FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Combination of Collaborative Projects and Coordination and Support Actions (CP-CSA) for Pre-Commercial Procurement (PCP)
ICT Call 11 FP7-ICT-2013-11
Innovative Methods for Award procedures in ICT Learning Europe
IMAILE
Combination of Collaborative Project and Coordination and Support Action: Pre-Commercial Procurement (PCP) Date of preparation: 10 of April 2013
Work programme topic addressed: ICT 2013.8.2: Technology-enhanced learning
Name of the coordinating person: Ellinor Wallin International coordinator E-mail: [email protected]
Participant no. * Participant organisation name Part. short Country name 1 (Coordinator) Halmstads Kommun HSTD Sweden 2 Innova Észak-Alföld Regional Inn Hungary Development and Innovation Agency 3 Klötze district KL Germany 4 City of Konnevesi C.K Finland 5 Center of Internet Excellence CIE Finland University of Oulu 6 E.N.T.E.R ENTER Austria 7 Varberg Municipality A.I Sweden Alexanderson Institute 8 INOVAMAIS - Serviços de IN+ Portugal Consultadoria em Inovação Tecnológica, S.A 9 University of Magdeburg UniM Germany 10 City council of Viladecans C.Vil Spain 11 Region Saxony Anhalt ( associated RSA Germany partner to German partners) 12 Halmstad university ( associated HH Sweden partner to Halmstad) *Please use the same participant numbering as that used in Proposal submission forms A2
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Proposal abstract
In line with the FP 7 call for proposals the objective of IMAILE is to use the PCP process to identify new technologies and services which address the challenge of providing the next generation of Personal Learning Environments (PLE). This common challenge is identified by the consortium in order to meet an increased demand of personalized learning in the 21st century European classroom.
The next generation PLE should address students in primary and secondary school within the topics of Science, Math and Technology (STEM) and support different learning styles in an individualized way. Furthermore the PLE should be accessible from any device and therefore adjustable to the method bring your own device (BYOD).
The project will prepare and create a mutual understanding of the PCP method for the public procurers, execute a joint PCP European call and enable the research/development of ICT solutions for PLE from different suppliers evaluated through a common set of joint criteria. The PCP process and the PLE technology as a whole will be evaluated during the project in an open dialogue between public procurers and industry. This learning process contributes to set European standards within learning technologies as well as present an innovative PCP strategy for increased quality and efficiency of public procurement.
The IMAILE project is offering a direct solution to both demand- and supplier side within learning technologies. The solution is developed and evaluated according to the customized needs from the demand side. While the suppliers gain a solution adoptable directly on the European market.
This action will in a long term perspective contribute to a broaden and innovative use of learning technologies in primary/ secondary education as a result of effective public – private partnerships for sustainable digital learning solutions in Europe.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Table of contents
Part Content Pages SECTION 1 S&T CONCEPT 1.1 Soundness of concept and quality 1.1.1 Concept 5 of objectives 1.1.2 Topics addressed by the call 16 1.1.3 S&T objectives 17 1.1.4 Overall approach combining CP CSA parts 18 1.2 Progress beyond state of the art 1.2.1 International state of the art 22 1.2.2 Technical limitations of existing solutions 25 1.2.3 Advance with project/ main innovations 1.2.4 R&D contract scope 28 1.3 Contribution to coordination of 1.3.1 CSA activities strengthen public cooperation 30 high quality research ( CSA) 1.3.2 Radical improvements to procurement strategies 33 1.3.3 Gender and environmental perspective 34 1.4 Coordination activities and 1.4.1 Overall strategy of work plan 35 associated work plan CSA part 1.4.2 Gantt 36 Template 1.4.a Work package list 37 Template 1. 4.b List of Deliverables 38 Template 1. 4.c List of Milestones 40 Template 1.4.d WP 2 – 7 41 1.4.3 PERT diagram 55 1.4.4. Significant risks/ associated contingency plan 56 Template 1.4.e Summary of effort 58 1.5 Quality and effectiveness of S/T 1.5.1 PCP framework supporting CP part 59 Methodology relevant to CP part 1.5.2 Overall strategy 63 1.5.3 GANTT/ PERT 64 Template 1.5 .a Work package list 65 Template 1.5.b List of deliverables 66 Template 1.5.c List of Milestones 67 Template 1.5.d WP 4 68 1.5.4 Significant risks and contingency plan 70 Template 1.5 e Joint PCP contribution 73 SECTION 2 IMPLEMENTATION 2.1 Management structure and 2.1.1 Management capability of the coordinator 74 procedures 2.1.2 Overall management structure 74 2.1.3 Overall decision making structure 76 2.1.4 Methodology of monitoring the ICT pilots 78 2.1.5 Communication strategy 2.2Quality of individual participants 2.2.1 Main tasks 79 2.2.2 Previous experience 2.2.3 Associated partners 90 2.3 Quality of consortium as a whole 2.3.1 Consortium overview 92 2.3.2 Complementary among participants 92 2.3.3 Strength of consortium 93 2.3.4 Partners and tasks in each country 94 2.3. 5 Specific justifications of support organisations 95 2.3.6 Critical mass of public procurers 96 2.3.7 Industrial involvement 2.3 8 Motivation of external experts / subcontracting 2.3.9 Additional partners 97 2.4 Appropriateness of the allocation 98 and justification of recourses committed
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE SECTION 3 IMPACT
3. 1 Expected impact listed in work 3.1.1 Overall approach on impact PCP and PLE 100 program 3.1.2 Impact on a more forward looking public sectors 101 3.1.3 Impact on competitiveness for PCP suppliers 102 3.1.4 Strategy for impact achievement 103 3.1.5 European dimension 104 3.1.6 Contribution to EU/ET 2020 strategy 104 3.1.7 Influence of external factors 105
3.2 Dissemination and exploitation 3.2.1 Dissemination/ exploitation plan 105 3.2.2Management of knowledge / intellectual property 108 3.3.3 Closure of proposal 109
4. Ethical issues 4.1 Children 110 4.2 Ethical issue table 111 5. Annexes 5.1 Letter of intent of CP contribution public procurers 5.2 Letter of intent Region Catalonia
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Section 1: Scientific and/or technical quality, relevant to the topics addressed by the call
1.1 Soundness of concept and quality of objectives
1.1.1 Concept
Introduction According to Rationale of work program for Technology enhanced learning:
“Education is a strong prerequisite for economic growth. Europe must support national efforts to help students to learn better, teachers to teach better, and school systems to become more effective. We need customized learning systems that can adapt to effective use in a wide variety of diverse contexts. This is key for a successful modernization of educational and training systems in Europe.”
This is the main reason to why our consortium consisting of both public procurers in 7 different countries as well as other support organizations have decided to develop this proposal and our project IMAILE.
By presenting our proposal we aim to contribute to a modern educational and training system for teaching Science, Math and Technology (STEM) in European primary and secondary schools using the PCP method in order to customize the approach.
Fact is that in spite of high investments on hardware and infrastructure during the last years we still confront a fairly low use of ICT to perform innovative teaching and creative learning in our European classrooms. We firmly believe that one reason can be the lack of customized ICT products and services developed according to our needs and in collaboration direct with the end users.
Background Halmstad municipality who is coordinator of this proposal is also coordinator of the successful Interreg IVA project Smil (E) www.smil-e.eu Scandinavian Methods for Innovative Learning (Europe). In the Smil (E) project School area North is the practicing partner for primary and secondary education with the content Math, Science, Technology with ICT as a tool.
The project ends in December 2013 with a lot of lessons learned and best practice cross border examples as a result on how to be successful in Science Math and Technology with ICT in primary and secondary school.
During the SMIL (E) project we have also detected a development need of innovative, strategic but mainly MORE INNOVATIVE procurement methods at a municipal and regional level regarding use of ICT products and services in our schools.
During a Nordic School leader conference in October 2012 arranged by the Smil(E) project this discussion was continued with Nordic partners as well as the customized need of ICT learning environments for our Education system.
After this school leader conference we decided to lift our cooperation from cross border to a European cooperation and involve partners/ stakeholders from European member states in order to tackle these challenges in a common approach.
Our challenges
I. Use procurement to reach strategic, innovative and sustainable ICT school development II. Customized learning systems / learning environments for our Education system
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Actual ICT / Education and possibilities within this call
In spite of high investments in hardware and infrastructure in our schools we still don’t see the desired effect of an increased take up and innovative use of ICT in our European schools and classrooms.
There are many efforts to be made in order to create a desirable change where in-service and initial trainings of teachers ICT skills is one mayor part. These possibilities we offer our schools already and furthermore this effort is not applicable in this FP 7 call.
But one thing that we can create within this call is the contribution to designing future education systems using innovative technology according to our actual needs. These new technologies should aim to support our teachers in innovative teaching in a way that they become a natural part in our classrooms.
Preparatory analyses
In order to prepare and match our needs optimal with the call Objective ICT -2013.8.2 Halmstad as Coordinator decided to make a pre study during the autumn of 2012. This pre study included:
I. Collecting information and pre-understanding of the PCP process via Draft of PCP manual from the FP 7 project PROGR-EAST and information from the EC and in particular Mrs Lieve Bos II. Analysis on PCP as a method for possible influence increase uptake and use of ICT ( described under 1.1.A.4 ) III. Analysis to identify common challenges in mid to long term objectives within ICT and education together with European partners ( described under 1.1.A.7 )
After finalizing the first analysis and realizing that PCP can be a strong instrument in increasing the uptake and use of ICT in our schools in order to reach better results among our students we started to develop our consortium according to skills needed and best added value.
As PCP is a new method for many of our partners we decided to enlarge our consortium with these specific additional skills in order to be able to execute the project in a qualitative way. IMAILE count with the support within PCP from Innova, Észak-Alföld Regional Development and Innovation Agency in Hungary and INOVA + Portugal.
Additional skills and support within ICT development is Oulu University / Center of Internet Excellenc ( Fi), experience from iTEC project Mr Markuu Lang and Magdeburg University ( De). While ENTER (Austria) a non- profit organization is a specialist in Dissemination within the European Education area and guarantees a direct dissemination to the main target group – administration of schools of exploitable results of our project.
By developing an innovative system of combining actual needs from our schools with R&D orders of ICT products and services Halmstad as coordinator together with our consortium wish put our schools in the driver’s seat of a future development of learning technologies in 7 EU countries. This action will in a long term perspective contribute to a more sustainable development as well as to generate growth to the European ICT industry
I.I Analysis of PCP and increased uptake and use of ICT in primary and secondary school
One mayor question to be answered in order to create our proposal is IF and HOW the PCP method could be applicable on ICT solutions for an increased use and uptake of learning technologies in primary and secondary school. Based on the article “Uptake and use of digital technologies in Primary and secondary Schools – a thematic Review of research (2011) written by Anders D Olofsson, J Ola Lindberg, Göran Fransson , Trond Eiliv Hauge Halmstad municipality decided to perform a analysis on the possibilities of PCP in order to increase the use and uptake of ICT in our school system.
The article presents resent research on uptake and use of digital technologies in primary and secondary school as well as suggestions of future research areas within the topic. 6
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
With our IMAILE project we will search to find efficiency of the PCP method in order to create an increased uptake and use of ICT in primary and secondary. PCP as a method for increased use and take up of ICT in Education has never been tested before in Europe. During the project period we will have in mind the following 7 aspects/ questions summarized in an analyze made by Halmstad Municipality in order to find connection between the use of PCP and an increased use and take up of ICT. In our analysis we look for PCP as a method in order to transform the Education sector with support of ICT.
Bearing in mind how the aspects below can be influenced in a positive way we have listed statements where we believe that the PCP method can support.
Arguments from report that can be supported by PCP 1 When digital technologies are introduced in general or in a specific subject there is still a lack of research to show how the uptake changes the organization and pedagogical approach of teaching and learning. 2 For stakeholders like industry they position themselves in their technological preferences upholding a picture of benefits that may not always exist. 3 When implementing digital technologies there is a need for schools and school leaders to identify which improvements they actually want to achieve and which tools and methods should be used. To answer the question. WHAT KIND OF IMPROVEMENTS ARE WE LOOKING FOR that can be supported by ICT? 4 Teachers are the key players in whether or not we succeed in take up of learning technologies. We need to ask what kind of support they need. The learning technologies need to motivate increased quality in teaching rather than just being a new technology. 5 One identified factor that obstructs teachers in implementing ICT is lack of time. Therefore it is important to prove to them that the improvements are providing them more time to teach and interact with their students. 6 Another issue is that successful use of ICT is related to the early thinking process of ICT for teachers and head teachers. Therefore PCP could prove to be very efficient developing ICT. 7 Another recommendation is to create a multilevel methodology approach that produces new insight into the uptake and use of ICT in primary and secondary, involving policy, stakeholders from industry leadership, teachers and students
The result of the analysis gave the consortium the indications that by implementing PCP in order to contribute to an increased up take and use of ICT in a long term perspective can be useful.
I.I.I Analysis of common challenges from public procurers
Future Education Systems
The method of PCP requires that the public procurers identify challenges in a mid to long term perspective. During the development process of our project we have actually identified many important challenges related to the possibility of designing an optimal future education system with the support of ICT. Many of these challenges have the same origin – ICT enabled learning environments supporting our schools, teachers and students should better merge from the demand side.
The work to identify one single challenge among many have been realized and prepared within our consortium during the proposal period (5 months) of the project. We started in November 2012 by identifying several real problems and innovation needs within education. We are describing the problem identifying process identifying the challenge we have chosen and that we believe will have a potential market value. The method has been using open dialogue and e-surveys directly to the end users – our teachers, pane dialogue with teachers in different physical workshops and meetings, input from head teachers, input from students from the target group from primary and secondary school and a common workshop during our consortium meeting of IMAILE in Halmstad 15 of January.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
First stage of identifying our mayor common challenge – Do we have a real problem?
Underneath we have listed the challenges in our society of today related to the possibility of designing an optimal future education system during our first environmental scanning/ workshop. The question we have used during this identifying stage is – Do we have a real problem?
I. Early drop outs II. Low use of ICT to perform innovative teaching and creative learning III. Financial issues and teachers spending less time with the students due to documentation IV. 21st century skills both for teachers and students V. Increased demand of personalized learning VI. STEM – priorities VII. Future key trends within education
These challenges within our primary and secondary education system are explained more in detail in the sections below according to latest advances in relevant advances of pedagogical and scientific disciplines.
