Science Learning. Although there is an overlap between science learning and capacity building in PE (above), the latter is focused on planning and delivery of events, whereas the former is focused on providing participants, facilitators, and organisations with the capacity to engage in science and technology. These are the specific skills and techniques shared and (co)developed to engage in citizen science. For DITOs these are for the most part informal science education initiatives and the two dimensions for this criterion are organisational scientific capacity (partner capacity to plan/deliver science learning) and scientific capacity of the public (the gains from science learning in the public sphere). Organisational infrastructure was added as a process indicator. Strategies for science learning (and event design in general) occur at multiple levels and time scales and these indicators need to reflect this – e.g. strategies for the creation of settings (communication, familiarity with people and physical space, etc.), strategies for building community (how to make people feel like they are contributing, etc.), personal strategies (e.g. developing and instilling humility and inclusivity, sensibility and awareness of interactions and use of space), group strategies (e.g. ‘how to acknowledge the skills of the other facilitators’). In addition, all partners exhibit flexibility to make changes to strategies to incorporate emergent opportunities. However, the nature of this flexibility is not clear and the link to a great or longer-term goal is often lacking. Exchanges between facilitators/coordinators in this project serves to increase capacity and enrich strategies; we recommend one-on-one exchanges between partners (online) for specific topics (e.g. management, decision-making, and self- care have been identified) and then targeted group exchanges, in person at consortium meetings. Capacity building initiatives at the organisational level & organisational infrastructure includes considerations for how facilitators prepare for their science activities (what training, sources, guidance do they use); how they are supported (infrastructurally on- and off-line, in terms of content and resources, etc.); what learning plans are in place (e.g. scientific procedures, philosophical orientations, technical issues, learning methodologies, etc.). It also includes looking at the organisational frameworks that support these infrastructural modifications and what was already in place, as ...
