Moderator(s)

• Toby Hodges — The Carpentries
• Aleksandra Nenadic — UK Software Sustainability Institute

Abstract

The Carpentries Collaborative Lesson Development Training was launched in October 2023. Currently in beta testing, the curriculum (https://carpentries.github.io/lesson-development-training/) teaches concepts, skills and good practices in lesson design and iterative development, use of The Carpentries lesson infrastructure, and effective collaboration.

In its current form, the training is aimed at groups of collaborators who wish to begin working on an idea for a new lesson, but many of the same concepts and skills it teaches would be valuable to those wishing to adapt, expand, or update an existing lesson.

This breakout discussion will bring together community members with experience of – or interest in – curriculum design principles and making updates to existing curriculum, to discuss the potential content of a hypothetical Collaborative Lesson Development Training program aimed at those working on an existing lesson.

Moderator(s)

• Sebastian Jünemann — Forschungszentrum Jülich
• Alexander Sczyrba — Forschungszentrum Jülich
• Sina Barysch — EMBL Heidelberg
• Alain Becam — University Of Heidelberg

Abstract

Hands-on training in bioinformatics often requires participants to follow an instructor by entering commands or running tools in a specific execution environment (e.g. Linux). These environments often require a specific set-up of tools and libraries to be prepared in advance, which can be an obstacle for potential participants if they have to do the work on their own. This also poses a risk to the course delivery if participants are using different systems and versions or have not been able to complete the preparation. In the German Competence Center Cloud Technologies for Data Management and Processing (de.KCD), we are using the de.NBI Cloud along with the course module of the SimpleVM solution to specify, configure, prepare and deploy virtual environments for course participants. Thereby, we can also make use of the flexibility and scalability of the de.NBI Cloud and its IT infrastructure to tailor resource, tool and environment requirements specifically to the needs of a given course.

In this breakout discussion, we will introduce the de.NBI Cloud and SimpleVM and showcase how we use this system for our training activities. Based on that, we would like to start a discussion if and how this environment can be adopted by trainers and institutes outside of the current scope of de.NBI and de.KCD, also potentially including industrial partners. In addition, we want to identify current needs and obstacles for other trainers with regard to the use of virtual (trusted) research and learning environments, what systems or solutions they are currently using, and how such systems can be incorporated into online- and self-learning content and offerings.

Moderator(s)

• Rabea Müller — ZB MED - Information Centre for Life Sciences

Abstract

Join us for a breakout session focused on maintaining a Carpentries community in the DACH region. We'll discuss tailored strategies for overcoming regional challenges, leveraging technology, and fostering collaboration among trainers. Whether you're new to Carpentries or a seasoned member, discover practical insights to sustain a thriving community of trainers in our region.

Moderator(s)

• Samantha Ahern — University College London and SWC Lesson Programmes Governance Committee

Abstract

Part of the remit of the SWC LPGC is to oversee the maintenance and evolution of the SWC Lesson Programme. What support does the community need in maintaining the current programme? How could/should this evolve? What new programme(s) would the community like to see?.

Moderator(s)

• Sarah Kaspar — EMBL Heidelberg

Abstract

This session is a comparison of the carpentries workbench to other tools for preparing training materials. In particular, I can share my experiences with google slides for presenting concepts and visuals, the R package learnR (https://rstudio.github.io/learnr/), which is tailored to creating interactive tutorials for self-study, and google colab.
Questions to be discussed in the session include:

• Which tool is suitable for which purpose?
• What other tools do participants use?
• How can the tools be combined in one training project? (e.g. use a lesson in the workbench to create plots using code, export the plots to google slides)
• If you use different tools for the same project, how do you keep your materials in sync?

Moderator(s)

• Raniere Gaia Costa da Silva — GESIS Leibniz Institute for the Social Sciences
• Jannetta Steyn — Newcastle University

Abstract

Since the first Sofware Carpentry workshop in 1998, guarantee that the software was installed correct on the user's computer was a challenge. Every instructors have their personal collection of lessons learnt. In 2025, could our instructors be free from the installation hell? In this breakout discussion session we will talk about (1) the use of cloud computing like mybinder.org, Google Colaboratory, and GitHub Codespaces and (2) WebAssembly powered computing like JupyterLite and WebR. If time allow, we will also talk about code execution from within the lesson using tools like Thebe and learnr.