I. Early drop outs
On a European level all member states struggle with the same issue of high percent of early school leaving which has long-term negative effects on social development and economic growth. Measures need to be done in order to reduce the EU average early school leaving rate to less than 10% by 2020 in order to reach one of five headline targets of the Europe 2020 strategy. This process often starts in primary with first experiences of failure and especially among children with special educational needs.
I.I Low use of ICT to perform innovative teaching and creative learning
In spite of infrastructure and investments in hardware during the last years the innovative use of ICT in our European classrooms is still low. In most schools and classrooms our 21st century ICT techniques and tools are used as “add-ons” to old teaching/learning methods. Despite best intentions from our schools and teachers most students still learn the same thing in the same way at the same time and we somehow fail to initiate the breakthrough of innovative teaching and creative learning.
I.I.I Shift towards 21st century skills for teachers and students
Teaching, learning and assessment requires new pedagogical approaches in order to better capture the 21st century skills for students. When it comes to our teachers their skills shift from knowledge towards expertise in pedagogy according to JRC Scientific and Policy reports 2012 European Creative Classrooms. The shift from teacher – centered learning towards student- centered learning is also mentioned in several reports on the topic Future education.
I.V Increased demand of personalized learning
We are confronting an increased demand of personalized learning and teaching both from students and teachers. In the mainstream classroom teachers meet an increased amount of students with general learning disabilities’ (GLD). Future trends talk about this number increasing even more in our society facing the fact of many children of Preterm birth (defined as childbirth occurring at less than 37 completed weeks). These children according to WHO also have higher rates of learning disabilities compared with children born at term. But this demand is also detected from gifted students and the range of students in between.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE V. Financial issues
Financial crisis and massive saving actions within the Education sector reduce possibilities to increased personal resources for personalized learning that allows an optimal inclusion of all students in the main stream classroom. During compulsory education the most common upper limit for class sizes is 28 students according to Eurydice Key Data on Education 2012. This results in increased stress for the teacher in the classroom situation. On top of this our teacher’s today experience a higher demand on documentation which unfortunately leads to less 1 to 1 interactions with the students.
V.I Isolated traditional learning environments
Many reports talk about the big gap between Science in School and Science in Society pointing out a curriculum that supports the science of the industrial age instead of the 21st century. Some recommendation of actual topics in Science should be e.g. Health, Environment and Energy. Our classroom activities still remain isolated from wider community in many learning and teaching situations. Instead of adjusting to the 21st century our school system still prepares the students to meet the industrial society.
V.I.I STEM Science Technology and Math according to the Commission
A strong, competitive Europe needs a strong innovation basis. That means developing innovative skills from early years onwards - and inspiring the next generation to approach mathematics and science with curiosity, motivation and determination. Tackling low achievement in Maths and Science is one of the EU's 5 key targets for education and training. The aim is that by 2020, less than 15% of 15-year-olds should be classed as 'low-achieving' in those basic skills, as measured by PISA tests. 2009 this figures where 22.2 % in Math and 17.7 % in Science. The Commission thematic working group on mathematics, science and technology (MST) has identified four priority areas where personalization of learning and use of ICT in MST is one important area.
V.I.I.I Future key trends
In this section we would like to highlight future key trends according to latest reports and strategies on European education.
EU 2020 and ET 2020
In EU 2020 and its objectives one of the 5 target is highlighted towards education and the content of our proposal regarding early drop outs:
4. Education Reducing the rates of early school leaving below 10% at least 40% of 30-34–year-olds completing third level education
ET 2020 Strategic Objectives (737, Education and Training Monitor 2012) 1. Making lifelong learning and mobility a reality; 2. Improving the quality and efficiency of education and training; 3. Promoting equity, social cohesion and active citizenship; 4. Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.
Benchmarks 2 out of 6 related to our proposal for 2020 are:
I. the share of 15-years old with insufficient abilities in reading, mathematics and science should be less than 15% II. the share of early leavers from education and training should be less than 10%
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Rethinking Education 2012
According to the Rethinking Education report is it important to invest in education and STEM related skills to increase the socio-economic outcomes. Building skills for the 21st century is a challenge that can be reached by a flexible learning environment where students have the opportunity to personalize their learning process, which in a long term perspective leads to better growth in Europe.
It is necessary to increase the use of ICT in the learning process to obtain both personalized learning environment and assessment; one way is to develop it through large-scale pilot in real-life environment. Another way is to transform research into educational practice in this ICT environment with fast changes.
The report emphasizes partnerships between public and private institutions since it creates an opportunity to develop skills and mutual learning in an innovative and sustainable way. Partnerships among education, business and research can moreover work as a platform to find the right skills.
The percentage of early school leaving will decrease by providing individualized support (as well as implementing evidence-based strategies) and reinforce the learning of basic skill such as basic Math and Science to students with high risk of early drop out.
Teachers with high quality and qualifications have a positive impact on learners, which is showed in their educational performances. It is therefore important to obtain the quality of teaching and learning, by supporting teachers in their own competence development.
JRC Scientific and policy reports 2012
According to JRC Scientific and Policy reports 2012 European Creative Classrooms we confront the following key dimensions to be tackled in order to mainstream creative classrooms that supports innovative teaching and creative learning
Assessment, better capture 21st century skills for students Teacher skills shift from knowledge towards expertise in pedagogy Innovative teaching and creative learning ( the letter C in ICT collaboration, communication, cooperation, project based learning and informal ways of learning Content/curricula, value formal/informal learning, less extensive curricula fewer topics,more depth Connectedness, connect with multiple actors, students, parents, wider community The shift from teacher – centered learning towards student- centered learning is also mentioned in several reports on the topic Future education.
Conclusion of common challenges All these mentioned challenges needs to be tackled in order to provide for the shift into the 21st century European education system. There are 3 ways in order to meet this shift and period of changes that we would like to illustrate symbolic with the letter D.
DREAMING The PCP method supports us to be proactive and not ONLY DREAM about how our future schools will look like with smaller groups of happy teachers and students.
DREADING The PCP method supports us to stop DREADING about a future where our schools are led by robots instead of teachers.
DESIGNING The PCP method gives us a proactive role that contributes to actually DESIGN our future Education system according to our needs.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Our choice – Designing using the PCP method
The IMAILE project will test and evaluate the possibilities of contribution to design the European school system using the PCP method. As public procurers we do not possess a specialist competence within one single ICT area. Therefore our proposed ICT solution for the PCP process needs to take into consideration many of our identified challenges in a qualitative and manageable way.
Summary of all challenges – an increased demand of personalized learning
Our challenge/ problem is the increased demand of personalized learning arising in our European classrooms where we believe that new technology/ RTD can support our schools and teachers in an innovative and creative way.
We are facing a great shift and challenges in our European schools and our teachers need support from technology to manage this shift of school system and teaching/ learning methods. It is impossible to attract all areas in one project but acting as public organizations we are not focusing on one single research area. We need to look at challenges/ solutions in a holistic way to be effective. PCP is a form of user driven innovation and the proposed challenge needs this kind of solution according to our actual need of development.
Our aim is to focus on the challenge of an increased demand on personalized learning which automatically serves to support many of our other challenges at the same time.
This strategic approach of our proposed call for ICT solutions contributes to support our schools, teachers and students towards a breakthrough of innovative use of ICT in primary and secondary school in order to meet Education of the 21st century in full scale. We believe that new technology is the essence and the nature of the opportunity to provide a much more personalized learning environment for students.
Analyze of demand of the solutions within call ICT 8.2.a call
According to this FP 7 call our proposed solutions should contribute to ICT enabled learning environments.
Our common identified challenge should generate innovative solutions for teaching national curricular topics in primary and secondary school. These solutions have to operate across different devices and stretch the boundaries of place and time, include interaction between teacher and student in teaching, learning and communication and adapt to different learning/ teaching methods ( e.g. collaborative, personalized ) and support teacher with classroom management.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Our proposed challenge and requirements of the solutions
Common defined challenge to be developed using the PCP process
The challenge of providing the next generation of Personal Learning Environments (PLE)
By using the PCP process we aim to identify new technologies and services to address the challenge of providing the next generation of Personal Learning Environments according to our customized needs.
Mainstream PLE has according to NMC Horizon report 2012 K-12 an expected time to adoption of 2 – 3 years from now. With this horizon we as procurers have the opportunity to develop new RTD within these technologies and services according to our identified needs and not just letting the solutions be engineering.
The next generation PLE should address students in primary and secondary school within the topics of Science, Math and Technology (STEM) and needs to support different learning styles in an individualized way. Furthermore the PLE should be accessible from any device and therefore adjustable to the method bring your own device (BYOD). The expectations from the procurers are that the proposed PLE solutions includes the following personal content in order to meet our demand:
Content and digital curricula of STEM topics, self assessment Tools for collaboration, communication, cooperation with others Classroom management ( interaction with teachers for planning and selecting the tools, assessment according to 21st century skills) Connectedness , parents, wider community, other students
Additional to these functional specifications the ICT solution need to support the work of the teacher in order to save working hours for planning and make possible more 1 – 1 meeting between students and teachers in the classroom.
By introducing this already in primary school we also expect this PLE to follow the student into Upper Secondary school and Higher education as a long term identity collected in a European Digital Portfolio. In our project we choose to develop the PLE within STEM but the framework should be applicable on any other topic.
By strategic use of the PCP process and dissemination of the results/ standards of the IMAILE project we create an increased demand of the proposed PLE solution and the market can expand and costs be reduced. This is ground breaking within European Education as we develop a product for long term use that is customized to the need of the users.
Key words of our ICT challenge
Innovative teaching and creative learning, inclusion for ALL students using PLE (personal learning environment) within the topics STEM (Science, Technology and Math) Creativity, Cooperation, Collaboration, Communication, Connectedness and Classroom management
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE How our designed PLE solution can support our teachers / students/ schools and society in large?
I. Average size of student group per teacher is 23 – 25 II. 20- 30% of the students requires personalized learning , the number is expected to increase in a mid to long term perspective according WHO and pre term births and GLD ( General Learning Disabilities) III. Early drop outs starts often in primary education and among children with special needs IV. Science, Technology and especially Math are crucial topics in order to stimulate innovations in the future of Europe
Business case of PLE / common understanding of PLE
In WP 2 – Preparation and evaluation we will develop a business case identifying the specific advantages we expect from the ICT solution broken down into details. IN WP 2 we will also create a common understanding of different ways of using a PLE in education. By using these examples we will be able to specify the award criteria and evaluation mechanisms of the offers received during the PCP process.
At proposal stage we see the following aspects of benefits with new RTD/ technology that support the increased demand of personalized learning in our classrooms
Aspects Benefit Leading to Hours saving per week and teacher up to 10 hours More time for teacher with students savings in teacher costs Early drop outs Reduced due to Increased possibility of increased personalized students staying in support to each student school by creative learning method/ tool Increased interest in STEM Personalized and Increased interest in creative ways of building of the future learning according to innovation power in 21st century Europe
I.I.I Digital surveys to teachers in 5 EU countries
During proposal stage IMAILE consortium has distributed an e-survey in participating countries where teachers (end users closest to the students) could give their input on increased demand of personalized learning. 30 up to 50 teachers per country answered from Portugal, Sweden, Hungary, Spain and Portugal representing both primary (21% of the contestants) and secondary education (79% of the contestants) . The answers shows the following aspects that need to be considered during the project
I. Percentage students in you class with needs of additional personalized learning where the answers
37% of the teachers in 5 countries estimate an additional planning time for students with personalized needs of up to 30% of the students in the classroom total, which means 7.2 students out of 24 in total. 46% of the teachers estimate additional planning time of up to 15% of the students in a classroom which means 3.6 students out of 24 in total.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE II. Hours per week supporting students with specialized needs
Planning hours Percentage of answers 1 – 3 hours 52% 3-6 hours 36% 6 – 9 hours 13% 10 hours and more 3%
III. STEM subject where a greeter need of personalized learning is needed
Math is the subjects where teachers are agree that students need more personalized learning with 71 % followed by Science with 19 % and Technology with 10%.
IV. Learning style that has the biggest challenge to the teachers
According to the teachers 46% states that Tactile learning style provides the biggest challenge to support followed by visual with 28% and auditory with 26%.
V. Mayor challenge in providing personalized learning for the teachers
Three mayor challenges seem to be equal from the list provided in the survey
Challenge Percentage Find sufficient time for planning 29% Provide individual learning styles, visual, auditory 23% and tactile Provide collaborative / communicative learning 23% opportunities
These were followed by following national curriculum and content ( 10%) , create connectedness with wider society in a personalized way ( 9%) and assessment ( 8%)
VI. Support for the teachers in order to provide digital personalized learning
In order to support the teachers in digital personalized learning they answer that they need increased competence and learning ( 49%) followed by more digital devices ( 31%) and improved infrastructure and connectedness ( 29%)
VII. Benefits from personal learning environments in STEM in the classroom
The following benefits were listed with similar percentage
Benefit Percentage More students reach their goals 23% Fulfill the personal learning needs of ALL my 21% students Smaller groups of learning in the same classroom 19% Increased joy in learning for students 19% Increased time for interaction teacher/ student in my 19% classroom
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Conclusion of e-Survey
In order to get a clearer picture of European level more teachers need to be involved in the survey especially from primary education.
Amount of students in each class with personalized learning needs are calculated up to 50% in some classroom situation but the average is approx 15 – 20 %. Additional time for personalized learning is calculated up to an extra 3 - 6 hours but in some European classroom up to 9 hours.
Math is the subject where extra support is needed the most and the learning style with most challenge for our teachers is tactile.
The mayor challenge for the teachers is to find sufficient time for planning the personalized learning.
The benefits of digital support in personalized learning are that more students reach their goals with more joy by learning in smaller groups with more time of interaction between students and teachers.
