Da a Li e acy in Focus: Using he Lea ning Objec i e
Ma ix o each Resea ch Da a Managemen
F anziska Al emeie 1, Juliane Jacob2, Jo ge Mu cia Se a3
1TIB, Hanno e , Ge many,
[email p o ec ed]
2Uni e si y o Hambu g Hambu g, Ge many
[email p o ec ed]
3Uni e si y Lib a y Mannheim, Mannheim, Ge many
[email p o ec ed]
Abs ac : Success ul skills ans e equi es ha lea ning objec i es a e de ined
in such a way ha hey accu a ely desc ibe he in ended lea ning gain. Fo his
pu pose, he Lea ning Objec i e Ma ix (LOM) o he eaching o Resea ch Da a
Managemen (RDM) was de eloped. The ma ix o mula es lea ning opics and
objec i es o all RDM- ele an skills o ou di e en a ge g oups: Bachelo ’s
and Mas e ’s s uden s, ea ly ca ee esea che s, and Da a S ewa ds. In he p esen
hi d e sion, in addi ion o new and e ised con en and lea ning objec i es,
ex ensi e accompanying ma e ial has been de eloped, including applica ion
scena ios, a how- o-use-guide, and a glossa y o e ms used in he ma ix. The
glossa y con ains mo e han 40 e ms and is unique in i s scope in he ield o
RDM.
The p esen a icle shows p ac ical applica ions o he LOM o planning RDM
aining in academic lib a ies. We discuss how di e en ac o s and s akeholde s
can bene i om he LOM. We iden i y how he lea ning objec i es can be
applied o di e en a ge g oups and how he le els o compe ence di e . We
show, ul ima ely, he po en ial o he LOM o academic lib a ies and beyond o
b ing abou a u he de elopmen o RDM compe ences o he academic
communi y.
Keywo ds: Da a li e acy, esea ch da a managemen , lea ning objec i es,
aining, didac ics, ins uc ional design, e alua ion.
1 In oduc ion
Fo he pas a ound wen y yea s, Resea ch Da a Managemen , de ined as “a numbe o
di e en ac i i ies and p ocesses associa ed wi h he da a li ecycle, in ol ing he design
and c ea ion o da a, s o age, secu i y, p ese a ion, e ie al, sha ing, and euse, all
aking in o accoun echnical capabili ies, e hical conside a ions, legal issues and
go e nance amewo ks” [1], has become an impo an ield o ac i i y in academic
lib a ies. This is shown by he inc easing de elopmen o RDM se ices a lib a ies
wo ldwide (especially in high-income coun ies) o acili a e and empowe esea che s
in hei wo k wi h esea ch da a [2]. This is pai ed wi h he inc easing demands on
quali a i e da a managemen posed by esea ch unde s and scien i ic publishe s bu
also by he scien i ic communi y i sel , especially in ela ion o good scien i ic p ac ices
o open science o a ain ep oducibili y and eusabili y.
Among he se ices being o e ed by academic lib a ies o esea ch suppo in ela ion
o RDM a e hose ela ed o he iden i ica ion, access, o ganisa ion, and sha ing o
esea ch da a (including loca ion and acquisi ion o da a as well as he es ablishmen o
da a managemen plans); se ices ela ed o analysis, publishing, handling, and
managemen o me ada a; se ices conce ning da a p ese a ion (including ins i u ional
eposi o ies) as well as se ices conce ning legal and e hical aspec s o esea ch da a
( ypically consul a ion) [3]. An ou s anding esea ch suppo se ice hough has u ned
ou o be aining on RDM.
RDM aining in academic lib a ies does no s and on i s own bu i is o be seen as a
u he de elopmen o he b oadening o he ield o in o ma ion li e acy,
complemen ing digi al and da a li e acy as key opics o eaching lib a ies. This is in
so a impo an , as RDM, o e all, is s ill seldom pa o cu icula in highe educa ion,
e en hough he e is an inc easing demand o aining on his opic o Bachelo ’s,
Mas e ’s, and PhD s uden s as well as among young (and less young) esea che s. He e
is whe e academic lib a ies can jump in by complemen ing hei po olio o esea ch
suppo ing se ices and aining.
