Researchers are supported with the self-study materials and receive information about the courses on offer. In addition, it will be jointly determined which offers are beneficial for the individual researchers for their personal skills development and research projects. The aim is to identify additional gaps and develop courses that integrate the three methodological core areas of the DKZ.2R. The existing competencies in the area of formative eAssement based on UDE’s JACK platform with its diverse exercise options in the areas of programming, statistics, chemistry and modeling are to be used and further expanded for the specific needs of the RDM. The emerging platform DALIA and the NFDI section EduTrain have a special role to play here: the open educational resources developed will be made available on a sustainable basis via DALIA and made available to the entire community via EduTrain, so that the DKZ.2R as a content provider makes an important contribution to the quality-assured development of teaching and learning materials in order to expand the knowledge graph in accordance with the NFDI and the FAIR principles.
These diverse offerings are to be organized in a competence-oriented, structured and systematic manner in a course register (which can be found via DALIA or ORCA.nrw, among others) so that suitable modules and entire courses can be found easily. The learning objectives matrix, which originates from the FDM community and on which fdm.nrw has collaborated, should serve as a framework for this work. This matrix needs to be adapted appropriately and is a good starting point. In DKZ.2R, these building blocks are regular training, further education and self-learning courses that enable data literacy training in the life sciences, engineering and natural sciences that is as tailored and needs-based as possible. The experience and results from existing activities of this kind, such as fdm.nrw or the participating NFDI consortia, provide an entry point for the construction of the register for the building blocks and comprehensive competence-oriented curricula. Missing elements can also be easily identified and supplied as required.