Expected impact with new RTD on ICT solutions for personalized learning
Taking the actual e-survey and our results from environmental scanning into consideration to the identified problem of an expected increased demand we can count with an impact of proposed ICT solution that
Reduces the actual planning hours for our teachers allowing them into more interaction with the students in classrooms situations Increases the motivation to learn for our students using creative and collaborative learning methods in a personalized way
List of reports used for our environmental scanning We motivate our proposed challenge according to our common identified needs on the recommendations from the following reports based on latest advances in pedagogical, cognitive and other relevant scientific disciplines as well the EU 2020 strategy:
EU 2020 strategy and main targets Rethinking education ( 4 reports EU 2012) NMC Horizon report 2012 K 12 Edition JRC Scientific and Policy report 2012 European Creative Classrooms ESSIE, STEPS and iTEC projects Bring your own device – a guide for schools Alberta government 2012 Eurodice ( 2012) Key data on Education Europe Commission statistics on Early school dropouts ProgrEAST Draft PCP Manual 2012 Mapping a Personalized Learning Journey K12 students April 2012
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
1. 1. 2 Topics addressed by the call
Abstract of objectives/ outcome of IMAILE project according to call
IMAILE is enabling the development of a customized learning system which is the key for success of modernization of European education systems
By using the PCP method we apply demand driven innovation in order to stimulate take up of learning technologies and encourage to their innovative use
IMAILE project will via PCP method develop an innovative ICT solution of PLE for teaching Science Technology and Math in primary and secondary education
This PLE solution will have an expected impact of:
Broaden use of ICT in 3 curricular topics and wider take up by end users Effective public – private partnerships for providing digital learning solutions in Europe Stronger growth of the European ICT-enabled learning market Increased awareness on the benefit of the adoption of learning technologies
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 1.1.3 S/ T objectives
Overall objective IMAILE project
The overall objective of IMAILE is to use the PCP process to identify new technologies and services which address the challenge of providing the next generation of Personal Learning Environments (PLE) in primary and secondary education within the subjects of Science, Math and Technology.
Specific objectives
IMAILE will: I. Prepare and evaluate joint PCP of PLE solutions within 7 EU countries II. Execute a joint PCP for one specific ICT-PLE call III. Enable/ monitor pilots for PLE solutions in 3 PCP phases IV. Contribute to EU standards of PLE solution for primary and secondary school V. Promote both PCP as method for improvement of public service and PLE as innovative solution for education in Europe
Objectives Performance indicators
I. Prepare and 1 PCP Business case with benefits is developed evaluate joint PCP 4 Awareness rising / training seminars is being held with public procurers of PLE solutions representing 7 countries within 7 countries 5 regional PCP conferences arranged for policy involvement 2 arranged study visits from successful PCP best practice One report/ recommendation of forward looking strategies for public sector 1 intentional cooperation agreement involving minimum 4 countries for further future PCP cooperation and projects II. Execution of joint Initiate open dialogue with minimum 15 SME per participating country PCP for one One common assessment criteria agreed by consortium specific ICT call One framework for PCP contracts is developed One industrial workshop is arranged in order to open the PCP call One Evaluation panel with min. 7 representatives is set One European call open during 3 months via TED database III. Enable / monitor Perform 3 PCP phases according regulations pilots of PLE Gather up to 10 tenders during Phase 1 ) Solution design solutions in 3 PCP R&D of up to 5 ICT prototypes in Phase 2) Prototype development phases R&D of up to 3 ICT solutions in Phase 3) limited test products
IV. Contribute to EU Establish 4 constellations of test/ reference groups in minimum 4 countries standards within within the framework of one e Twinning project PLE solutions for PLE Feedback from min 250 students in primary/ secondary education primary/ secondary PLE Feedback from min.100/ head teachers primary/ secondary education Education One standard recommendation of learning environment technology One Exploitation plan is presented V. Promote both PCP Up to 3 validated PLE solutions ready to commercialize on the market as method for Introduction of PLE solutions in public sectors of Education 6 EU countries improvement of Innovative procurement strategy to be promoted outside consortium public service One media directory enabling minimum 2 publications per year offering and PLE 150 primary and secondary schools within consortium / 500 outside as innovative consortium reached by dissemination activities solution for 6 Electronic newsletter s to minimum 400 stakeholders European wide education in 2 final conferences with 300 people attended Europe 200-400 stakeholders attended minimum 2 stakeholder meetings
1000 copies of project leaflet distributed by each partner 2 articles published by each project partner, 1 video clip produced 2000 copies of FOCUS EUROPE magazine distributed
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
1.1. 4 Overall approach combining CSA –CP funding to reach innovative performance in public sector
In order to ensure that we reach our objectives set within the project as well as to contribute to deliver a PCP project with successful combination of networking and coordination activities with joint research activities is based on the following methodology:
I. Scheme of the CSA support to the CP activities in a most appropriate way II. Effective dialogue between industry and public procurers III. Responsibilities of flow of chart of deliverables IV. Evaluation/ assessment quality on different levels of both PCP and PLE
Overall work divided in WP Project time 42 months: January 2014 – June 2017
WP number Content Financial part / Activity 1 Project management MGT 2 PCP preparation and evaluation CSA (1) 3 European ICT order for RTD CSA (1) 4 ICT pilot projects CP 5 Monitoring ICT pilots CSA ( 1) 6 European standards CSA (2) 7 Dissemination CP (2)
I. Overall description of CSA activities in relation to CP activities
As the PCP method aims at contracting suppliers of RTD and development in an innovative manner the scope of the contracts and procurement procedure falls outside the EU procurement directives in general within our participating countries due to the Article 16f/ 24 e exemptions of traditional public procurement directives 2004/18/EC and 2004/17/EC.
Therefore many IMAILE CSA tasks have focus on preparing our consortium and creating a mutual understanding of the PCP during the first year of the project in order to create a common PCP approach.
The main tasks of the CSA (1) funding includes only PCP activities Preparing the partners of the PCP process creating a mutual understanding of PCP (how, what, who and when) as well as awareness rising activities among politicians in our participating countries and joint training activities. Preparing a joint PCP European call for tenders with agreements of common evaluation criteria, mechanism of PCP constellation, Evaluation panel of offers, creating a business case, have an open dialogue between industry and procurers as well as to launch the European call Monitoring the ICT pilots ( Contract manager)
The main tasks of CP funding part includes monitoring 3 phases of PCP for PLE
1. Solution / design 2. Prototype 3. Test series
The main tasks of the CSA (2) funding part includes mainly PLE activities
Test and reference groups for PLE solutions Creation of European standard recommendations of PLE Preparation of market take up/ Exploitation Dissemination part join the work of both PCP and PLE
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Illustration of CSA in relation with CP part of the project
Management
CSA (1) CP CSA (2) Tasks including PCP process in 3 Tasks after PCP preparation and phases creating European understanding of PCP PLE solution standards of PLE Monitoring ICT pilots Dissemination
I. I Responsibilities - Flow of results and deliverables
Project manager The overall Project manager will monitor the flow of results and deliverables between the WP.s from the position of the Project Office (PRO) in Halmstad.
Contract manager In order to achieve the benefits of the innovative performance within ICT and education the role of a contract manager will be adopted to monitor the pilots in WP 4. The contract manager monitors each PCP phase of ICT pilots and the suppliers. This part includes management of risks and the measures to meet them. Project manager will ensure the following tasks using the specific agile method (described in detail) under 2.1 Implementation -Decision making mechanisms. legislative constraints keep the project viable for all stakeholders focus on the relevant tasks an acceptable solution is being developed quality assurance is being observed
I.I. Create dialogue between industry/ SME and public procurers One of the mayor tasks of importance to guarantee a successful CP CSA approach is to create dialogue between industry / SME / researchers and public procurers (demand side and supplier side). In our consortium we have strategically included 2 partners to perform these tasks with previous experience, networks and skills, one partner to cover the North of Europe and one partner covering the Southern part of Europe.
A.I Alexanderson Institute being a part of public procurer Varberg municipality counts with experience of implementing innovative procurement in Sweden on a regional level with the support of Swedish National Innovation Agency VINNOVA. Furthermore they have a European network of SME: s and contacts to several Chambers of Commerce on a European level.
INOVA+ is a Portuguese company with a mission to provide the knowledge, the management capacity, the partnerships and the technical and financial support needed for the development of innovation projects of its customers. With its headquarters in Porto it is connected to the biggest European private Community of innovation services, with associates in Rome, Luxembourg, Brussels, Prague, Boston and Warsaw.
Specific tasks that will guarantee this dialogue between public bodies and industry are: Stakeholder analysis and local meetings ( WP7) Workshop with industry for fine tuning the PCP process ( WP3) Contract manager ( WP2) organizing several meetings and regular contact with selected suppliers Final conferences (2) in Spain and Sweden ( WP 7)
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
WP leader and flow of deliverables CSA – CP part
Each WP leader is responsible of their particular deliverable and milestone in order to proceed with the PCP process and the project as a whole to reach innovative performance in public sector. The following illustration shows the main deliverables from one WP to be presented into next WP in order to proceed with the project successfully. The numbers indicate to which WP the deliverable is supposed to build further progress.
WP 3 Framework/ launch PCP call Deliverables
5) Legal Frame-work of PCP 5) Offers gathered open PCP ICT call WP2 Preparation/ 5) Framework of evaluation panel evaluation of PCP 7) Assessments on benefit of PLE Deliverables
WP 6 European standards 3) Business case 3) Common WP 5 Monitoring ICT pilots Deliverables 4) Work plan monitoring ICT pilots understanding of PCP and PLE 4) Contracts different suppliers/ phases 5) Result reports from test/ 7) Innovation 4) Decision from evaluation panels reference groups strategy PCP 7) Validation of PLE 7) Exploitation plan
WP 4 Deliverables (CP)
5) Up to 10 concept of proof 5) Up to 5 PLE prototypes 7) Up to 3 test series of PLE
WP 7 gathers deliverables from WP 2, 3 and 6 for Dissemination
I.I CP – CSA and evaluation/ assessment quality
In order to guarantee improved quality and efficiency in the area of personalized learning in primary and secondary school we have divided the CSA and CP activities into several work packages in relation with each other.
One main task throughout all WP: s is evaluation and assessment in order to guarantee the transmission of results from one WP to the other.
We will use both process and goal oriented evaluation in the project.
I. Evaluation of PCP as a process in order to create Innovative strategies on European level ( WP2) II. Evaluation of benefit of PCP approach on PLE solution ( WP3) III. Evaluation panel of PLE according to award criteria ( WP3) IV. Test and reference groups ( end users) evaluation of PLE solutions (WP 6 ) V. Goal oriented evaluation 6 times throughout the project ( reports and milestones WP1 ) VI. On- going evaluation ( with support from Halmstad University)
The assessment and its documentation are gathered in WP 6 European Standards and WP 7 Dissemination. Each WP leader is responsible of gathering the evaluation and documentation and provides it to mentioned WP: s. 20
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Questions framework - Evaluation of PCP CP/ CSA
We will use the following questions to evaluate the effectiveness and use of PCP process which includes both CP and CSA activities. The questions will support the project during the process.
WP 2 Was the need clearly identified by the IMAILE public procurers? Preparing/ evaluation PCP WP 3 Was the need clearly defined by the public procurers? European ICT call Were the competition/ dialogue made in a transparent and open way? How did the work of the evaluation Panel support the development of the solutions? WP 3 and 5 Did our contracts include management of milestones, deliverables and ICT Pilots risks with suppliers? Was the competition managed in a transparent and clear way? Were innovations developed to meet the need of the public procurers?
Additional support on PCP / using European networks in order to learn
Additional support of PCP part is the ICLEI procurement innovation platform presented by Mark Hidson during the Berlin High level event on PCP and PPI. Consortium of IMAILE was represented as speaker during one of the workshops invited by Mrs Lieve Bos. The innovation platform will be a supporting tool both to coordinator Halmstad as well as the rest of our consortium during the project. http://www.iclei-europe.org/about-iclei/staff/?cmd=show&n=Mark%20Hidson
Summary of overall approach combining CP – CSA parts
Our methodology that consists of 4 components and our consortium including the skills to perform it will guarantee a smooth approach combining the CP and CSA part ensuring:
I. Effective scheme chosen for combination of CP and CSA activities II. The flow of results from one WP in order to perform the next WP III. Profound way of assessment and evaluation on different levels IV. The crucial link/ dialogue between procurers (demand side) and Industry/ SME / researchers (supplier side) in a PCP process
By choosing this overall approach and method the CSA and CP parts will be combined in a useful and dynamic way in order to reach the objectives of IMAILE ensuring both public and private networks within our consortium.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 1.2 Progress beyond the state – of – the art (CP part)
1.2.1 International state of the art
Environmental scanning of CONCEPT VIABILITY
During the preparatory phase of our proposal we have been working with the concept viability in order to ensure that the solution does not exist on the market and therefore has to be developed by PCP and not by Commercial procurement using a minimum of 50% of the costs for the PCP on new RTD.
In order to describe the 1.2.1 part from the public procurer’s point of view considering us not to be research experts in ICT we have been using an environmental scanning composed by the following components:
I. On- going/ ended EU projects within similar ICT approaches II. Reports on future of PLE solutions III. Solutions on the market of PLE within STEM in primary / secondary
As an overall conclusion from our environmental scanning a proposed solution to our challenge of increased demand of personalized learning has no sign of existence from our partners all over Europe. The specific requirements are customized in order to fit the need of the teachers and students in a personalized way which makes the solution very specific.
Our strongest incitement for the development of the “right” ICT solution for Education in the “right” period of time is the report NMC K 12 Horizon 2012 report which identifies PLE: S expected to enter mainstream use in the first horizon of 2-3 years. But it has to be stated that there exist no solutions today with the holistic approach we see as customers in our roles as public procurers and according to our actual needs. The expected main stream solution does not include the support and timesaving for the teachers in order to offer different learning contexts in an individualized way to the students. Our PLE is customized and should furthermore contribute to reduce planning hours for the teachers in order to serve the students personalized learning according to their learning methods auditory, visual or tactile.
I. Several EU projects on similar topics have been identified during our environmental scanning
iClass, iTEC , The 21st century classroom,( IMAILE will cooperate with iTEC Finland) CONNECT Learning and teaching Science and Math: ALICE – adaptive learning via Intuitive/ Interactive and Emotional systems COSPATIAL virtual reality programs into public schools, aiming to help high-functioning children with autism interact socially with their teachers and normal peers. DynaLearn , Science and cognitive tools
These are the TeLearn FP 7 projects with the closest connection to our proposed project content. Conclusion is that their content is not focused on new technology for personal learning environment ( PLE) but more on Learning Management Systems( LMS). But in task 2.1 we can transform their results in order to prepare our business case and a common understanding of PLE challenge.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE I.I Reports on future of PLE and their effects on learning
NMC Horizon report 2012 K-12 Edition According to NMC Horizon report 2012 K12 the demand for personalized learning is not adequately supported by current technology or practices. Furthermore PLE is Key challenge number 3 out of 6 indicated in the report with the Time – to Adoption Horizon of 2 – 3 years.