Moderator(s)

• Matthew Bluteau — UK Atomic Energy Authority (UKAEA)
• Aleksandra Nenadic — SSI
• Stephen Crouch — SSI

Abstract

The original mission of Software Carpentry to address the computational skills gap among researchers has been highly successful, yet there remains a growing demand for more advanced training beyond the novice level. With the increasing complexity of modern research workflows and the emergence of roles such as Research Software Engineer (RSE), there is a pressing need to develop tailored curricula for competent practitioners who seek to enhance their existing knowledge—e.g. software testing, continuous integration, software design, etc. One manifestation is the frequent question from learners at the end of a novice workshop that any instructor will have doubtless received: “what course should I take next?” The Carpentries Incubator is one place learners can go for courses beyond novice level, and a rough estimate is that one third of the 153 courses there target an “intermediate” level topic. Whilst these are undoubtedly valuable additions to the Carpentries canon, to our knowledge there has been no systematic assessment of how these resources should differ from the novice lesson template that the Carpentries employs. How does the content of the lesson change when targeting learners at this different level? How should the delivery of the material change?

In this breakout discussion, we hope to explore these broad questions, drawing upon the experiences of attendees and commence creating a shared knowledge around intermediate-level teaching material. The session will commence with a brief perspective from some of the maintainers of the Intermediate Research Software Development course about how they approach these questions, providing some inspiration for subsequent discussion. Then, attendees will be polled to prioritize the topics that the group would like to cover.

Moderator(s)

• Alan O'Cais — University of Barcelona
• Marc-André Hermanns — RWTH Aachen University

Abstract

"HPC Carpentry is the first entry to the Carpentries Lesson Program Incubator. As such it has a proposed core curriculum, which will be outlined at the beginning of this session. HPC Carpentry exists in an ecosystem that is constantly developing however. Beyond the core curriculum, we would like to discuss other existing and proposed lessons that are relevant to HPC Carpentry and how to adequately integrate them so that they complement the core and each component is sufficiently maintained. Questions we would like to address are:

• Anchoring the discussion: our learner profiles and the core curriculum
• How can we promote the adoption/adaption of the HPC Carpentry core curriculum?
• How do we foster engangement of instructors for core topics taking them beyond their own specific interests?
• How to spread engagement for specialized topics that are initiated by single instructors or small groups?
• How to integrate HPC Carpentry in the training initiatives that are being funded in the wider HPC ecosystem (including large initiatives such as ACCESS-CI in the US and EuoHPC-JU in Europe, but perhaps more importantly regional HPC training initiatives)
• Perhaps also, how to do the reverse?"

Moderator(s)

• Aleksandra Nenadic — UK Software Sustainability Institute
• Matthew Bluteau — UK Atomic Energy Authority

Abstract

We are not suggesting to start on a new lesson, rather to run a mini hack session to help people convert from the old Carpentry lesson format that relies on Jekyll to the new Workbench format.

An outcome of the session would be an increased knowledge around the use of the Workbench, improved content of some lessons, one or more lessons converted to the new Workbench format (or well on their way to be converted), and potential improvements to the lesson migration guide.

Moderator(s)

• Simon Christ — Leibniz Universität Hannover

Abstract

The Julia programming language is known for its expressiveness, composability and speed. This existing carpentry incubator lesson should get people who already know another language getting up to speed with programming in Julia. This mini hackathon is about getting to know the lesson in its current state and working on improvements like additional exercises or instructor notes.

Moderator(s)

• Saskia Hiltemann — Institute of Pharmaceutical Sciences, Faculty of Chemistry and Pharmacy, University of Freiburg
• Teresa Müller — Freiburg Galaxy team, Technical Faculty, University of Freiburg

Abstract

"The Galaxy training community (GTN) has empowered scientists to learn how to take their data analysis into their own hands. It is an open-access, community-driven framework for the collection of FAIR (Findable, Accessible, Interoperable, Reusable) training materials for data analysis utilizing the user-friendly Galaxy framework.

The GTN has a very active and vibrant community, which happily welcomes new members and contributors. The mini-hackathon is a perfect entryway to get to know the GTN its learning materials and the community.

Within the mini hackathon, first, a general onboarding to the GTN will highlight its material and infrastructure. For the active contribution part a set of entry-level tasks are collected, which are feasible to solve within this one day. The tasks include the curation and updating of tutorials with e.g. new screenshots or tool annotations as well as quiz questions and teaching material development for our educational online game, the DNAnalyzer.

Moderator(s)

• Andree Valle Campos — Epiverse-TRACE at the London School of Hygiene and Tropical Medicine
• Hugo Gruson — Epiverse-TRACE at data.org

Abstract

The Epiverse-TRACE initiative aims to provide a software ecosystem for outbreak analytics with integrated, generalisable and scalable community-driven software. We support the development of R packages, make the existing ones interoperable for the user experience, and stimulate a community of practice.