To o e aining in a pu pose ul way hough, i is key o clea ly de ine he lea ning
ou pu s o he in ended aining p og ammes, bo h conce ning he opics and he deg ee
o p o iciency which a e o be acqui ed. I is wi h his goal in mind ha he LOM was
de eloped in 2022 unde he lead o co-wo ke s o he Uni e si y o Kiel and in
coope a ion wi h membe s o he DINI/nes o Resea ch Da a Wo king G oup's
subg oup “T aining/Fu he Educa ion” [4, 5]. The las e ised and expanded hi d
e sion, which is in ocus o he p esen pape , was eleased in Ma ch 2025 [6] in
ex ensi e collabo a ion wi h he Ge man RDM aine communi y. An English
ansla ion he eo is due o be published in he summe 2025.
2 Teaching RDM in academic lib a ies
Al hough he collec ion, analysis and p esen a ion o da a a e co e compe ences o
esea che s and a e consequen ly pa o he cu iculum in highe educa ion, i is less so
in he case o he demands posed by he s o age o da a and he secu i y measu es needed
o gua an ee hei in eg i y, especially in ela ion o long- e m p ese a ion and sha ing,
he acili a ion o hei euse (implying among o he hings he assigna ion o
app op ia e me ada a), and he necessa y planning o all he abo e. These compe ences
hough, a e necessa y o mee he inc easing demands o anspa ency in science o
con on scien i ic scep icism, ake news in ela ion o scien i ic indings and, no he
leas , o p e en bo h scien i ic misconduc and alse accusa ions he eo .
While ins i u ions such as esea ch da a cen es a e well posi ioned o p o ide a ge ed
aining on RDM, academic lib a ies hold a pa icula ly ad an ageous posi ion o do so.
Thei combined expe ise in acqui ing, o ganising, managing, and p ese ing la ge
olumes o da a, along wi h hei p o iciency in handling me ada a, uniquely quali ies
hem o suppo RDM aining ini ia i es. They ha e also been o e ing o decades now
aining on in o ma ion li e acy and mo e ecen ly also on digi al and da a li e acy.
Besides, hey a e well connec ed wi hin he acul ies on campus so ha hey can well
pinpoin hei needs o RDM aining.
To each RDM a academic lib a ies anew i is necessa y i s o build he co esponding
aining skills among eaching lib a ians. Among he necessa y compe ences necessa y
o achie e his goal a e a ho ough knowledge o all s eps along he esea ch da a li e
cycle: om he planning and collec ion o acquisi ion o da a and hei secu e s o age,
h ough p ocessing, analysis, publishing and sha ing o euse, up o long- ime
a chi ing. Pai ed wi h ha , i is essen ial ha lib a ians eaching RDM also ha e a
ounded knowledge on legal and e hical aspec s o esea ch da a as well as on exis ing
ini ia i es and in as uc u es o suppo and u he de elopmen o an app op ia e
RDM.
These compe ences need o be accompanied wi h skills in he design o app op ia e
eaching/lea ning scena ios as well as sui able lea ning ma e ials, bo h in acco dance
wi h he di e en a ge g oups. An ou s anding help o achie ing hese goals o e s
he “T ain- he-T aine Concep on Resea ch Da a Managemen ” by Bie nacka e al. [7].
The concep add esses mos o he ele an opics o RDM and accompanies hem wi h
p oposals o eaching and lea ning ac i i ies as well as eusable empla es o
p esen a ion slides. Besides, he concep is sui able bo h o online and onsi e aining.
All ac i i ies a e addi ionally agged wi h he in ended lea ning objec i es acco ding o
he LOM.
3 Lea ning Objec i es
Lea ning objec i es desc ibe he desi ed lea ning success o a lea ne in ela ion o a
speci ic subjec ma e . Lea ning objec i es can ha e se e al ad an ages o eache s
and lea ne s. They can help o ocus on he lea ning ou comes o be achie ed and o
manage he lea ning p ocess e ec i ely. Fu he mo e, hey and hei o mula ion a e
help ul in planning eaching and lea ning scena ios, as hey p o ide guidelines o he
en i e didac ic app oach.