According to this report there exist many easy to use tools that could be used to construct PLE, but the EMERGING FOCUS has to be to support the students ( and in primary support the teachers to support the students) to assess and select the tools.
This gives us the conclusion that there is a gap to fill where IMAILE can develop a kind of PLE that provides the focus that support students and teachers to assess and select tools according to their learning methods and personalized needs.
IDC Government Insights 2012 White Paper The next generation Classroom: Smart, Interactive and Connected Learning Environments According to this report research on technology and its impact on teaching and learning shows that the current generation learn mostly by being interactive – by doing themselves and teaching peers. Technology is central to enabling interactivity in a personalized way.
Furthermore the reports shows the links between the teacher centric classroom with teachers using technology, interactive whiteboards and LMS systems.
While the trend goes to towards student centered learning where all students have access to devices, digital content and software in a personalized way.
The conclusion is that several trends and research indicates that interactive classrooms needs the support of ICT personal learning environments in order to provide participatory learning in a student centric way.
Mapping personalized Learning Journey-K-12 Students/Parents Connect Dots with Digital Learning According to this report mobile devices are crucial when it comes to develop a personalized learning environment. Furthermore the report appoints that it doesn’t matter whether a student lives in a suburban, urban or rural area to have access to internet outside of school.
The report stresses five obstacles with using technology at school. And they all have to do with the problem about using the same tools as the students do outside school. (Example: using their own mobile device and access to social network and websites.)
The students appoint one simple solution- Let me use my own device! An alternative solution would be a tool that replicates the students’ personal devices.
There is a growing gap between the demand for STEM professionals and the number of students who are choosing a career in the STEM area, and the report emphasizes the importance of making math and science more personalized through modern technology. An analysis in the report shows that lessons in math and science still is mostly teacher-centered, with few opportunities for the students to have influence on their own learning and using digital tools.
One conclusion is that using technology tools and strategies in math class are crucial to enable a personal learning environment for the students, which create a closer personal connection with the reasoning process
Another conclusion is that students show an increased interest of the STEM subjects if the classroom instructions are both student-and teacher directed and technology is used
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
I.I.I Solutions on the market of PLE within STEM in primary and secondary
Our common conclusion within the consortium is that none of the presented solutions on a global level offer the requirements set by the IMAILE project in order to deliver a PLE that actually support both teacher and student which requires new research and technology. Furthermore it is important to stake that the few practical setting of similar PLE is demonstrated in countries outside Europe.
Personal Learning Environments in Practice
The following links provide examples of personal learning environments in use in K-12 education settings none of them are presented from EU only Asia and the US apart from this they do not include the different learning styles or is an holistic one single approach but a system of components that need to put together. PLE project / web site Explanation / country
Gooru go.nmc.org/gooru Gooru is a STEM education research, search, and curation portal that relies on crowd sourcing and collective intelligence. This service is a search engine and not applicable on our target groups primary and secondary. The Learning Hub go.nmc.org/yokoh At Yokohama International School in Japan, each student has their own blog that develops into their electronic portfolio and personal learning environment. This solution does not support teachers and students to assess and select tools according to their learning methods and personalized needs. LTISD Learning Portal go.nmc.org/ltisd In Texas, Lake Travis Independent School District students have 24/7 access to a web-based learning environment from school, home, and their mobile devices. This is a learning portal. LMS and not specific a PLE. The PLAYground go.nmc.org/thepl The PLAYground is an online platform for the curation, creation and circulation of user-generated learning activities that encourages children and adults to learn and teach each other. From this project we would like to get inspiration of interactive collaboration tools for primary education to our PLE. Project is in USA. . This solution does not support teachers and students to assess and select tools according to their learning methods and personalized needs. Shared Learning Collaborative This project is developing a common data layer and go.nmc.org/shared encouraging independent software vendors to build personalized learning applications for five pilot states in the US. The project is not a holistic approach. Trail Shuttle go.nmc.org/trail Developed in Singapore, Trail Shuttle is a self-directed learning platform that uses technology to enable students to build their own learning programs. Not PLE but LMS.
Conclusion of only 6 examples of PLE working in practice in a global perspective
None of the few projects support teachers and students to assess and select tools according to their learning methods and personalized needs in the PLE solution. None of the projects are designed PLE: s in a holistic approach according to our requirements of personal learning environments. None of the project are initiated or connected to European industry/ SME nor European Education systems
This report is a standard of ICT on a global perspective and we can therefore as public procurers reach a conclusion that the state of the art in Europe of existing PLE is at the first signs of development and with a great potential both for the demand and supplier side. Our solution is supposed to cover all aspects with one click and not different components that need to be put together.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
1.2.2 Technical limitations of existing products, services and processes
Limitations of existing products, processes and services Blackboard: Link: http://www.blackboard.com/Platforms/Learn/Products/Blackboard-Learn.aspx A worldwide learning system, which concentrate on platforms based on LMS (Learning Management System) and has not the same individual possibilities for students and teachers as PLE.
Dreambox: Link: http://www.dreambox.com/ A digital tool that can tailor every math lesson to meet the students unique needs, but is only adopted for the US market. Has focus on math and not on all the STEM subjects.
Smarttech/ smart technology: Link: http://smarttech.com/Home+Page/Solutions/K-12/Personalizing+learning Several solutions (tablet/notebook, website, interactive viewer, app etc.) to obtain PLE’s in schools are presented, but not one united simplified solution which can be reached from any mobile device. A Swedish distributer: Netsmart AB
Hewlett Packard (Swedish webbsite): Link: http://www8.hp.com/se/sv/hp-information/public-sector/schools-and-education.html HP has a virtual classroom which provides information about students’ progress and a communication tool for teachers/students. It is not evident to what extent the virtual classroom is individually designed to meet different learning styles and needs. It is not clear whether the platform is available from any mobile device or only from a certain digital tool or if it is applicable in any subject.
1.2.3 Advance with project / main innovations
General Definition of a PLE and LMS
In order to proceed with our concept of viability as well as to describe the advance with the IMAILE project within European Education systems we will describe our expectations and interpretation in our classrooms of PLE: s and LMS.
Personal Learning Environments (PLE) is systems that help learners take control of and manage their own learning this includes providing support for learners to: set their own learning goals ( with support of their teachers) manage their learning, both content and process communicate with others in the process of learning
In our project we like to lift the PLE by using innovative technology to support both teachers and students in assess and selecting the tools according to their learning methods. A learning management system (LMS) is a software application for the administration, documentation, tracking, reporting and delivery of education courses or training programs.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Advantages of PLE in contrast to traditional LMS
During a workshop with 50 teachers and 15 head teachers in Sweden we worked with advantages and disadvantages between the 2 different systems. The system should simplify and support teachers/ students in order to create an increased take up of learning technologies in primary and secondary education. After consulting with our partners we believe that the result would look similar in other EU countries.
PLE LMS Personalization Responsive and provides a One size fits all approach personalized experience of learning Informal learning and Connects formal, informal and Not supportive of informal or Lifelong learning support lifelong learning opportunities lifelong learning centered upon the learner Openness and Stores information on a Goes beyond the boundaries of the decentralization centralized basis within a closed school and operate more environment decentralized Bottom up approach Clear distinction between the Provides a bottom up solution driven capability of learners and teachers by the students needs and base on resulting in a one way flow to SHARING instead of knowledge CONTROLLING Ecological learning Closed bounded and hierarchical Open distributed and diverse and organization controlled knowledge ecology. Approach to learning based on personal environments, loosely connected. A personal space and social landscape. Each student has a network of its own and work together for learning experiences.
Some words about PLE from the US
This time it is personal (THE journal 1 of April 2012) By marrying the principles of personalized learning with the tools of technology some educators believe that they have the chance to create the kind of customized learning environment that can finally break schools out of industrial age model of education to bring the true 21st century school reform.
Karen Cator director of the OET (Office of Educational technology US) says
“The opportunity with technology is this vast array of resources of interest areas that we can bring into the classroom. The classroom is not a closed system anymore.”
Jayne James former senior education leadership at ISTE (US) refers to personalized learning as:
“The marriage of the supply side and demand side approaches to education. If you look at how students learn outside school it is very demand driven – what piques my curiosity? PLE allows students to take their interest and connect them to what their teacher’s supply, the curriculum and the competencies that we want them to learn”
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Conclusion of advance with the IMAILE project focusing on PLE solutions
Conclusions of the reports, workshops, projects presented is that IMAILE will contribute to an ICT product that according to our background research can revolutionize the education system in Europe as well as to give European Industry a product evaluated that is highly on demand in a mid to long term perspective for also in the US and Asian market.
A personalized learning environment increases the students’ motivation and creates a learning situation where they can control their own learning at their own pace. Through PLE teachers can expect that their students are active in designing their own learning strategies. PLE gives a better contact between the student and teacher, and the education is less teacher- centered. PLE and modern technology creates together a customized learning environment that suits the development of the 21st century classroom. The technology of today makes it possible to create PLE solutions which are developed to suit the demands from both teachers and students. PLE in combination of technical tools increase also the students’ interest of STEM subjects, which is important since there is a growing demand of STEM related professions. The young generation of today mostly learns by being interactive, this requires interactive classrooms with personalized ICT solutions.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 1.2.4 How the PLE fits the scope of an R&D contract
In IMAILE and according to our environmental scanning no solutions exist on the market according to our needs. This actual situation therefore requires new RTD. This is the reason of our proposal and to open a PCP process and European call. In PCP at least 50% of the value of what is procured must be R&D services and not products or supplies. The following text describes how and why new RTD is required.
IMAILE PCP project
The IMAILE project explores how new innovative creative classroom solutions and technologies can be used to enable students to understand and construct their own personal conceptual knowledge and meaning in personalized learning environments. The creative classroom learning environment takes learners through the complexity of a subject, activates and feeds their motivation, curiosity and reasoning, and supports development of creative applications.
IMAILE project actively involves stakeholders from a range of education environments (e.g., teachers, students, parents, school boards, municipalities and educational authorities) using a Living Lab approach focusing on key innovation, research, impact measures and PCP –model.
The project aim is to encourage social interaction and creativity within students in this field and support the complete learning activity lifecycle in creative classroom. IMAILE will research, design, develop, deploy and test a range of extensible learning solutions based on the combination of ´smart classroom´ physical world components virtual worlds to provide additional personalized learning experiences and immersive activities and solutions. These components are integrated into a seamless creative learning space that will provide guidance, to help structure learning processes and tasks supporting collaborative learning activities.
Virtual learning environment are defined unclear and definition is depending from the person. Virtual learning can vary from distance learning to e-learning environments. In general, virtual learning environment is the place which connects the users into discussion areas, group working tools, guidance, learning tasks, material and other links. From distance learning and e- or m- learning technologies researchers are more and more moving towards 3D and virtual worlds like Second life, open wonderland and realXtend.
The main impact of IMAILE lies in encouraging the wider participation in education and learning environments through community engagement in creating innovative content and learning activities, by reducing technological, economic and usability barriers, and demonstrating new innovative ways of teaching and learning. IMAILE exploits these project outputs by exploring opportunities for new products, content, solutions, applications, standards, and business models across this domain and PCP -model.
The challenge is 21st century that has brought us rapid technology changes. 3D technology comes from the research laboratories to the home computers and towards tablets and smart phones. While our children are familiar with the latest technology and development in society, at the same time teachers and schools are not ready to utilize fully technology potential in connection with the new pedagogical theories. They lack technological, but even more importantly pedagogical experience to use new environments. There is requirement to build new working skills and methods together with students to be utilized in teaching and learning. Technology enables global learning and social communication through virtual networks and tools. Learners should be enabled to use their own devices to work with information and build their knowledge. But this is not the reality in learning institutes or schools nowadays.
In European and global level new education and technology research and development is needed to develop creative classroom solution. Currently we don’t have fully working existing model for this and we don’t know exactly how this solutions looks like. We have a challenge to develop our physical and virtual new learning environments and technologies more personalized and to support student’s authentic phenomenon and study problems. By using PCP – model developed through IMAILE –project we are able to scale future classroom standards into all countries, schools and students in European and global level. To make it more concrete we need to develop architectural designs and future emerging technologies to better match the needs of the users, our children. It is time to make this planning, development and pilot project to create new education environments and develop our learning opportunities to the next level.
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Research and development contracting
To enable appropriate R&D PCP process, it is essential to describe a justified R&D contract procedure. It is important that the process is transparent and applying each partner country regulation and rules of PCP.
Publicizing requirements and expanding research and development sources
- From the beginning of the process it is essential to evaluate the R&D provider service or product; the evaluation criteria must be public and saved in appropriate database.
Work statement - Official documents
Technical requirements and features - produce material for PLE situation - learning tasks - publish results - used interfaces and applications - usage rights
Consortium and subcontractors - The service provider must explain how the service is delivered, i.e. is the service produced in EU, how the privacy information are taken case - Describe the timetable - Decide key operator; the main responsibility
References - Show the appropriate references
Resources - Company technological and professional capacity
Extract from Halmstad University
"Participatory and broad PLE involvement in innovation processes requires a research approach that aims at adapting to needs from end users. Prototype development in a PCP process works through interaction with test groups, containing mixed ages and genders. Prototype development must also be validated by testing usability towards curricula topics, self-assessment, collaboration, classroom management, and connectedness. Research is required in order to interactively test and evaluate different technologies effectiveness in relation to usability and innovativeness. These interactive tests should be followed by research and documentation, as well as by scanning for alternative and similar solutions. Research is needed for validating tests in relation to acceptance and usability for different goals with the tool that will be developed and towards different types of end users".