We structure our training materials into two complementary curricula. The Outbreak Analytics curriculum focuses on streamlining the utilisation of R packages tailored for outbreak analytics tasks to enhance decision-making processes. Meanwhile, the Research Software curriculum aims to broaden our suite of R tools to develop open, reproducible, and sustainable data analysis projects, adhering to best practices in research software development.

In the Outbreak Analytics curriculum, we built three lessons around an outbreak analysis pipeline split into three stages: Early, Middle, and Late tasks. Early tasks include reading and cleaning case data and accessing delay distributions to estimate transmission metrics. Middle tasks include estimating forecasting, severity and superspreading from case data and simulating transmission chains. Late tasks include scenario modelling to simulate disease spread and investigate interventions (https://epiverse-trace.github.io/tutorials-late/).

In the Research Software curriculum, we have two lessons focused on best practices for your outbreak analytics R projects and data. The Version Control with Git in Rstudio lesson is a forked repository from the Software Carpentry Version Control with Git lesson reframed to an outbreak response scenario. The Improve Your Code for Epidemic Analysis with R lesson (https://epiverse-trace.github.io/research-compendium/) focuses on three skills to increase project reliability and reusability by the community: using a research compendium template with {rcompendium}, making reproducible analysis with {renv}, and writing informative READMEs following good community practices.

Moderator(s)

• Jannetta Steyn — Newcastle University

Abstract

The CarpentriesOffline project is slowly but surely gaining momentum. However, some of the existing lessons, such as Version Control with GitHub and Intro to HPC need to be adapted. We also are working on an onboarding to CarpentriesOffline lesson which needs to be developed further. We started work on some of the lessons but these need to be checked and updated.

Moderator(s)

• Samantha Ahern — University College London and SWC Lesson Programmes Governance Committee

Abstract

Some of the core lessons need some improvements. This would either be the planned improvements to the Git lesson or the Python lessons.

Moderator(s)

• Ivelina Momcheva — Max Planck Institute for Astronomy

Abstract

A curriculum for advanced git which I co-developed was recently accepted to the Carpentries Incubator (https://datacarpentry.org/astronomy-python/). There are other similar efforts. I would like to work with others on developing advanced git materials, either as a general curriculum or as specialized lessons. Looking to meet like-minded people interested in teaching advanced git concepts..

Diversity - a well-known term by now. But what does that mean in particular and how is this concept to be implemented in modern-day workshop culture? What barriers can and must be taken into consideration - and what impact this will lead up to further in research communities. A quick dive into equal opportinities and equity.

Methods Hub is a new service offer from GESIS Leibniz Institute for the Social Sciences for computational social scientists working with digital behavioral data to learn about social and socio-technical phenomena. Methods Hub hosts an index of software packages that computational social scientists can use and avoid reinventing the wheel. Additionally, Methods Hub also host documentation and tutorials related with the indexed software packages. One key feature of Methods Hub is to be a 1-click bridge to mybinder.org where users have access to ready to use computational environment.

The Netherlands houses an extensive Carpentries community: seven Academic institutions have become member organizations and a total of 125 instructors have been certified and are spread across the country. Despite the considerable size of the Dutch community, it faces challenges too: not all instructors keep active after certification, which makes it difficult for workshop coordinators to find instructors. Currently, the Dutch community is (non-officially) coordinated by the Netherlands eScience Center, a Dutch national expertise centre that strives to increase awareness of the importance of research software and digital technologies in and around academia. The eScience Center and other Carpentries member organizations across the Netherlands would like to work together to build a stronger community that fosters its instructors to keep their certification active, to keep in close contact and support each other on providing training and lesson development initiatives.

There are already some national networks initiated. For example, NL-RSE: the Netherlands Research Software Engineers' Community. We are also building a community on training initiatives in research software called RST-NL: Research Software Training NL, to share resources, tips and tricks and exchange advice on digital training. Next to this, the Netherlands eScience Center also (co-)develops new lessons in the Carpentries Incubator. Finally, we are developing training on “Research Software Support” for onboarding and to skill up RSEs and research support staff at Dutch research performing organizations.

We hope to use this opportunity at Carpentries Connect to bring together new and seasoned community members to share knowledge, network, and develop strategies for building a strong local training community so that we can help build digital literacy of researchers in the Netherlands. Please share your thoughts and advice on community building!

Community-led training is an increasingly important tool in life sciences research. Networks like ELIXIR work with academic and commercial researchers. They depend on software tools such as FAIRDOM-SEEK which are used by individuals based at institutions across Europe. Peer-to-peer support is an essential way for the community to develop their skills with such tools. The Carpentries lesson template could form part of this. This lightning talk will describe my first six months working in the life sciences FAIR research data field, comparing against my previous work with the Library Carpentry community.

