 And first up is Nina Jans from the Luxembourg Centre for Contemporary and Digital History at the University of Luxembourg and she will tell us about the student project with wall attes. The floor is yours. Thank you. Thank you so much for the invite and possibility to speak here and to present my little student project. A few dates or like frame, what was it about? So I'm right now in a research project focusing on the war experience of the Luxembourgish men who were conscripted by the German Wehrmacht who had to fight for the Germans. So they were not Germans, but they had to fight. So we have a lot of frontletters from the soldiers. It was a crowdsourcing campaign, but I could also talk about it, but this is not for today. And so we have a lot of, like I said, warletters from the front and from home. The challenge is so far this material is very diverse. So we have many languages. It's written in different handwriting. So we have around 5,000 letters and 20 diaries. So it is quite diverse, like I already said. In the language, most of the men of Luxembourgish use German because of a censorship. So but still some sentences are in Luxembourgish and in French, but there's no model, for example, in transcribers for Luxembourgish, so but we will work on that, it's just like the next project. Anyway, so we have a master's programme for the students at our university. It's a very small one. So we don't have even a bachelor in history. So we have a bachelor European, so they study different disciplines like culture, language and history. But the master's programme is a programme in contemporary European history with a strong focus on digital history. So this is quite nice, so the students are trained also in other tools. My seminar was an optional seminar for the students. So you might maybe laugh, seven signed up. So it was quite nice, also of course nice, so you can work with them quite, well, you can work with them, they can work very independently. And so some students were in my optional seminar. We had only 90 minutes every week and we had around 13 lessons, like no, 13 classes, I'd say, from the last summer semester, which run in Luxembourg from February to May, to May even. So the procedure, from the crowdsourcing campaign, the letters were completely digitised. I mean, they were just scanned, that's it, right? So there were mostly PDF documents, you open them very easily. They were stored at the university server, very easy, like folders, so also nothing special. And for this small student project, it shows a little collection. So it was a case study about the work experience between home and the front. It was important that we have also like the home side, not only from the front, but like kind of from both sides. And we chose our collection from the family Pierre who had two brothers. One deserted and one died in the war, unfortunately. So this is a very rich collection. So and as already said, very diverse handwriting and like around four or five main protagonists in the letter correspondence. So this, like I said, this documents were already digitised and so on. Before we, well, before I started, I had to think of a workflow, I mean, seven students, but still we needed like, of course, like a common project, like a common workflow, what to do. So after I introduced transcribers and he to say, maybe I didn't mention that before, it's on the slide. This was for transcribers like. So it was like a hands-on training session of transcribers like I introduced them. Also I shared all the guides and the online video. So it was really like, please. I try and I give you like training, but you have to of course, look it up yourself. I introduced the topic itself, like walletters in general. What is it about like the topic, etc. And we, our aim was to work with e-go documents. So this whole class was not only about transcribers and using digital tools, but it's also about source criticism, working with, like I said, e-go documents to learn about a private archival material, actually, because they mostly used state documents for their studies. So it was like more than just transcribers. And so back to my workflow. So it was quite challenging to come up with something. Of course, we had a collection, a common collection, every student signed up and we were working on a common collection because it's like, as you know, like cross-working in transcribers like, but I still had to do like a protocol for the workflow because this seminar was graded. So I needed, of course, to check, right, what they are doing. So it was quite challenging, like I said, to to find something because our scans were just lying there on the server. So of course, we had like a shared folder where they could work on. And what I did, I grouped them into people, like, like two students were working together. But it was also to teach or to give them like independence to create like an all research workflow, you know, like to be also like a project management. So what's the best? So, for example, they did it like one document together, one did the editing, one other did the review and then they they changed. So of course, I needed to check that if they did it or not. So it was quite also for me a lot of work. But so we need, of course, like uploading the documents and then running the layout analysis and text recognition. And then, like I said, edit corrections of the transcriptions. Then it's about the metadata. I decided for the workflow for this protocol to use a Google Doc. Very easy and not only for the metadata, this would have been step two. Of course, we can we all know that we can put the data in transcribers. But this Google Sheet was also for this protocol also for me because the scans were not named, for example. And so they had to name like this like the scans, like you say, see here in the reference number and cut is for is is is French for reference. Thank you. Yeah. So this is we were working on, but they had, of course, a little bit. More to do. So as I said, it was not only teaching them use digital tools was, of course, like digital source criticism as well, of course. But also that they understand the process. So it was like a research on and reading the wallets, just like I said, then implement the transcriptions in the research process, for example. We had also weekly research journals. So it was also, of course, to give them the input for the like think thinking a bit more thinking also about the people writing. So it was also like topic, right? So also the content, what do they write in wallets just about the war? Can we see that front is like represented in the wallets, right? It's not well, as we know, so it was also for them keep like thinking what they're doing, like, like I said, with this special documents. Then they had like also improve their self organization. So they had to come up with these meetings, what to improve, what to do better in the workflow or also in the protocol. So maybe they had even better ideas than me. So I'm also, of course, like learning and so they also so we work together, for example, on this workflow. The challenges. So just give us light is a good introduction for transcribers. But we had some challenges because the letters were sometimes very nicely sort of work quite nice, but we had problems to turn pages. I mean, I was in together, I spoke with with the RITCOP team and it's not possible yet. But I know you want to implement it, but you can turn the pages. So this was not possible because some letters were like, you know, like written on the turn the letters to to to write something. Then multiple languages like Luxembourg region. So Luxembourg is one that doesn't exist yet. And for me, of course, checking, adapting the workflow, review students work and work at transcriptions every week. So it was quite intense lessons learned. So preparation is key. Like we also heard in a citizen science project. But what I am notice is like for the students, it was not. Satisfying. So they said, but what is it all about? This project was just for one semester. So, of course, like training and learning and just try this also with the expert and client takes, of course, a lot of time. So it's like kind of I would love to that they have like something like an output of it. So we didn't have one, for example, if we would create like a website or something. So sometimes I didn't get it. Sometimes I said, but is it it's easier to just to do the transcriptions in in word and that's it's it's it's much quicker. So they need like a better like picture of it. Why are they doing that? So this was missing in my seminar, unfortunately. Like I said, transcripts like for first trial is nice for small projects, but transcripts expert client. I will watch you the client might be better choice. And also to I was thinking first don't be too much for the students because it was just 90 minutes every week. But actually they were very smart. They were really engaged. So, of course, I need and trust the students more and really to challenge them in using transcribers, the expert client. And then the last slide results were still quite satisfying. So they had to create like a poster, like also a representation where they just also were asked about analysis of the wall letters. Like I said, it was also like source criticism, like using a good documents using. Private material for the of the research, but also the impact of all the output of digital transcriptions as using transcribers light. So it was like both to combine and this was quite successful. Thank you.