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1.3 Contribution to coordination of high quality research.CSA part
1.3.1 CSA activities that prepares, manage and monitor the CP activities
All public procurers( 7 from 4 countries) take part in the CSA activities in order to prepare and execute the High quality innovation and research in CP activity. The common networking activities for cooperation within our consortium are listed as follows
Networking CSA Activity WP WP leader Kick off, project meetings and end meeting 1 Halmstad ( Se) Map and identify PLE need Business case 2 Innova ( Hu) 4 Capacity building seminars 2 Innova ( Hu) 5 Regional conferences dissemination each country 2 Innova (Hu) Practical set up and framework preparations of PCP 3 INOVA + ( Pt) European panel evaluation within consortium 3 INOVA + ( Pt) C.Vil ( ES) Industrial Workshop for fine tuning of PCP 3 INOVA+ ( Pt) A.I (SE) Publish a European wide PCP call 3 INOVA + ( Pt) C.Vil ( ES) Monitor ICT pilots 5 Magdeburg University (De) Halmstad (Se) Test /evaluate PCP solutions by end users in participating countries 6 City of Konnevesi ( Fi) Validation of PLE solutions to set European standards in Education 6 University of Oulu ( Fi) Exploitation plan for PLE in all countries 6 INOVA+ (Pt) Media Directory 7 ENTER (Au) Preparing final conferences ( SE, ES) 7 ENTER (Au)
These kinds of activities will strengthen and deepen cooperation between the following public procurers in 4 European countries (as well as support organization in 3 other EU countries) and lead to a future network and frameworks of common procurement within PCP projects also after IMAILE ends.
The strategic choice of size and local or regional level of our public procurers is a key to enable the smooth transfer of our knowledge and competence gained within ICT in Education to other sectors like Health, Energy or Transport in participating organizations.
Illustration
How CSA activities strengthen cooperation via preparation and management of joint PCP call
Management
CSA (1) CP CSA (2) Tasks including PCP process in 3 Tasks after PCP preparation and phases creating European understanding of PCP PLE solution standards of PLE Monitoring ICT pilots Dissemination
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE The main tasks of the CSA (1) funding includes activities before CP activities
Preparing the partners of the PCP process creating a mutual understanding of PCP ( how, what, who and when) as well as awareness rising activities among politicians in our participating countries and joint training activities Preparing a joint PCP European call for tenders with agreements of common evaluation criteria, mechanism of PCP constellation, open dialogue between industry and procurers as well as to launch the European call Monitoring the ICT pilots ( Contract manager)
The main tasks of the CSA (2) funding part includes activities after CP activities
Test and reference groups ( end users) Creation of European standard recommendations of PLE Preparation of market take up/ Exploitation Dissemination of PCP and PLE
Management methodology in order to reach our objectives
Scientific Advisory Board (SAB)
The SAB will support overall project management and consortium as a whole. The 3 members of the board are specialists in ICT, PCP and support to evaluation.
Topic Name Organization ICT Markku Lang Center of Internet Excellence Oulu PCP External PCP expert / subcontracting External Evaluation Rita Freudenberg University of Magdeburg, with support from Halmstad university
Project manager (WP1) The project manager at PRO (project office Halmstad) will lead and monitor the CSA activities. The project manager will be supported by the Economic controller, second international coordinator, head of procurement and head of School area north.
Contract manager monitoring ICT pilots (WP 5) The contract manager monitors the different phases in PCP process, the ICT pilots and the suppliers. This task is included in WP 5 task 5 .2 Technical assistance on PCP as being a CSA part and will be performed by our German partners as WP 4 leaders. This part includes management of risks and the measures to meet them. E.g. legislative constraints, keep the project viable for all stakeholders, focus on the relevant tasks, an acceptable solution is being developed, and quality assurance is being observed. These tasks are supported by overall project manager
Agile project management (WP 5) Taking into account the overall approach of a PCP project agile project management is recommended. The contract manager (WP5) will work according this method.
Selection of suppliers – Evaluation panel (WP3) In order to select the suppliers within our consortium we will set up a panel of Evaluation of the selection of suppliers who will be responsible for selection of tenders. This panel of Evaluation consists of one member from each public procurer in consortium supported by ICT experts from our partner Universities as well as ICT expert in Advisory board. The award criteria will be built on
how the proposed solution contributes to our ICT challenge the degree of technological quality and innovative use economic factors 31
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
WP leaders 2, 3, 5, 6 and 7 Each CSA WP has a designed WP leader who has the responsibility to coordinate and communicate the activities within their work packages. The WP leaders also contribute to planning and integration between different work packages according to milestone achievement and potential risks in order to fulfill the overall objectives of IMAILE as well as are being responsible for the achievement of the WP objectives, activities and deliverables in cooperation with other partners.
CSA and evaluation/ assessment quality One main task throughout all CSA activities is evaluation and assessment in order to guarantee the transmission of results from one WP to the other.
We will use process, goal and ongoing evaluation in the project. I. Evaluation of PCP as a process in order to create Innovative strategies on European level ( WP2) II. Assessment of the contribution/ benefits of the PCP approach , how did it contribute to innovative ICT solutions ( WP 3) III. Evaluation panel of PLE offers ( WP3) IV. Evaluation from end users in test and reference groups V. Goal oriented evaluation 6 times throughout the project ( reports and milestones ) VI. On- going evaluation with support from Halmstad university
III. Assessment of tenders
Tenders will be reviewed be our Evaluation panel consisting of public procurers assisted by our ICT experts from University of Magdeburg and Oulu. Based on the assessments a ranking of the tenders will be made. Selected tenders will enter into the different phases of the PCP.
Confidentiality about the award
All information regarding the tendering will be handled confidentially according to the obligation of professional secrecy. But information about the tenders such as name of organization, location, title of ICT pilot and the value of the contract will be published.
Less subcontracting – more involvement of consortium
As PCP is a new innovation method for the majority of our public procurers and we will avoid putting a mayor part of our tasks to external experts we have strategically decided to involve 2 strong organizations with experience of working with PCP. This guarantees a profounder cooperation between public bodies in our consortium
Partner Approach in PCP process Innova Regional development agency ( HU) Role both as public procurer taking part in PCP process and to support our consortium in order to prepare and evaluate PCP as a process. INOVAMAIS - Serviços de Consultadoria Role as Innovation company and link towards SME and em Inovação Tecnológica, S.A ( PT) Industry. Supporting our consortium in order to create a framework and launch the ICT PCP call as well as Exploitation plan.
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1.3.2 Foster a culture of cooperation to bring radical improvements public procurement strategies
As introduction to Coordination activities and associated work plan of the CSA part we present which steps will be taking under consideration in order prepare for an increased quality and efficiency of the service to our citizens. The IMAILE project will contribute directly to quality and efficiency for a qualitative use of ICT in our schools. But indirectly we will also work in long term perspective in order to create the necessary steps to continue our cooperation after project ends in June 2017.
The following steps/ actions are planned that lead to this long term cooperation.
I. High level of cooperation in all CSA activities
IMAILE consists of public procurers from 4 member states and a total of 7 partners responsible of innovative procurement strategies. CSA activities with possibilities of deepened work in cooperation among a total of 7 member states within PCP are performed in 6 of our 7 Work packages. Decisions and framework of PCP constellations, evaluation panels and test and reference groups are designed to meet COMMON requirements and criteria. This guarantees the need of high level cooperation among our partners that is necessary in order to continue cooperation after project ends.
II. Development of common innovation PCP strategy
During the cooperation of the project we will develop a common innovation implementing PCP in public sector among our participating countries using the results and experiences of the CSA activities.
III. Synergy effects with other PCP projects
Existing PCP projects such as SILVER, CHARM or Smart Fire will be presented to our partners during study visits or interaction at PCP events on European level. This synergy effects will lead to a best practice exchange that will increase cooperation areas and involvement outside our consortium as well. A personal contact is already made to several of involved persons and stakeholders in the PCP projects mentioned above during this proposal stage. This cooperation will deepen implementing IMAILE.
IV. Signing an intention of cooperation agreement
During the final phase of the project M 36-42 our public partners will sign an intention of cooperation within joint cross border cooperation within PCP. The contract can include other topics apart from ICT in education e.g. transport, health or environment.
In kind contribution in CSA activities
CSA activities are funded by 100% from the EC. But in our project there are still several tasks that need to be covered by in kind both from public procurers and support organizations. E.g. study visits for politicians WP 2, test and reference groups in all countries (teachers, head teachers) in WP 6.
Regional and national grants for each partner
PCP as a new tool for driving innovations has national and regional contribution in several EU member states. This contribution is expected to be increased due to the central part of PCP and PPI in Horizon 2020 and Structural funds 2014 – 2020. IMAILE will watch over the future possibilities to this contribution throughout the project in order to support our buyers group. During proposal stage we have identified national grants from Vinnova (Sweden) and TEKES (Finland) and MINECO (Spain)
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
1.3.3 Gender perspective/ gender distribution at the start of the project
This is the gender distribution of men of women at the proposal stage with involvement in IMAILE project.
Gender distribution Project Office WP leaders Female 4 ( 80% ) 5 (70%) Male 1 (20%) 2 (30%)
There is target from the EC for 40% representation of women at all levels in FP 7 projects. This target is reached in our project management. And this target will be a goal in other areas as well in IMAILE. Other areas where we will develop the gender perspective both in CSA as well as CP part are:
Training activities Call for tenders ( suppliers and their representation) Evaluation panel Test and reference groups Advisory board consisting of 3 external experts
In WP 1 Project management task 1.4 we will develop the gender action plan more specific into all parts of the project and this document will be updated on a regular basis. Annually we will evaluate the gender distribution in cooperation with our partner organizations. We will also make sure that each partner is responsible of conducting on the equal treatment between men and women and gender issues according to national legislation. This is crucial in recruitment of additional IMAILE project staff where skills and expertise is highlighted and not the gender perspective as well as flexible working arrangements for part time working women with children responsibilities at home.
Environmental perspective In IMAILE we will consider the environmental impacts within several areas. One mayor task where it will be reduced is by travelling. Our test and reference groups in each country will not travel to communicate with each other on the same topic. We will use the following tool in order to test and evaluate the PLE solutions.
PATIO http://www.patiolla.fi/en/general
Test user forum PATIO gives you an opportunity to participate in the development of products and services. PATIO is open for everyone and it is the world's first combination of a Citizens Forum and Living Lab activities. PATIO has been developed in the Tomorrow's Service Society Project of the City of Oulu.
Additional to PATIO we will use e Twinning to let both teachers and students communicate about the topic of personal learning and the PLE solutions in an IMAILE e Twinning project led by Halmstad and International coordinator Cecilia Bjers Nåvall will be in charge of this task.
Furthermore we will use a Life cycle approach and Award criteria of our PLE solutions from suppliers and not lowest price criteria of solutions. This contributes to a sustainable development of ICT in Education.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 1.4. Overall strategy of work plan CSA The CSA part of the project contains of 6 WP: s including WP 1 MGT. Each WP has a specific objective in order to prepare, monitor, evaluate, validate and disseminate the PCP process. Each WP is assigned a leader with the specific skills in order to perform the tasks in a qualitative and effective manner. The CSA WP: s is led by organizations from 7 member states which guarantee a European added value as well as transfer of knowledge and experiences within PCP and ICT.
The CSA WP:s with objectives to prepare, support and disseminate the PCP process are led by supporting organizations and the WP:s in order to monitor the Pilots as well as tasks including launching the call for tender as well as evaluation of ICT offers are led by the public procurers.
Project length 42 Months CSA activities
WP M Name of WP Objectives Countries 2 2-36 Prepare, evaluate PCP Preparation, awareness rising evaluation PCP Hungary 3 6-36 European ICT call Execution of a Joint ICT European call Portugal ,Spain 5 12-37 Monitor ICT pilots Monitor pilots from demand side, make the PCP Germany, Sweden , process viable for all stakeholders Spain 6 12-42 European standards Test and evaluate PLE solutions Finland ,Portugal Create European standards of PCP / PLE solutions 7 2-42 Dissemination Spread the word about PCP/ PLE European wide Austria, Sweden
Skills and roles in different WP: s / WP leaders/ additional task leaders in WP
WP Kind of Additional Skills / experience organization involvement in tasks 2 Support PCP experience, PROGR-EAST, RAPIDE 3 Support Public procurer PCP, Innovations, ICT in Education 5 Public procurers Management, ICT 6 Public procurers ICT, standardization, iTec project 7 Support Public procurer Dissemination EU wide schools and education
Illustration on relation of how CSA part support CP part The CSA activities are divided into 2 main parts: CSA1) prepare, support and monitor the PCP process (WP 2, 3, 5) CSA 2) validate, prepare for market and dissemination (WP 6, 7)
Management
CSA (1) CP CSA (2) WP: s/ Tasks PCP process in 3 WP: s/ Tasks after including preparation, phases PCP creating understanding of PCP PLE solution European standards Monitoring ICT pilots PLE dissemination, market preparation CSA and evaluation/ assessment quality One main task throughout all CSA activities is evaluation and assessment on different levels: I. Evaluation of PCP as a process in order to create Innovative strategies on European level ( WP2) II. Evaluation of offers according to award criteria , Evaluation panel ( WP3) VII. Assessment of the contribution/ benefits of the PCP approach( WP3) VIII. Evaluation from end users in test and reference groups ( WP6) IX. Goal oriented evaluation 6 times throughout the project ( reports and milestones WP1)
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
1.4. ii) Timing of CSA WP:s GANTT chart
All WP:s in coherence with each other, CSA and CP activities
The total length of the project is 42 months and a total amount of 7 WP: s including MGT, CSA and CP activities. Out of 7 WP: s there is 5 WP: s planned with CSA activities. In the Gantt chart illustrated underneath there is an inclusion of all WP in the project.
Month 1 2 3 4 5 6 7 8 9 10 11 12-15 16-20 21-24 24-28 28-32 32-36 36-42
WP 1 x x x x x x x x x x x x x x x x x x WP 2 x x x x x x x x x x x x x x x x WP 3 x x x x x x x x x x x x WP 4 x x x x x x WP 5 x x x x x x WP 6 x x x x x x WP 7 x x x x x x x x x x x x x x x x x
In the GANTT illustration underneath only the CSA WP: s.