The FAIR (Findable, Accessible, Interoperable, Resusable) principles have become a cornerstone for more impactful and reusable science. In line with their growing adoption by the scientific community at large, the bioimaging domain has experienced a significant shift in mindset towards FAIR in recent years. As a European research infrastructure, Euro-BioImaging shapes the development of FAIR bioimaging data by fostering the exchange of knowledge and know-how between bioimaging communities across disciplines, scales and geographical locations. Through its national and international activities, Euro-BioImaging leverages input from European projects and grassroots initiatives to advance the field of bioimaging to a place where data and software sharing is a top priority.

In line with our mission, we provide several online training events on the implementation of FAIR principles to bioimage researchers as well as the general public. Although individual researchers must be aware of the FAIR principles, it is also crucial to recognize that the burden and workload of creating FAIR data should not fall solely on their shoulders. To this end, our latest workshop is designed for bioimaging core facilities to provide them with actionable steps on how to support more FAIRness in their projects, thus lowering the barriers for individual researchers on their path to FAIR. The workshop will be developed through a collaborative effort between experts from our Euro-BioImaging facilities as well as from the wider bioimaging communities. The outcomes will be shared with the whole world to facilitate the adoption of FAIR bioimage data.

"For the past 20 years, the University of Vienna (UNIVIE) has offered Research Data Management services to its researchers, students, and support staff. More recently, UNIVIE has begun embedding Data Stewards within interested faculties. One of the goals of this approach is to provide tailored, discipline-specific support. An additional focus of this program is the education and support of the next generation of researchers.

In June of 2023, the Data Stewards at the Faculty of Life Sciences and the Centre for Microbiology and Environmental Systems Science) launched a new workshop dedicated to introducing Ph.D. candidates and Masters students in the life sciences to basic research data management. This course, entitled Research Data Management for Ph.D. Candidates in the Life Sciences, employs a blended learning approach that combines instruction with a variety of activities designed to encourage students to test their skills. Students are given an online module (~4 hours) to complete before attending two in-person half-day seminars. While the online module focuses on information transfer, the seminars prioritize activities, discussions, and questions + answers. Since the workshop’s launch, the UNIVIE Data Stewards working in the life sciences have continued to hone both the online module and the in-person seminars to evaluate which approaches perform well and which leave room for improvement. In January 2024, the online module, which was written in LiaScript, and the seminar materials were released on Zenodo (https://zenodo.org/doi/10.5281/zenodo.10512974) as an open educational resource that can easily be reused and modified by others.

This poster/lightning talk provides an overview of the content of the course, the lessons learned by the UNIVIE Data Stewards working in the life sciences in the past 18 months, and future directions that include the launch of an Open Science Community to facilitate more advanced and specialized information exchange.

More than 8 years, the Galaxy training community (GTN) has empowered scientists to learn taking their data analysis into their own hands. It is an open-access, community-driven framework for the collection of FAIR (Findable, Accessible, Interoperable, Reusable) training materials for data analysis utilizing the user-friendly Galaxy framework. Galaxy is an open, web-based platform designed to enable computational research in the life sciences. With more than 390 different tutorials spanning over 30 topics, the GTN provides Galaxy users, developers, and admins support in diverse learning endeavors.

The GTN provides online learning materials for learners and instructors, which are both suited to synchronous and asynchronous learning. The content is grouped by topics and fields, and a search will help to find the materials for a preferred topic. More recently the GTN also additional introduced learning pathways.

The GTN community not only offers e-learning materials suitable for self-paced learning but also provides regular on-site workshops at different locations, webinars as well as a massive yearly online learning event - the Smörgåsbord (a global, 5-day, 24/7, and free-of-cost event). This concept was not only helpful in times of pandemics, but it also provided people from every corner of the continent to participate and get support within their working hours. Galaxy and the GTN are part of the BioNT consortium and are providing online workshops for its basic curriculum. Additionally, Galaxy and GTN offer the Training Infrastructure as a Service (TIaaS), which provides dedicated computing resources for a workshop.

The GTN has a very diverse community with more than 340 contributes the platform is constantly growing and taking new tutorials as well as the updates of the existing tutorials. The infrastructure of the GTN is open and easily accessible via GitHub and building and changing learning materials can be all done in markdown, lowering contribution burdens.