Lea ning objec i es should be e i iably, clea ly and p ecisely o mula ed, and
ope a ionalised in such a way ha lea ning success can be achie able, sys ema ically
“measu ed” and e alua ed. Ope a ionalised lea ning objec i es consis o a con en
componen and an ac ion componen . The con en componen p o ides in o ma ion
abou he speci ic skill o be acqui ed. The ac ion componen desc ibes he ac i i y he
lea ne should be able o accomplish o ul il he lea ning objec i e. This should be
o mula ed in a way ha i can be measu ed, o example he lea ning objec i e “lea ne s
know he c i e ia …” should be be e o mula ed as “lea ne s can name he c i e ia …”.
Ve bs like o example “know, unde s and, ecognise, belie e, be amilia wi h, be
in e es ed in, be in o med” should be a oided. Whe eas e bs like “name, explain,
apply, analyse, assess, design” a e ecommended, because i can be e i ied whe he he
lea ning objec i e has been achie ed o no [6].
Lea ning objec i es ha e a s anda dised linguis ic s uc u e. They s a wi h “lea ne s
a e able o…”, ollowed by a speci ic e b [8, 9] and a con en componen . Fu he mo e,
he lea ning objec i es a e ca ego ised acco ding o he six le els o objec i es by
Bloom's Taxonomy [10] o in a e ised e sion, espec i ely [11]. Bloom's axonomy
di ides lea ning objec i es in o six di e en le els: emembe , unde s and, apply,
analyse, e alua e and c ea e, which anges om simple memo isa ion o mo e complex
p ocesses such as de eloping o concep ualising.
By adding condi ions unde which obse able beha iou should ake place ( o example
unde guidance, independen ly, in g oup wo k, in w i ing, wi hin a ime ame, ele an
o subjec X), he ope a ionalised lea ning objec i es can be e ined and ailo ed o an
indi idual didac ic scena io, as done in he LOM o RDM-T aining.
4 The Lea ning objec i e ma ix o RDM-T aining
The i s e sion o he LOM was published in 2022 by uni e si y lec u e s and s uden s
a he Kiel Uni e si y as well as membe s o he DINI/nes o Resea ch Da a Wo king
G oup's subg oup “T aining/Fu he Educa ion” [5]. In 2023, a second e sion wi h
edi o ial adjus men s was published. This e sion con ained also an English ansla ion
suppo ed by membe s o NFDI4Heal h conso ium [12, 13]) and by he NFDI (Ge man
Na ional Resea ch Da a In as uc u e). In ea ly 2024, a communi y e en was held in
Da ms ad , Ge many, o collabo a i ely wo k on he hi d e sion o he LOM. An
edi o ial eam o med he eupon o implemen he sugges ions om he communi y
e en and o manage a public call o commen s. In Ma ch 2025, he hi d e sion o he
LOM was published implemen ing he nume ous con ibu ions [6].
In he hi d e sion, he lea ning objec i es in he con ex o he RDM ma ix a e
assigned o speci ic opics and hese in u n a e assigned o six supe o dina e subjec
clus e s: 1. undamen al and comp ehensi e concep s, 2. wo king wi h da a, 3.
documen a ion and me ada a, 4. a chi ing, publica ion, euse, 5. law and e hics, 6. me a-
compe ences.
The hi d e sion con ains in addi ion new ea u es such as unique iden i ie s (LO-ID),
a glossa y and an o e iew o applica ion examples. The lea ning objec i e elemen s
ha e been spli in o sepa a e columns (lea ning objec i e s a , lea ning objec i e e b,
lea ning objec i e con en ) o acili a e machine eadabili y and gene al euse. The euse
and adap a ion o he LOM is also suppo ed by a Gi eposi o y con aining he iles o
he LOM and an implemen a ion o he glossa y as a Simple Knowledge O ganisa ion
Sys em (SKOS) [14]. Fo schungsda en.o g p o ides an o e iew o he LOM and
adap a ions o he ma ix [15].
The main ile con ains he wo kshee s “How- o-use”, “Index”, “Lea ning objec i es”,
“Glossa y” as well as a “Changelog” o documen he changes a ained a e he second
e sion. The “How- o-use” wo kshee summa ises all ele an in o ma ion in a quick
guide. The “Index” wo kshee con ains an o e iew o subjec clus e , clus e -ID, opic,
and opic ID. Nei he he clus e ing no he o de implies any judgemen o hei
ele ance; hey a e me ely in ended o imp o e cla i y. The “Lea ning objec i es”
wo kshee lis s all subjec clus e s, opics, lea ning objec i es, Bloom's axonomy,
a ge g oups and le els o objec i es.