Month 1 2 3 4 5 6 7 8 9 10 11 12-15 16-20 21-24 24-28 29-32 32-36 36-42
WP 2 x x x x x x x x x x x x x x x x WP 3 x x x x x x x x x x x x WP5 x x x x x x WP 6 x x x x x x WP 7 x x x x x x x x x x x x x x x x x
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Table 1.4a Template - Work package list
Work package list (CSA part)
Work Work package title Type of Lead Lead Person Start End packag activity2 partic partic. - month5 month2 e no.3 short month 2 No1 name s4
1 Project Management MGT 1 HSTD 40 1 42
2 PCP support and evaluation COORD 2 Inn 23 2 42
3 Framework for a European joint COORD 8 IN+ 24 6 36 PCP call for PLE ICT-based solutions
5 Monitor ICT pilots COORD 3, 9 KL UniM 39 12 37
6 European Standards COORD 5 CIE 16 16 42
7 Dissemination COORD 6 ENTER 23 2 42
TOTAL
1 Workpackage number: WP 1 – WP n. 2 Please indicate one activity per work package: COORD = Coordination activities; MGT = Management of the consortium 3 Number of the participant leading the work in this work package. 4 The total number of person-months allocated to each work package. 5 Measured in months from the project start date (month 1). 37
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Table 1.4b Template - Deliverables List
List of Deliverables (CSA part)
Del. No. Deliverable name WP no. Natur Dissemi Delivery 6 e7 -nation date9 level (proj. 8 month) D.1.1 Project management framework 1 R PU M2 D.1.2 Consortium agreement 1 R PP M3 D.1.3 Monthly interim reports 1 R CO M1-42 D.2.1 Business case PLE 2 R PP M2-4 D.7.1 Project Logo and Website 7 O PU M 2-6 D.7.2 Dissemination Exploitation strategy 7 R PU M 2-6 D.6.3 Stakeholder analysis 7 R PU M 2-6 D.7.9 Press conferences 7 O PU M2-42 D.1.3 Quality assurance plan 1 R PU M4 D1.4 Internal communication plan 1 R PU M4 D1.5 Evaluation plan 1 R PU M4 D1.6 Updates MGT tools Gantt chart, 1 R PP M 3 - 42 deliverables, milestones D.1.7 Gender action plan 1 R PU M4 D.7.4 Social media strategy 7 R PU M 6 D.1.8 Periodic reports 1 R PP M 6 – 42 D.1.9 Minutes of official meetings 1 R CO M 1-42 D.7.7 Articles print and online media 7 0 PU M2-42 D.3.1 Guidelines for implementing joint PCP 3 R PP M12 process ( including IPR) D5.1 Work plan monitoring ICT pilots 5 R PP M12 D.3.2 Launch of European ICT call 3 O PU M13 D.5.1 Work plan for Contract manager 2 R PU M 12
6 Deliverable numbers in order of delivery dates. Please use the numbering convention
9 Measured in months from the project start date (month 1). 38
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE D 2.2 Yearly report on technical assistance 2 R PU M12, 24, activities 36 D.6.1 State of the art of standardization in EU 6 R PU M12 D.2.3 Reports on capacity building seminars 2 R PU M12 – 36 D.2.4 Minutes of regional dissemination 2 R PU M12-36 workshops policymakers politicians D.2.5 Reports on study visits 2 R PU M12 – 36 D5.2 Gathering up to 10 contracts phase 1 5 R PU M15 D.5.3 Signing up to 5 contracts phase 2 5 R PU M19 D7.10 Focus Europe Edition 7 O PU M26-32 D.5.4 Signing up to 3 contracts phase 3 5 R PU M 28 D.6.3 Reports from test/ reference groups 6 R CO M27, 37 prototypes D.3.3 Report on impact of PCP process for 3 R PU M36 development of PLE solution D6.4 Standard recommendations of European 6 R PU M37 standards D6.7 Exploitation plan 6 R PU M39 D.2.6 Innovation strategy implementation PCP 2 R PU M 36 plan for public sector D.6.11 Final conferences 7 O PU M 36 – 40 D.6.13 Dissemination and exploitation interim/ 7 R PU M 6 - 40 final reports D1.10 Final report of project 1 R PU M 42
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Table 1.4c Template - List of milestones
List of Milestones (CSA part)
Milestones are control points where decisions are needed with regard to the next stage of the project. For example, a milestone may occur when a major result has been achieved, if its successful attainment is a required for the next phase of work. Another example would be a point when the consortium must decide which of several technologies to adopt for further development.
Milestone Milestone name Work package(s) Expected date 10 Means of verification11 number involved M1.1 Framework of project 1 M 2 Project plan accepted management and Project office installed M.1.2 Consortium agreement 1 M 3 Signed M.2.1 PLE Business case 2 M4 Presented and agreed M7.1 Dissemination/exploitation 7 M6 Presented and agreed strategy M.3.1 Setting up constellation of 3 M 7 Agreed and set purchasers M.3.2 Setting up evaluation 3 M10 Composed and agreed panel M.3.3 PCP framework is ready ( 3 M12 Agreed and presented including IPR) M5.1 Contracts signed with 5 M 15, 19, 28 Contracts prepared and suppliers signed demand/ supplier side M6.1 Test and reference groups 6 M12 -15 Groups organized and organized presented in all countries M 3. 4 European PCP order 3 M13 Official and open using published TED / web page M.5.2 Decision of up to 5 PLE 3 M19 Decision and agreement suppliers into phase 2 of Evaluation panel and test/reference groups M.5.3 Decision of up to 3 5 M 28 Decision and agreement suppliers into phase 3 of Evaluation panel and test and reference groups M.6. 2 Exploitation plan 6 M 39 Presented M 7.2 2 Final dissemination 7 M 36 – 40 Organized and realized conferences in SE and PT
10 Measured in months from the project start date (month 1). 11 Show how you will confirm that the milestone has been attained. Refer to indicators if appropriate. For example: a laboratory prototype completed and running flawlessly; software released and validated by a user group; field survey complete and data quality validated. 40
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.4d Template - Work package description
Work package description (CSA part)
Work package number 1 Start date or starting event: Work package title Project management Activity type12 MGT Participant number P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Participant short name HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C. M Vil Person-months per 23 2 2 2 3 1 2 1 2 2 participant
Objectives The overall objective of this work package is to ensure a qualitative day to day coordination of the proposed activities and work plan as well as to guarantee that IMAILE meets its objectives within budget and scheduled timescales throughout the project time. Specific objectives are: Ensured quality of communication, internal and external flow of information, provision of deliverables Accomplished assessment/ reporting procedures on the progress made( for partners and EC)
Description of work This WP starts in Month 1 and lasts until Month 36. The aims of the tasks is to manage overall planning, monitoring and internal communication.
T.1.1Steering committee (SC) ( M1- 42) task leader Halmstad For the reflection, steering and controlling of the internal progress and cooperation as well as an evaluation of the project a Steering Committee (SC) who monitor the overall process and is decision making. Steering committee meets 2 times a year and 3 times additional by demand and needs.
T.1.2 Advisory board (SAB) external experts (M1- M42 ) task leader Halmstad A Scientific Advisory Board (SAB) with 3 external experts skilled within juridical part of PCP, ICT and ongoing evaluation is installed.
T.1.3 Project Office (HSTD) ( M1 – M42) task leader Halmstad The Project Office located in Halmstad acts as center for overall planning, monitoring and communication within the project and consists of the following members assigned specific tasks: Overall project manager (assisted by a part time project manager ) Economic coordinator ( initial assisted by an In house consultant) Head of procurement department and head of School area North (project owner)
The responsibilities/ activities of the Project Office with an agile project management are: overall contact towards the Commission on scientific, administrative, financial matters management structure ( acting persons, responsibilities, teams) day to day coordination internal communication within the consortium prepare project deliverables, reports and address to the Commission after validation by (SC) monitoring overall administrative and financial management, consortium level legal issues
12 Please indicate one activity per work package: COORD = Coordination activities; MGT = Management of the consortium 41
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
T.1.4 Quality assurance plan, risk management analysis and evaluation method (M2 – 42) This task is a part of 1.3 but will be additional supported by Associated partner Halmstad University. The evaluation method will be developed to include the evaluation part in WP 2 task 2.5. This task also includes a gender action plan.
T.1.5 Project meetings ( M2-42) Task leader Halmstad + all partners The project meetings ( total 7 ) will take place throughout the project starting with Kick off meeting in Halmstad ( M 2) followed by 5 regular project meetings in and one end project meeting M 40. In order to be effective with budget, environmental impact, time and resources the project meetings will be synchronized with Steering Committee meetings, Industrial Workshop (WP 3), Dissemination conferences (WP 7) and Capacity building seminars (WP 2).
Deliverables (brief description) and month of delivery D1.1 Project management plan (M2 – P1) D1.2 Consortium agreement ( M2, 3 – P1) D1.3 Kick off meeting ( M2) partners and steering committee D1.4 Quality assurance plan ( M6 – P1) D1.5 Gender action plan ( M 3- 6 P1 ) D1.6 Evaluation plan ( M 3 - 6) P1 together with Associated partner HH D.1.7 Updates management tools Guidelines, Gantt chart, Deliverables, Milestone tables (M 3-42 ) D.1.8 Internal communication tools and web ( M 3) P1 D.1.9 Project meetings ( 5) P1 together with host country D.1.10 Mid-term meeting ( M 21) P1 together with host country D1.11. Periodic reports ( M6,1218,24,30,36, 42 ) P1 + all partners D1.12 Minutes of official meetings ( M1 – 36) P 1 D1. 13 Final report ( M 36) P1 with all partners
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.4d Template - Work package description
Work package description (CSA part)
Work package number 2 Start date or starting event: M2 Work package title PCP preparation and evaluation Activity type13 COORD Participant number P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Participant short name HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C. M Vil Person-months per 2 8 2 2 2 0 1 1 2 3 participant
Objectives Main objective is the preparation of common understanding of the challenge and PCP process and to provide continuous scientific help for the joint PCP through capacity building and training activities.
Specific objectives Prepare a common understanding of PLE challenge in participating countries Map and identify PLE needs in order to prepare the PCP Mutual understanding of PCP process, method Support of personnel participating in PCP by joint training, capacity building and education Evaluation and recommendations at European level of the joint PCP and the product developed
Description of work This WP starts in Month 2 and lasts till Month 36. The preparation and evaluation workpackage aims to support WP3 and WP4 with all tools to have a complete overview of the needs of a PLE development and to provide all scientific and personnel help to run the PCP. Finally the work package will evaluate the results of the joint PCP, the process itself and the product develop and will draw conclusions on European scale.
Task 2.1. Map and identify PLE need is participating countries (M2-4) (Task leader Innova + public procurers ) A questionnaire will be developed in order to map PLE specific needs in the participating countries. Each country should run the questionnaire on their native language and to have feedback from at least 50 teachers from each participating countries. Based on the collected data a summary of PLE needs will be developed in order to facilitate to publish the European order.
Task 2.2.Technical assistance on PCP (M1-M6) (Task leader Innova, involvement public procurers and external expert ) From the beginning of the project this task tries to provide and gather as much technical assistance on PCP in practice as possible. The Kick-Off Meeting will serve as a first time opportunity to keep a seminar on PCP. Newsletters will be published on the collected activities and the technical assistance will be opened for all questions trying to connect with the right expertise on the issue.
Task 2.3. Capacity building seminars (M6-30)(Task leader Innova and involvement of all partners ) Connected to each major milestones of the PCP process a 2 day capacity building will help the work of the procurers and experts. Therefore there will be 4 major capacity building seminars: one connected to the preparation of the tender, one connected to the Phase 1) Solution Design, one connected to Phase 2) Prototype development and one to Phase 3) First test products.
13 Please indicate one activity per work package: COORD = Coordination activities; MGT = Management of the consortium 43
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
These capacity building seminars will focus always on the possible burdens, drawbacks of the given phase and will try to find common solutions in advance.
Task 2.4. Involvement of policy and political level (Task leader Innova with RGC, A.I , Uni.M, CIE ) In order to ensure the highest level of policy level, several activities have to be carried out. First of all, regional level dissemination workshops will be organized in each participating country in order to distribute knowledge on the process and results carried out in the project Furthermore there will be study trips organized during the project implementation: for policy and one for procurers themselves. These study trips will visit countries/projects where PCP can introduce results and products.
Task 2.4. Evaluation (Task leader: Innova ) Evaluation and recommendations at European level of the joint PCP and the product developed
Deliverables (brief description) and month of delivery D2.1. Business case representing the PLE needs D2.2. Yearly report on technical assistance activities D2.3 Reports on capacity building seminars D2.4. Minutes of regional dissemination workshops for policy and procurers D2.5. Reports on study trips D2.6. Innovation strategy implementation PCP in public sector of the participating partners
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.4d Template - Work package description
Work package description (CSA part) Work package 3 Start date or starting event: M 6 number Work package title Framework for European joint PCP call for ICT / PLE Activity type14 COORD Participant number P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Participant short HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C. name M Vil Person-months per 2 2 2 2 2 0 2 7 2 3 participant
WP3 aims at develop and organize a common EU ICT call using PCP approach. The consortium will take advantage of inputs from WP2, that will identify a set of customized needs and requirements from the technical point of view, and promote the development of a joint PCP process to promote an open call for tenders to procure R&D services for the supply of innovative and tailored PLE solutions tailored accordingly to the demand needs.
The specific objectives of the WP3 are: Develop a EU joint PCP process on PLE solutions including contracts and arrangements; Set up a common agreement on the indicators for the evaluation of the offers received; Launch an EU open call for tender using TED; Set up an evaluation panel; Assess the impact of PCP process in the development of innovative and more appropriated solutions according to the demand and needs of the end users.
Description of work This WP will be lead by INOVA+ all public procurers will be involved and contribute to the development of the previewed tasks. The estimated duration of the WP3 is of 31 mounts and will start on M6 and will last until M 37. The following tasks are previewed:
Task 3.1: Developing a joint PCP process ( M6-M9) Task Leader: INOVA+; public procurers with support from external experts In this task the consortium will develop a joint PCP process and will have to agree on the PCP contract structure and clarify tenders’ objective. A single framework contract for R&D services will have to be settled up covering activities from the solution design up to the original development of a limited volume of first products (for test series only), which might include limited production in order to incorporate in the PCP process the results of field testing and thus allow the demonstration of the quality of the solutions before the commercial developments (that will be out of the scope of the PCP process). Within this phase the consortium will have to agree on the following aspects
Define the composition of the Constellation (consortium of purchasers for joint PCP tender) and the collaboration scheme, including, the leader that will be responsible for launching the joint PCP process and publish the tender, award the results on behalf of the other purchasers and manage the payments Identify the best approach for “piggybacking” clauses that might allow other purchasers, in the future, to take advantage of the PCP process and to purchase the same “equipments Define the risk-benefit sharing contract arrangements according to market conditions, allowing the sharing of R&D results with suppliers
14 Please indicate one activity per work package: COORD = Coordination activities; MGT = Management of the consortium 45
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE A workshop with industry representatives will be implemented in M9 where a draft approach of the joint PCP process and contracts will be presented for discussion and fine-tuning. The conclusions of the workshop will be used for the definition of the final guidelines for the joint PCP process will be available on M12. Within this task, the consortium will be supported by the intervention of an external expert that will contribute to the definition of the joint PCP process.