The Carpentries workbench is a set of R packages that provides the infrastructure for all Carpentries lesson materials since 2023. It can be considered as a free, open-source and fully reusable Learning Management System (LMS). The code is available on GitHub under an MIT license and the hosting and automation setup are provided transparently as configuration as code, and for free via GitHub Pages and GitHub Actions. This makes the workbench a prime candidate for any external community that wishes to use a well-tested, free and replicable LMS. In this presentation, I investigate the use of the workbench in external communities, beyond the Carpentries, and I present our experience as one of these communities: the Epiverse-TRACE community. This presentation thus targets multiple audiences and serves multiple purposes:

• Strengthen the case for the further funding of the workbench as a critical piece of technical infrastructure, not just for the Carpentries, but also for adjacent external communities
• Potentially inform the future development of the workbench by highlighting our struggles as an external community adopting this framework, and by analyzing forks of the workbench packages
• Demonstrate to external communities the steps they can follow to use the workbench for their own training materials, including how to define and implement a custom theme

CodeRefinery is a project funded by Nordic e-infrastructure collaboration (NeiC) supporting students and researchers across all research domains by teaching "good enough" FAIR (Findable Accessible Interoperable Reproducible) research software development practices. Among other activities, the project has enabled us to conduct interactive hands-on online and free workshops for over 300 registrants at a time. The workshops are live streamed and combine co-teaching, asynchronous questions and answers as well as parallel local meetups. A few years ago we switched from the traditional online teaching style to this new format, which required adjusting to alternative technologies and mindset. With this contribution we would like to share our current teaching strategy as well as our main lessons learned from developing our workshop style and open lesson materials over the years.

Software Carpentries are a great way for beginners to engage for the first time with code. Participants learn the basics of a programming language, the way of thinking behind programming and how to help themselves after the Carpentries. However, after participating in a Software Carpentry workshop a gap between your skill set and your daily challenges in your research remains. The participants may struggle being on their own with insufficient experience to solve their own challenges without helpers. This leads not only to frustration, but may result in not adopting the practices taught in the Carpentries. There are often insufficient resources to support programming beginners individually and we often do not know what happens with Carpentry participants after the workshops.

To ensure a follow-up check and to provide a continuous learning path for coding beginners, we introduced an inclusive programming cafe at our university (Vrije Universiteit Amsterdam). A programming CAFE (Code Along, Feel Empowered) is a community event that brings together programmers - both researchers and research supporters - to share knowledge about programming and learn with each other in an open and informal setting. Everyone is welcome to join a short demo of selected programming related topics (such as visualisation and AI in programming), present their projects and bugs, work on smaller challenges, and connect with fellow researchers and advanced programmers outside their domains.

We would to share our experience with our programming cafe "Bytes & Bites", inspire other institutions to provide a similar experience for Carpentry participants, and discuss best ways to continue the learning journey of Carpentry participants.

The Carpentries Workbench, a recent innovation, has revolutionised lesson development by offering an accessible, inclusive, and intuitive platform for curriculum creators. This tool simplifies the deployment of Markdown-written lesson content to a stylised website, requiring minimal coding knowledge and abstracting away most technical details so that creators can focus on the content.

A standout feature of the Workbench is its automatic tracking of R package dependencies and updating them via the package cache. This is achieved through the renv package, which creates a lesson-specific R environment, detecting and recording any third-party R packages used throughout the lesson. This ensures a consistent environment between deploying lessons on GitHub and building them locally.

However, a significant gap exists for Python dependencies, despite Python being a popular language widely used in the Carpentries curriculum. To address this, I have contributed a feature to the sandpaper package, which is responsible for lesson deployment. This feature enables the tracking of Python dependencies in a manner consistent with the current package cache in R. This enhancement can be easily integrated when creating new lessons and added to existing ones, without altering the general sandpaper interface. It aims to alleviate the manual maintenance burden for lesson developers working with Python.

In this poster, I will outline the process of implementing this feature, share the lessons learned, and discuss my experience contributing to the Carpentries Workbench infrastructure. This contribution hopes to further streamline the lesson development process and improve the overall user experience.

Methods Hub is a new service offer from GESIS Leibniz Institute for the Social Sciences for computational social scientists working with digital behavioral data to learn about social and socio-technical phenomena. Methods Hub hosts an index of software packages that computational social scientists can use and avoid reinventing the wheel. Additionally, Methods Hub also host documentation and tutorials related with the indexed software packages. One key feature of Methods Hub is to be a 1-click bridge to mybinder.org where users have access to ready to use computational environment.

