new training modules to be integrated into the platform for external stakeholders. &nbsp

This document combines four elements: a review of the socio-demographic context of citizen science, a literature review of learning in relation to citizen science, a community survey of training needs and a detailed analysis of a set of training resources. These four activities identified five distinct clusters of training needs/gaps: 1. Scientific Training: topic-specific training that targets scientific methodologies and issues. 2. Volunteer Management Training: topic-specific training that targets the engagement, maintenance and management of volunteer participants. 3. Critical / Reflexive / New Possibilities Training: is training for unrepresented & critical agendas as well as the inclusion of marginalised groups in citizen science such as art and culture, activism & social justice, ethics and legal questions as well as practical crafting and ‘making’ skills. 4. Schools Training: audience-specific training that is the most tightly focused training in that is targets teachers and young people in formal education. 5. Practical / Operational Training: training that covers the practical and operations processes, methods and tools required to run and communicate citizen science projects. The majority of the training material analysed requires at least one hour of training with some requiring more than a day to complete, which is a significant time investment. This research sets the foundations for a typology of citizen training needs that will be presented in forthcoming deliverable D5.2.

Live blog posts from the DITOs final event. Part of deliverable D4.5.Originally posted on www.togetherscience.eu