Task 3.2: Common set of indicators for evaluating the offers to be received (Task Leader: INOVA+; public procurers Timeframe: M10-M23 ) Based on the assumptions of the previous task the consortium members will define concrete indicators and assessment criteria (with a huge focus on functional and performance requirements, but also including cost/benefit indicators) that shall be used to assess the offers received in the different phases of the PCP process. Those indicators shall include the ability of the proposed solutions to address the problem defined in the tender, the technological quality and innovativeness of the proposal, the added value for society/economy. The task leader will be supported by the Evaluation panel of R&D solutions (please see Task 3.4) and by an external expert that will contribute to the definition of indicators during the PCP process. As a draft approach, for each of the PCP process phases, the following criteria can be used: To assess the offers received in the phase of “solution exploration”: (i) technical, economic and organizational feasibility of each proposal against potential alternative solutions; (ii) quality of the plan for production of prototypes. To assess the offers received in the phase of “prototyping”: (i) to what extend does the features of the prototypes meet the functional and performance requirements; (ii) quality of the plan for development of first set of “products” to be tested; (iii) quality of the testing plan. To assess the offers received in the phase of “development of test products”: (i) compare the performance of different solutions in real-life test scenarios; (ii) analysis of the cost/benefit ratio of the solutions tested. The set of indicators for the assessment of the offers will be integrated with the results of Task 3.1 in the deliverable 3.1: Guidelines for implementing a joint PCP process (M12).
Task 3.3 PCP Open call for tender Task Leader: INOVA+ with Viladecans City Council; Public procurers M13-M16 Using the D.3.1, an open call for tenders will be launched on EU public procurement journal TED aiming a competitive tender to foster innovative solutions for PLE. The tender shall specify clearly the objective of the PCP process, the contractual arrangements, the phases of the process, the functional specifications and performance requirements, the risk-benefit sharing conditions, the “piggybacking” conditions and other specifications as consortium agrees on. The publication of the call shall be achieved at M13 and the offers for the first phase received no later than M16. The received offers will be assessed under the framework of WP4 activities, thus the overall “application package” received in till M16 will be delivered to WP4 leader
Task 3.4 Evaluation panel of R&D solutions (Task Leader with Viladecans City Council; Partners involved: all partners, except ENTER; Timeframe: M10-M15 ) – Within this task a evaluation panel will be settled up (M10) with at least a representative of each of the public procurers. This panel will be in charge of evaluating the offers received in the different phases of the process and thus their involvement will start earlier by collaboration in the definition of the set of indicators for evaluating the offers to be receive (Task 3.2). After the launch of the PCP process this evaluation panel will be in charge of evaluating the offers received in the different phases of the process in WP 5 Monitoring the pilots
Task 3.5 Final assessment of the impact of PCP process in the development of innovative and more appropriated PLE solutions according to the demand and needs of the end users Task Leader: INOVA+ Partners involved: all partners, except ENTER; Timeframe: M33 - M36) After the conclusion of the PCP open call for tenders process, a workshop will be promoted at end of M27 with all the participants in the process (Evaluation panel, public purchasers, competitors, representatives of end- users, consortium members) to discuss the results of the tender and how did the joint PCP call for tenders contributed to innovative solutions and to meet the demand and needs of end users. The objective is to draw a set of lessons learned with the conclusions of the workshop that reflects the experiences of the PCP process (positive and less positive aspects) and presenting recommendations that can be used for future PCP processes in Europe 46
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Deliverables (brief description) and month of delivery D3.1: Guidelines for implementing joint PCP process ( including IPR) (M13) – this deliverable will gather the conclusions of Task 3.1 and Task 3.2 and present the guidelines for the implementation of the joint PCP process enabling the consortium to launch a EU joint PCP open call for competitors. D3.2: Launch of European ICT call (M14) - – this deliverable will consist of a published PCP open call for tenders in TED. D3.3: Report on impact of PCP process for development of PLE solution (M36) – Final guidelines that will present how did the defined PCP process contributed to the innovative solutions
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.4d Template - Work package description Work package description (CSA part) Work package number 5 Start date or starting event: M 12 Work package title Monitoring ICT pilots Activity type15 COORD Participant number P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Participant short name HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C. M Vil Person-months per 10 0 4 4 2 0 4 0 9 6 participant
Objectives Main objective of this WP is to monitor the pilots throughout the 3 PCP phases and the parallel work in WP 4 from the demand side and our public procurers.
Specific objectives Smooth and effective administration of PCP contracts Monitor the pilots of the different ICT suppliers Make the PCP process viable for all stakeholders Evaluate the RTD offers from different suppliers
Description of work This WP starts in Month 12 and lasts until Month 37 and acts parallel in time with WP 4 ICT ( that represent the involvement of the supplier side and ICT industry/ SME: s.) WP 5 on the other hand aims to support the PCP process from the public procurer’s interest and perspective. In order to monitor the ICT pilots this WP counts with the support from WP 3 where a PCP framework of contracts as well as award criteria of solutions is arranged and prepared to be used as important steering documents. WP 5 is lead by Klötze/ Magdeburg University but has 3 different individual task leaders.
Task 5.1. Administration of contracts ( M 12 – 37) Task leader: Halmstad A framework contract of PCP that covers all phases will be prepared and arranged in WP 3 to support the administration of contracts. This task includes to follow up the contracts of the suppliers that proceed throughout the different phases of the PCP process, guarantee the exclusion of presence of State aid for the suppliers in contracts and to coordinate financial payments. This task will be done by the coordinator Halmstad and our Project office.
Task 5.2 Monitoring the ICT pilots ( M 17 -37) Task leader: Klötze and Magdeburg University The task starts with a project plan that includes management of risks and measures to meet them followed by collecting the offers from suppliers in the open ICT call launched in WP 3. The task is performed by a Contract manager who monitors the different phases of PCP of the ICT pilots in WP 4 and the suppliers involved in the competition. The task includes management of legislative constraints, keep the project viable for all stakeholders, focus on the relevant tasks, an acceptable solution is being developed and that quality assurance is being observed from the public procurers side. Monitoring the ICT pilots will be performed using specific Agile project management and is supported by the Overall project manager from Coordinator Halmstad.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Task 5.3 Evaluation panel ( M 15 – 30) Task leader: Viladecans City Council This task will be prepared in WP 3 and consists of the buyers group / public procurers.. The panel will be in charge of evaluation of the offers received from the suppliers during the different PCP phases. The evaluation panel will work according to a common set of indicators as well as to the agreed Constellation from WP 3. The result from real environments test/ reference groups (from WP6) will also influence the work of the Evaluation panel.
Deliverables (brief description) and month of delivery D5.1. Project plan/ work plan for monitoring the ICT pilots ( M 12) D5.2 Up to 10 contracts phase 1( M15) D5.3 Up to 5 contracts phase 2 ( M19) D5.4 Up to 3 contracts phase 3 ( M28) D5.5 Summaries and reports of evaluation from 3 PCP phases
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Work package description (CSA part)
Work package number 6 Start date or starting event: M16 Work package title European standards Activity type16 COORD Participant number P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Participant short name HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C. M Vil Person-months per 2 0 1 1 7 1 1 1 1 1 participant
Objectives The objective of this work package is to contribute to the Exploitation and Standardization activities of the MA(I)LE project. Understanding standards and standardization processes has become important because new technologies, new methods of working entering, businesses and new organizations are emerging. All actors' in the standardization process should more thoroughly understand their role in the process, and recognize the important relations in the ecosystem. In this WP we discuss learning environment, in we which integrate different services and technologies. The learning environment needs standards to function smoothly in one classroom or school. Moreover, to enhance better teaching possibilities for teachers and school staff.
In this WP compilation and requirements in terms of infrastructure and pedagogogy, as well as, actors and roles will be identified, securing that are properly aligned with relevant national and European regulations and standards.
Specific objectives Evaluate the current status of used standards in participating countries Coordinate and gather evaluation from test and reference groups of WP 4 Pilots ICT Prepare standards of learning environment technology Prepare standards of used devices/infrastructure in school/classroom Support of personnel participating in selected standardization organizations by contributing, joint training, and education Prepare market of Exploitation Evaluation and recommendations at European level of the standards for the product and service development
Description of work This WP starts in Month 16 and lasts till Month 42 .This WP gathers expected Business case from WP 2, end evaluation from WP 3 and perform test and reference groups to support WP 5. The WP is timed till the end of the project to propose for the standardization process lesson learned from the earlier project time. The standardization work package aims to support to WP7.
Task 6.1. State of the Art of used standards in participating countries (M1-M3) Task leader CIE Oulu university This task evaluates the current status of used standards in participating countries to understand the future needs and directions learning environment. This essential to understand to make right decisions in selecting technologies for pilots for school environment.
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Task 6. 2 Test and reference groups in each country M 16- 37 (Task leader City of Konnevesi with public procurers ) This will be managed by the partners in each country. The task is coordinated by WP 6 leader with commitments on communication, documentation and gathering of evaluation material. In every country representing the public procurers but even in for example Hungary and Portugal 4 groups will be established. 1. minimum 20 children with 1 teacher primary school ( real classroom situation) 2. minimum 20 children with 1 teacher secondary school ( real classroom situation) 3. mixed group 9 persons 3 teachers from primary/ 3 secondary/ 3head teachers) 4. minimum 6 persons group of teacher education specialists
Task 6.3. Prepare standards of learning environment technology (M36-42) Task leader: CIE Oulu Seldom do we think about how technology works, or what makes it work, or how a dominant design emerges, or what factors encourage or limit the implementation of new technology (i.e., the nudges or restrainers) in one way or another. This preparation is based on experiences gained from pilots. Evaluation and recommendations at European level of the standards for the product and service development. Support of personnel participating in selected standardization organizations by contributing, joint training, and education
Task 6.4. Prepare standards of used devices/infrastructure in school/classroom (M36-M42 ) Task leader: CIE Oulu Evaluation and recommendations at European level of the standards for the product and service development. Support of personnel participating in selected standardization organizations by contributing, joint training, and education.
Task 6.5 Exploitation plan PLE:s ( M 36 – 42) (Task leader: INOVA+ with support from CIE Oulu and ENTER) This task gathers result from evaluation of WP 3, industrial workshop and stakeholder analysis as well as recommendations from end users. This task is to support the suppliers in IMAILE to bridge the gap between RTD and market using the partners in our consortium as possible buyers of developed PLE solution. The task includes pre- studies and preparation of new call for tender and phase 4 Commercialization after PCP process. Our partner ENTER is strategically chosen in order to use their broad network of schools in EU to investigate the exploitation need among of developed PLE solutions.
Deliverables (brief description) and month of delivery D6.1. State of the Art of standardization in participating countries D6.2 Creation of 4 different constellations of test/ reference groups by end users M.16 D6.3 Reports from test / reference groups prototypes M. 19 – 27 D6.4 Reports from test/ reference groups test series M. 28 – 37 D6.5Prepare one standard proposal/recommendation for decided standardization organization M 36 – 42 D6.6 Exploitation plan SME:s M 36 -42
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.4d Template - Work package description
Work package description (CSA part) Work package number 7 Start date or starting event: M2 Work package title Dissemination Activity type17 COORD Participant number P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 Participant short name HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C. M Vil Person-months per 2 1 1 1 1 11 2 1 1 2 participant
Objectives The overall objective of this work package is to set up and implement a communication plan in order to promote the other WPs and their results as best as possible by ensuring that all outcomes/instruments reach the right target audiences in a format and at a time, that provides greatest benefit and supports the potential of impact and sustainability on a long-term perspective.
Specific objectives are To promote and raise awareness with regard to the project contents and developments – PCP and PLE as innovative ICT solution To provide information on the quality, relevance and effectiveness of the results To successfully transfer the results to appropriate decision-makers in order to achieve their sustainable promotion and support To convince individual end-users to adopt and/or apply the results after the project has ended
Description of work According to the overall dissemination concept presented in section 3.2. of the proposal the following activities will be implemented: T.7.1 Project logo, web site and CI (M2-6) Task leader: ENTER This task includes developing project logo used for all public outcomes, a project web site as well as PP presentations and other common documents. All documents will not only follow the project’s CI but also the corporate identity of the funding program such as logo and disclaimer.
T.7.2 Dissemination and exploitation strategy ( M2-6) Task leader: ENTER E.N.T.E.R. identifies the means and dissemination channels of each project partner at local, regional, national, European level and even outside the EU. The strategy is a core element of dissemination and presents all activities, instruments and methods that should be used by all project partners to achieve best possible results. It includes specific timetable that shows when dissemination material is available; when results are ready to be presented and when administrative issues are to be carried out.
T.7.3 Stakeholder analysis ( M 2-6) Task leader: ENTER and all partners The stakeholder analysis will identify and analyse the profile of potential stakeholders for each partner at different levels (loc., reg., nat., EU, OTH) according to specific criteria such as main areas of activities, kind of engagement in the project, type of organisations and others defined by the partnership. The analysis will be closely connected with the mapping of market/stakeholder analysis implemented in WP2 and focus on the function of stakeholders as multipliers. Thereby, at least 100 stakeholders will be identified per partner.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 7.4 Social media strategy/ site Task leader: A.I ( M 6 ) 1) Establishment of a cross-functional team within the project in order to engage all partners. The team will make an audience analysis on national, regional and cultural level to determine where and how the project will be active in social media. This will be carried out through a survey, poll or a simple questionnaire. 2) Definition of main purpose, for example awareness, sales, loyalty? Definition of success metrics; how do we measure engagement and is engagement valued differently depending on whom we engage? For example; growth, engagement, awareness of the project, shares, likes, subscribers and so forth. 3) Carry-out-strategy; who will create content, when /where will it be shared, how often should the project create content versus share third-party content? How will content be delivered, video, photos, reports (pdf) 4) Platform-choice. FB, Twitter, Tumblr etc. This channel plan must and will be distinct, with a specific, defensible reason for participating in each channel. 5) Development of a strategy for how to endorse leads and new subscribers in the different channels. The team evaluates the strategy every 6 month and, if needed, revise the strategy and set up new directions.