The Netherlands houses an extensive Carpentries community: seven Academic institutions have become member organizations and a total of 125 instructors have been certified and are spread across the country. Despite the considerable size of the Dutch community, it faces challenges too: not all instructors keep active after certification, which makes it difficult for workshop coordinators to find instructors. Currently, the Dutch community is (non-officially) coordinated by the Netherlands eScience Center, a Dutch national expertise centre that strives to increase awareness of the importance of research software and digital technologies in and around academia. The eScience Center and other Carpentries member organizations across the Netherlands would like to work together to build a stronger community that fosters its instructors to keep their certification active, to keep in close contact and support each other on providing training and lesson development initiatives.

There are already some national networks initiated. For example, NL-RSE: the Netherlands Research Software Engineers' Community. We are also building a community on training initiatives in research software called RST-NL: Research Software Training NL, to share resources, tips and tricks and exchange advice on digital training. Next to this, the Netherlands eScience Center also (co-)develops new lessons in the Carpentries Incubator. Finally, we are developing training on “Research Software Support” for onboarding and to skill up RSEs and research support staff at Dutch research performing organizations.

We hope to use this opportunity at Carpentries Connect to bring together new and seasoned community members to share knowledge, network, and develop strategies for building a strong local training community so that we can help build digital literacy of researchers in the Netherlands. Please share your thoughts and advice on community building!

BioNT is dedicated to providing a comprehensive training program and fostering a community for digital skills relevant to the biotechnology industry and biomedical sector.

In our efforts to attract employees from SMEs, industries, and job-seekers, we looked for an approach that would prioritise privacy while maintaining interactivity.

After analysing various approaches, we have formulated our workshop delivery strategy at BioNT. Our approach draws inspiration from leading learning communities such as The Carpentries, Coderefinery, and the Galaxy Training Network (GTN), but is tailored to meet the unique needs of our participants.

Through this poster, our aim is to introduce the setup, organisation, and structure of a BioNT workshop focusing on how we tried to maintain anonymity using the Zoom webinar format and how we ensure interactivity with the HedgeDoc document.

"The FAIR (Findable, Accessible, Interoperable, Resusable) principles have become a cornerstone for more impactful and reusable science. In line with their growing adoption by the scientific community at large, the bioimaging domain has experienced a significant shift in mindset towards FAIR in recent years. As a European research infrastructure, Euro-BioImaging shapes the development of FAIR bioimaging data by fostering the exchange of knowledge and know-how between bioimaging communities across disciplines, scales and geographical locations. Through its national and international activities, Euro-BioImaging leverages input from European projects and grassroots initiatives to advance the field of bioimaging to a place where data and software sharing is a top priority.

In line with our mission, we provide several online training events on the implementation of FAIR principles to bioimage researchers as well as the general public. Although individual researchers must be aware of the FAIR principles, it is also crucial to recognize that the burden and workload of creating FAIR data should not fall solely on their shoulders. To this end, our latest workshop is designed for bioimaging core facilities to provide them with actionable steps on how to support more FAIRness in their projects, thus lowering the barriers for individual researchers on their path to FAIR. The workshop will be developed through a collaborative effort between experts from our Euro-BioImaging facilities as well as from the wider bioimaging communities. The outcomes will be shared with the whole world to facilitate the adoption of FAIR bioimage data.

"For the past 20 years, the University of Vienna (UNIVIE) has offered Research Data Management services to its researchers, students, and support staff. More recently, UNIVIE has begun embedding Data Stewards within interested faculties. One of the goals of this approach is to provide tailored, discipline-specific support. An additional focus of this program is the education and support of the next generation of researchers.

In June of 2023, the Data Stewards at the Faculty of Life Sciences and the Centre for Microbiology and Environmental Systems Science) launched a new workshop dedicated to introducing Ph.D. candidates and Masters students in the life sciences to basic research data management. This course, entitled Research Data Management for Ph.D. Candidates in the Life Sciences, employs a blended learning approach that combines instruction with a variety of activities designed to encourage students to test their skills. Students are given an online module (~4 hours) to complete before attending two in-person half-day seminars. While the online module focuses on information transfer, the seminars prioritize activities, discussions, and questions + answers. Since the workshop’s launch, the UNIVIE Data Stewards working in the life sciences have continued to hone both the online module and the in-person seminars to evaluate which approaches perform well and which leave room for improvement. In January 2024, the online module, which was written in LiaScript, and the seminar materials were released on Zenodo (https://zenodo.org/doi/10.5281/zenodo.10512974) as an open educational resource that can easily be reused and modified by others.

This poster/lightning talk provides an overview of the content of the course, the lessons learned by the UNIVIE Data Stewards working in the life sciences in the past 18 months, and future directions that include the launch of an Open Science Community to facilitate more advanced and specialized information exchange.