The lea ning objec i es a e assigned o ou a ge g oups: Bachelo ’s s uden s, Mas e ’s
s uden s, ea ly ca ee esea che s (ECR) and da a s ewa ds. ERC a e esea che s who
ypically a e in he i s yea s o hei esea ch ca ee s, and i includes hose wo king on
a doc o a e hesis as well as pos -doc o al esea che s. I should be no ed ha a speci ic
a ge g oup is no au oma ically assigned o a pa icula le el o he axonomy.
In addi ion o he LOM, he edi o ial eam p oduced a wo k- ela ed glossa y o mo e
han 40 de ini ions o RDM- ela ed e ms. These can be ound in he “Glossa y”
wo kshee . The de ini ions a e aligned wi h he con en and objec i es o he ma ix and
se e o p o ide a common le el o unde s anding o he use and in e p e a ion o he
lea ning objec i es. The LOM p o ides ough lea ning objec i es, whe e he sen ence
s uc u e ollows he same pa e n; hey a e concisely o mula ed, con aining no
(subjec -) speci ic condi ions and using a limi ed ange o e bs o he ac ion
componen , he s uc u e being “lea ning objec i e s a ”, “lea ning objec i e e b” and
“lea ning objec i e con en ” (c . Table 1).
Wi h a lea ning objec i e ma ix, he lea ning p ocess is hus e y well s uc u ed
because he indi idual didac ic scena io is in a meaning ul o de and wi h app op ia e
le els o objec i es. The e o e, he LOM is well sui ed o subsequen euse. Those
wan ing o euse he LOM o implemen own eaching o lea ning p og ammes may
wan o e o mula e he lea ning objec i es o hei own pu poses in acco dance o hei
pa icula use cases and speci ic needs [16]. The con en componen s o he exis ing
lea ning objec i es can o example be supplemen ed wi h (subjec -) speci ic condi ions
as well as wi h condi ions ela ing o o ms o lea ning o examina ion. The ac ion
componen e b o a lea ning objec i e can also be adap ed since he e a e many
al e na i es o e bs ha speci y ac ion componen s o he han hose used in he LOM
(s. lis s o e bs in [8, 9]).
Table 1. Examples o lea ning objec i es o all six LOM subjec clus e s
Lea ning objec i e s a
Lea ning objec i e e b
Lea ning objec i e con en
Lea ne s a e able o
name
he FAIR p inciples.
Lea ne s a e able o
e alua e
he in e ope abili y o non-
p op ie a y ile o ma s.
Lea ne s a e able o
apply
me hods o da a docu-
men a ion independen ly.
Lea ne s a e able o
analyse
challenges o he long- e m
usabili y o da a.
Lea ne s a e able o
explain
he cha ac e is ics o open
and es ic ed licences.
Lea ne s a e able o
design
didac ic me hods.
5 Use Cases
The Lea ning objec i e ma ix has seen subs an ial de elopmen in ecen yea s,
signi ican ly d i en by he collabo a ion o a ious s akeholde s and expe
communi ies. I has p o en o be a decisi e ool in he design o subjec -speci ic RDM
aining p og ammes, such as he sel -lea ning cou se de eloped by NFDI4ING [17]
and he adap a ion o subjec lib a ians by BERD@NFDI [18], unde sco ing i s
g owing ele ance in RDM educa ion. While he LOM has seen g owing adop ion
ac oss he academic landscape ( o example, [19, 20]); i s p ac ical applica ion wi hin
academic lib a ies is s ill a a ela i ely ea ly s age. One no able example is he Resea ch
Da a Managemen Cu iculum de eloped by he Resea ch Da a Se ices a he
Uni e si y Lib a y o Duisbu g-Essen, which sys ema ically employed he LOM o
de ine i s lea ning objec i es [21]. Kalo á and Hackl [22] p o ide ano he example o
he applica ion o he LOM in he lib a y domain, ecommending i s use in he
de elopmen o aining p og ammes aimed a os e ing eposi o y- ela ed
compe ences.