More than 8 years, the Galaxy training community (GTN) has empowered scientists to learn taking their data analysis into their own hands. It is an open-access, community-driven framework for the collection of FAIR (Findable, Accessible, Interoperable, Reusable) training materials for data analysis utilizing the user-friendly Galaxy framework. Galaxy is an open, web-based platform designed to enable computational research in the life sciences. With more than 390 different tutorials spanning over 30 topics, the GTN provides Galaxy users, developers, and admins support in diverse learning endeavors.

The GTN provides online learning materials for learners and instructors, which are both suited to synchronous and asynchronous learning. The content is grouped by topics and fields, and a search will help to find the materials for a preferred topic. More recently the GTN also additional introduced learning pathways.

The GTN community not only offers e-learning materials suitable for self-paced learning but also provides regular on-site workshops at different locations, webinars as well as a massive yearly online learning event - the Smörgåsbord (a global, 5-day, 24/7, and free-of-cost event). This concept was not only helpful in times of pandemics, but it also provided people from every corner of the continent to participate and get support within their working hours. Galaxy and the GTN are part of the BioNT consortium and are providing online workshops for its basic curriculum. Additionally, Galaxy and GTN offer the Training Infrastructure as a Service (TIaaS), which provides dedicated computing resources for a workshop.

The GTN has a very diverse community with more than 340 contributes the platform is constantly growing and taking new tutorials as well as the updates of the existing tutorials. The infrastructure of the GTN is open and easily accessible via GitHub and building and changing learning materials can be all done in markdown, lowering contribution burdens.

The Intermediate Research Software Development Course is now at the beta stage in the Carpentries Incubator. Along the course of its maturity, many pilot sessions have been conducted, asynchronous contributions made, and lessons learnt as a result. A brief summary of the current status of the course will be delivered, including topics like successful delivery styles that have been used, alternate tooling options such as the popular VS Code IDE, and recent changes to the course content on software design and architecture. As course maintainers, we are always looking for new contributors, so we hope that creating awareness of this course and its status will peak interest within the Carpentries community. To facilitate this, we will signpost routes and resources that new contributors can use to get involved.

The Carpentries workbench is a set of R packages that provides the infrastructure for all Carpentries lesson materials since 2023. It can be considered as a free, open-source and fully reusable Learning Management System (LMS). The code is available on GitHub under an MIT license and the hosting and automation setup are provided transparently as configuration as code, and for free via GitHub Pages and GitHub Actions. This makes the workbench a prime candidate for any external community that wishes to use a well-tested, free and replicable LMS. In this presentation, I investigate the use of the workbench in external communities, beyond the Carpentries, and I present our experience as one of these communities: the Epiverse-TRACE community. This presentation thus targets multiple audiences and serves multiple purposes:

• Strengthen the case for the further funding of the workbench as a critical piece of technical infrastructure, not just for the Carpentries, but also for adjacent external communities
• Potentially inform the future development of the workbench by highlighting our struggles as an external community adopting this framework, and by analyzing forks of the workbench packages
• Demonstrate to external communities the steps they can follow to use the workbench for their own training materials, including how to define and implement a custom theme.

CodeRefinery is a project funded by Nordic e-infrastructure collaboration (NeiC) supporting students and researchers across all research domains by teaching "good enough" FAIR (Findable Accessible Interoperable Reproducible) research software development practices. Among other activities, the project has enabled us to conduct interactive hands-on online and free workshops for over 300 registrants at a time. The workshops are live streamed and combine co-teaching, asynchronous questions and answers as well as parallel local meetups. A few years ago we switched from the traditional online teaching style to this new format, which required adjusting to alternative technologies and mindset. With this contribution we would like to share our current teaching strategy as well as our main lessons learned from developing our workshop style and open lesson materials over the years.

At the Netherlands eScience center we have been teaching “Image Processing with Python” both to an internal eScience group of research software engineers and general multi-disciplinary groups of researchers. There is excitement about image processing, particularly from researchers who deal with medical data. We therefore decided to extend the Carpentries curriculum with a course that covers the basics of medical image processing in Python.

The goal of this material is to teach some of the basic concepts necessary for medical image research using Python. We believe the “Image Processing with Python” course provides a general introduction to working with images, but lacks the unique and challenging specifics of working with medical images. Therefore, we began developing a workshop tailored to life science and medical scientists with little to no experience with computational approaches to medical images, but with a familiarity (i.e., basic knowledge) with Python and topics covered by “Image Processing with Python '' Carpentry's course.

Existing materials related to medical imaging data under development at Carpentries cover only one imaging modality (i.e., MRI). We add materials on common toolkits for medical image processing in Python, e.g., SITK. Theoretical materials on patient/data anonymization in relation to medical image formats along with an introduction to PyDICOM will also be provided. Our specific curriculum will include a diagnostic images overview, an introduction to working with MRI, registration and segmentation taught with SITK, an introduction to working with CT/Pathology data, data anonymization for images and files, preparing and processing images for machine learning and a unit on generative algorithms. The first edition of the course is scheduled for September 2024. Here we propose to use a poster and lightening talk to introduce our new course. We can cover the material we created and discuss the course reception.

The Epiverse-TRACE initiative aims to provide a software ecosystem for outbreak analytics with integrated, generalisable and scalable community-driven software. We support the development of R packages, make the existing ones interoperable for the user experience, and stimulate a community of practice.

We structure our training materials into two complementary curricula. The Outbreak Analytics curriculum focuses on streamlining the utilisation of R packages tailored for outbreak analytics tasks to enhance decision-making processes. Meanwhile, the Research Software curriculum aims to broaden our suite of R tools to develop open, reproducible, and sustainable data analysis projects, adhering to best practices in research software development.

In the Outbreak Analytics curriculum, we built three lessons around an outbreak analysis pipeline split into three stages: Early, Middle, and Late tasks. Early tasks include reading and cleaning case data and accessing delay distributions to estimate transmission metrics. Middle tasks include estimating forecasting, severity and superspreading from case data and simulating transmission chains. Late tasks include scenario modelling to simulate disease spread and investigate interventions (https://epiverse-trace.github.io/tutorials-late/).

In the Research Software curriculum, we have two lessons focused on best practices for your outbreak analytics R projects and data. The Version Control with Git in Rstudio lesson is a forked repository from the Software Carpentry Version Control with Git lesson reframed to an outbreak response scenario. The Improve Your Code for Epidemic Analysis with R lesson (https://epiverse-trace.github.io/research-compendium/) focuses on three skills to increase project reliability and reusability by the community: using a research compendium template with {rcompendium}, making reproducible analysis with {renv}, and writing informative READMEs following good community practices.

Global BioImaging (GBI) stands as a unifying force, mobilizing imaging scientists and facilities from across 61 countries and 13 networks. With a mission to provide a panoramic view of the imaging landscape, GBI champions the global impact of imaging scientists. Through inclusive programs and initiatives, GBI transcends geographical, technological, and thematic barriers, fostering exchange, innovation, and community building (see also "i4A").

GBI's offerings include comprehensive training, immersive job shadowing experiences, and impactful advocacy efforts designed to empower imaging scientists and influence policy and decision-makers. Collaborative papers and working groups embody the collective commitment to advancing imaging science, covering various topics from career pathways to infrastructure development.

These guidelines often translate into workshops or breakout sessions according to the matters of interest from local imaging communities: "How to make a case for fair career paths for imaging scientists working in core facilities", "How to talk to our funder", "How to build a network and community", "How to organize training courses in your core facility", "How to showcase the value and impact of your core or network", and "How to talk to your IT department when setting up a RDM infrastructure" are pivotal in shaping the trajectory of imaging science. GBI maintains a strong commitment to equitable access and opportunities, promoting travel grants and funds dedicated to imaging scientists from underserved communities.

As anticipation grows for the annual meeting in Japan (#GBI_EoE2024), GBI remains at the forefront, accelerating exchange and innovations across the globe, propelling progress, and fostering collaboration in the field of imaging science (https://globalbioimaging.org/exchange-of-experience/exchange-of-experience-ix)

Researchers from a broad spectrum of scientific fields use computers to aid their research, often starting at their own laptop or institutional workstation. At some point in the research, additional help in form of algorithmic or software engineering consultancy or even additional computational resources in form of access to high-performance computing (HPC) systems may become necessary. Furthermore, on the side of AI, it may be unclear how practices of machine learning and artificial intelligence could be employed for their specific research.

With state-level HPC competence centers, NHR ("Nationales Hochleistungs-Rechnen") centers, and German national AI service centers, there is a broad spectrum of support available for researchers across Germany. Training opportunities offered by these centers may include topics focused on and courses provided by the "HPC carpentry", "Software Carpentry", and "Data Carpentry", yet, may also go beyond the Carpentries' current spectrum of courses and capabilities.

This lightning talk and poster is meant to raise awareness for these opportunities and aid researchers in finding the right contact for such services to advance their research. Furthermore, the awareness for such services within the Carpentries' community of instructors may also lead to a better connection between the Carpentries and these centers to enable synergies for the benefit of researchers across Germany.