The ollowing sec ion p esen s p o o ypical applica ion scena ios in which he LOM
can be applied wi hin he academic lib a y con ex , each accompanied by a b ie
desc ip ion. These scena ios se e no only o illus a e conc e e use cases bu also o
o e academic lib a ies inspi a ion o in eg a ing he LOM in o hei RDM
consul a ion and aining se ices.
Subjec -speci ic adap a ion o he lea ning objec i e ma ix
• As a subjec lib a ian o a speci ic subjec a ea in he lib a y, I would like o use
he LOM o iden i y ele an opics o a aining cou se on esea ch da a
managemen and adap he con en o he subjec -speci ic a ge g oup.
• As a subjec lib a ian, I wo k oge he wi h an NFDI conso ium and suppo he
c ea ion o an adap ed LOM o he specialis communi y.
De elopmen o aining and u he educa ion o ma s
• As a eaching lib a ian, I plan wo kshops on opics such as da a o ganisa ion,
me ada a o FAIR p inciples. The LOM helps me o de ine sui able opics and
lea ning objec i es o di e en a ge g oups ( o example BA s uden s, MA
s uden s).
• As a aining o ice a a uni e si y lib a y, I would like o o e in e nal aining
cou ses o lib a y s a . I use he LOM o iden i y ele an opics o p o essional
RDM-de elopmen speci ically o lib a ians.
Sel -s udy and skills de elopmen o lib a y s a
• As an academic lib a ian, I use he LOM o s uc u ed u he aining in he ield
o esea ch da a managemen expand my RDM-skills o op imise consul a ion
se ices o esea che s.
C ea ion and quali y assu ance o eaching ma e ials
• As a lib a ian who c ea es Open Educa ional Resou ces (OER), I use he LOM
o de elop eaching esou ces ha in oduce BA-s uden s o he basics o esea ch
da a managemen .
• As a lib a ian who c ea es OER, I use he LOM o iden i y gaps in my exis ing
lea ning ma e ials and de elop cus omised new con en o close hese gaps.
Cu iculum de elopmen in coope a ion wi h depa men s
• As a con ac pe son o esea ch da a managemen in he lib a y, I wo k wi h
lec u e s in a esea ch depa men o in eg a e RDM skills in o exis ing deg ee
p og ammes. The LOM helps o selec sui able con en and sys ema ically in eg a e
i in o he cu iculum.
PhD p og ammes
• As he con ac pe son o PhD p og ammes, I design an accompanying RDM
aining p og am o doc o al candida es. The LOM helps me o selec sui able
modules and lea ning objec i es, pa icula ly on opics such as da a publica ion o
eposi o ies.
6 Conclusion
As we could show in he p esen pape , he LOM o e s an ex emely aluable
ounda ion o academic lib a ies planning o o e o in need o u he de elop aining
p og ammes on RDM. I o e s an ex ensi e ca alogue o he mos ele an opics,
pai ed wi h lea ning objec i e o mula ed in such a way, ha hey make clea , wha he
ou pu o he aining will be. This has a se ies o bene i s:
• wi h he LOM, academic lib a ies ha e he possibili y o ailo ing eaching o e s
o di e en a ge g oups in acco dance wi h he cu en equi emen s o he
acul ies and depa men s on campus.
• in his sense, i o e s an ideal basis o lib a ies o collabo a e wi h academic and
esea ch s a o de ine oge he he key poin s o u u e aining.
• o eaching lib a ians, i o e s bo h a basis o designing didac ic scena ios and
o mula ing aining ou pu s in such a way, ha hei achie emen can be e i ied.
• his is clea ly an ideal con ibu ion o quali y managemen o lib a ies o be e
e alua e hei eaching p og ammes.
• o lea ne s, i o e s he possibili y o knowing in ad ance, wha exac ly he
ou come o pa icipa ing in he aining p og ammes will be.
• besides, i makes i possible o hem o assess hei own deg ee o p o iciency in
ela ion o RDM.
Wi h all hese, we a e deeply con inced ha he Lea ning Objec i e Ma ix o Resea ch
Da a Managemen will g ea ly con ibu e o h i e on he necessa y compe ences among
u u e esea che s o a me hodical open handling o esea ch da a. This will in u n
con ibu e o be e scien i ic p og ess as well as a be e unde s anding o scien i ic
indings among he gene al public.
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