T.7.5 Media directory ( M2-6) Task leader: ENTER In the first phase of the dissemination concept a media directory will be developed by the partnership including online and print media at local, regional, national, EU and international level. Thereby the partners will use already existent media cooperation and further channels will be identified in the relevant sectors of the topic. Additionally, different existent portals, magazines and initiatives provided by the EU will be taken into account. The directory is meant to be enlarged throughout the project’s lifetime and presents a valuable source also for future activities of the partners and the commercialization of products
Task 7.6 Articles print and online media ( M2- 42) Task leader: ENTER plus input from all partners During all dissemination phases articles will be published in online and/or print media by each partner (min 2 publications per year). The selected media will cover all different levels (L, R, N, EU and INT). Initiatives available in the EU research area will be taken into account such as: Cordis, Communicaton @ EC and Research*EU.
Task 7.7 Local meetings with stakeholders( M 9-36 ) Task leader: partners in Se, Fi, Es, De, Pt, Hu Two official meetings with 20-50 stakeholders and press conference will be organized by each partner in order to strengthen the relation and connection of stakeholders to the project activities.
Task 7.8 Press conferences ( M2-42) Task leaders: partners in Se, Fi, Es, De, Hu and Pt Press conferences will be organized together with stakeholder meetings and the final conferences or individually related with the availability of products or specific activities. It is up to the partners to select the best time and occasion to attract local, regional or even national media.
Task 7.9 Focus Europe special edition ( M 24-36) Task leader: ENTER Focus Europe, is a half yearly published magazine exclusively dedicated to the promotion of EU projects, their developments and outcomes as well as the EU policy behind them and other EU related topics and events. It is one of the main outputs of the C-ENTER project (www.c.center-network.eu 505336-LLP-1- 2009-1-AT-KA4- KA4MP), which E.N.T.E.R. promoted from 2010-2012 (in cooperation with A.I Varberg) to improve the quality and sustainability of dissemination activities and concepts of EU projects. The special I-M(A)ILE edition of this magazine will be published in the period of months 24-30 covering following areas and topics among others selected by the partnership during the project: 1) Overall presentation of the project and its activities, 2) Articles about concepts of PLE and creative classrooms 3) Presentation of PCP method and 4) Interviews with experts
Task 7.10 Final conferences ( SE, ES) ( M36-42) Task leader: ENTER with Sweden and Spain The conferences will be organised with 150 participants per event and provide the opportunity to present the final products of the project. Potential stakeholders, TG1 and TG2 as well as other organisations working in the thematic field will be invited. The programme and activities (key notes in plenary session, workshops…) will be organised by the conference organiser in cooperation with the coordinator and E.N.T.E.R. Beside of the introduction of the products into the market the conferences should provide the opportunity for networking at national and EU level
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Task 7.11 Dissemination and exploitation interim reports and final reports ( M36-42) Task leader: ENTER These reports show a collection of all dissemination activities implemented by each project partner at local, regional, national, EU and international level. The report will analyze the dissemination activities in the project and recommendations will be given for future activities. Together with the national reports all partners will provide documentation material of the activities carried out that will be collated and provided in total with the overall dissemination report.
Deliverables (brief description) and month of delivery D 7.1 Project logo and CI D 7.2 Dissemination and exploitation strategy D 7.3 Social media strategy and profile D 7.4 Stakeholder analysis D 7.5 Media directory D 7.6 Project website D 7.7 Articles print and online media ( project leaflets, electronic newsletters,video, roll ups) D 7.8 Local meetings with stakeholders D 7.9 Press conferences D 7.10 Focus Europe special edition D 7.11 Final conferences D 7. 12 Dissemination and exploitation interim reports
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1.4.3 Graphical diagram / PERT IMAILE CSA activities
The success of the project is based on the deliverables and specific milestones in each WP in order to progress with the PCP process. This illustration shows the relation of WP: s and deliverables from one WP to the next in the CSA part in order to guarantee a high level RTD and successful PCP process of the project. Please note that WP 4 ( CP part of project) is not included. The CSA WP:s are illustrated to support to WP 4 which contains the PCP competition.
WP 1 PRO (Project office) Monitor, communicate and lead the overall project management, milestones and deliverables
WP 3 Framework for launching ICT call Deliverables Legal Frame-work of PCP to WP 5 WP2 Preparation/ Offers gathered open PCP call to WP 5 evaluation of PCP Framework of Evaluation panel to WP 5 Deliverables Assessments on benefit of PLE to WP 7 Business case to WP3 Common understanding of PCP and PLE to WP 3 Innovation strategy PCP WP 6 European Standards to WP 7 Deliverables WP 5 Monitor ICT pilots Result reports from test/ Deliverables reference groups to WP 5 Work plan to monitor WP 4 Validation of PLE to WP 7 Contracts covering all phases to WP 4 Exploitation plan to WP 7 Decisions from evaluation panel to WP 4
WP 7 Dissemination Gathers deliverables from WP 2, 3.5 and 6 for Dissemination on European level to public procurers/ possible purchasers of PLE solutions
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1.4.5 Risk and contingency plan CSA part Overall risk management
The CSA activities are in IMAILE classified as Overall risk management due to the lack of technical R&D content. The Project Management Office (PRO) proactively manages the risks. The main sources of risks within the CSA part are described underneath; the chance of the risk is measured in Low, Medium and High.
Type of risk Description Consequence Contingency plan Chance Political Drivers The project No receivers to a All partners need to Low; in order to depends on public continued use of anchorage the provide in kind / procurers and their improvements of project at policy CP contribution political innovation in maker level and politicians need to engagement. public politicians at every be informed of organizations. stage during the proposed project project and expected impact Operational risks Deliverables or WP Unforeseen delays Project manager Low. There exist has delay or issues and negative has to monitor and close cooperation impact communicate with between partners. WP leaders who will have a clear area of responsibility Lack of No coherency Unforeseen delays Project Office Low, there exist information and between WP:s and negative (PRO) will develop experience with communication according to lack of impact both on an internal coordinator to unified project and among communication manage internal communication partners plan to follow. The communication including all project manager within this size of partners involved will inform consortium in task partners and keep them updated on milestones regarding information / communication Low interest of The proposed PCP Only Industry WP leader 3 and 7 Low, we will SME in the open call does not providing solutions will activate SME initiate the call with dialogue attract enough which does not with workshops a workshop SME to compete apply to the criteria and stakeholder including SME to of PCP including analysis with encourage them to SME:s communication and participate information Consensus related During several Leading to delays If no consensus is Low, the decision risks tasks in order to due to no found in time , the process is lead by prepare PCP a consensus within Scientific Advisory experienced common decision consortium Board ( SAB) as partners within or evaluation is well as Steering PCP. required, this might Committee (SC) result in will take a decision disagreements which will delay activities
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Partner risks Some partners Due to specific The project Low, some of our might not respect skills needed manager will partners count with their commitments within several areas inform this partner same kind of or milestones, no this leads to delays in a proactive way expertise which quality work is and risk of in order to let the gives consortium delivered achieving a specific partner improve. opportunity to milestone Otherwise overlap skills and measures will be expertise. taken to rearrange the tasks or remove the partner Negotiation of When proposal is A project start later All partners need to Medium, this was contract EC takes submitted the than 1 of January be aware of this the case with ex. longer time negotiation with 2014 matter and make SILVER project EC takes longer strategies that are time than expected flexible towards a project start
Risk avoiding mechanisms during the project
IMAILE will use a method of agenda during the Steering committee (SC) meetings consisting of:
I. Identification of any risk on the project success, II. Evaluation the probability, cause, effect of the risks, III. Management of the risks and who is responsible IV. Recovery plan
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Table 1.4e Summary of effort
Summary of effort (CSA part)
A summary of the effort is useful for the evaluators. Please indicate in the table number of person months over the whole duration of the planned work, for each work package by each participant. Identify the work- package leader for each WP by showing the relevant person-month figure in bold.
Partic. Partic. short WP1 WP2 WP3 WP 5 WP6 WP 7 Total person no. name months 1 HSTD 23 2 2 10 2 2 41 2 Inn 2 8 2 0 0 1 13 3 KL 2 2 2 4 1 1 12 4 C.K 2 2 2 4 1 1 12 5 CIE 3 2 2 2 7 1 17 6 ENTER 1 0 0 0 1 11 14 7 A.I 2 1 2 4 1 2 12 8 IN+ 1 1 7 0 1 1 11 9 UniM 2 2 2 9 1 1 17 10 C.Vil 2 3 3 6 1 2 17 Total 40 23 24 39 16 23 165
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1.5 IMAILE PCP framework to support CP part
The following text and headlines are to describe how we plan to prepare for the call, ensure an EU wide publication of the call, which decision-mechanisms we have to take into account and how we will handle the PCP contracts.
In order to decide the total budget of the CP part we have been asking suppliers of ICT solutions in a wide range from SME: s working on national levels to global companies acting as leading within ICT solutions both on education and other sectors. But the amount of 4 million is only an estimation.
IMAILE overall Methodology of RTD and CP part
The CP part of the project is gathered in one single WP called WP 4 ICT Pilots. The WP is lead by Halmstad the coordinator of the project with overall responsibility towards the EC. The WP has a total length of 24 months and includes the following phases:
PCP phase 1) Solution / design PCP phase 2) Prototype PCP phase 3 ) Test series
CP part Methodology/ The pathway of PCP
According to PCP Manual from PROGR-EAST it is recommended to implement the PCP work in the following pathway
1. Needs identification 2. Concept viability ( choose commercial procurement or PCP) No solution on the market 3. PCP 4. Competition 5. Contract management 6. Commercial procurement
Step 1 and 2 is preparatory work that has been made during the proposal stage of this proposal. Step 3 is the preparation and launching of a PCP ICT call while step 4 is named the Competition. The CP part of IMAILE is step 4 according to this scheme.
Illustration of resource planning for PCP process – Competition Duration, costs and minimum number of suppliers in each phase
Description of indicators 1 ) Solution design 2) Prototype 3) Small test series Minimum number of suppliers to 8 4 2 ensure competition Maximum number of suppliers 10 5 3 with allocated budget Budget total in percentage 10% 40% 50% Budget total in euro 500 000 euro 2 000 000 2 500 000 euro Max budget/ supplier 50 000 euro/ supplier 400 000 euro/ supplier 833 333 euro/ supplier
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Preparation in order to run the PCP competition To execute the three phases in the PCP method we need to ensure the preparation of various tasks from WP 3 (CSA). These decision mechanisms and contracts will be crucial steering document while monitoring the pilots from the demand side in CP activities.
IMAILE Business case (WP2) Our consortium will initiate several decision making mechanisms with the agreement of an PCP Business case. This step has to be made in order to agree on a common approach and purpose of our whole PCP project. The IMAILE business case includes cost and benefits analysis, risk analysis and measurements, timescales and milestones and can be determined by the following components: assessment of benefits of PCP direct benefits for the procurers benefits for society in large ( users, policy makers)
Award criteria (WP3) All 3 phases will be evaluated by common award criteria not only based on best price but including: Quality, the ability to address the problem, the innovation degree of the proposed solution of the suppliers Implementation, quality and effectiveness and work plan of R&D from the suppliers Impact , added value for us public procurers, soundness of commercialization plan from the supplier
Functional specifications/ objectives (WP 2) “Wouldn´t it be great if?” The consortium will not use a high degree of technical details in order to give the suppliers freedom to create the innovations. At the same time we need to specify our needs in terms of functional and performance requirements. The proposed solution of PLE: s for STEM in primary and secondary education need to be a holistic solution to cover the following: Connectedness with wider society Collaboration, communication and cooperation tools Classroom management and assessment Digital Content and curricula Personalized selection of working areas in ( tactile, visual and auditive) Be applicable to any device ( BYOD, Bring Your Own Device)
Framework contract covering all the PCP phases (WP 3) The contract shall contain an agreement of future procedure for implementing the different phases including format of evaluations after solution design and prototype phases. Furthermore the need to include PCP call for tender, expected date of deliverables from the supplier’s, milestones, and costs for each supplier to each phase, agreed constellation and decision on distribution of rights.
Share of risks and benefits The risks are shared between procurer and supplier. The public procurer does not preserve the R&D results exclusively for its own use. Ownership rights of IPR generated by SME/ industry during the PCP contract are assigned to the same company. The public procurer obtains a free license when it comes to use of R&D results for internal use. A call back provision can be included in PCP contract.
Excluding the presence of State Aid In task 5.1 administrations of contracts IMAILE will monitor that the suppliers have not received or are receiving financing that is subject to the State Aid rules. Competition rules say that public procurers pay no more than market price for R&D. In our PCP process the consortium is likely for the public procurers to adopt the option of Discount on R&D price (compared to exclusive development price) but as this is just an estimation we will also look for and/ or ex-post option (royalties) as effective and manageable to real sales The supplier (bidder) will require the amount of money to deliver our PLE solution which includes size of budget and the reduction offered to the consortium. 60
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Selection of suppliers – Evaluation panel ( WP 5) In order to select the suppliers within our consortium we will set up a panel of Evaluation of the selection of suppliers who will be responsible for selection of tenders. This panel of Evaluation consists of one member from each public procurer in consortium as well as ICT expert in Advisory board. The award criteria will be built on how the proposed solution contributes to our ICT challenge the degree of technological quality and innovative use economic factors showing also a commercialization plan of the product and planning
EU wide publication of call (WP3) The tenders will be evaluated according to a common evaluation criteria and the call is open for all suppliers in Europe regardless country, size of company and geographical range and based on inclusion for all and with gender perspectives. All tenders are required in English. Best value for money and not just lowest price are also crucial criteria for evaluating tenders.
Monitor pilots (WP5) In order to monitor the pilots and to foresee risks such as time, costs and technical issues the Contract manager and the Project manager ask for weekly written updates noting risks or issues in the ICT development to stay on budget and time from the suppliers. They will also have meetings on regular basis with the suppliers. Agile project leadership is recommended in PCP projects as it allows management to break down the phases/ project into minimal planning. A RAG system (red, amber and green) will assist the project to stay on track for the different tenders. This system shows where urgent attention is needed in order for the suppliers to reach the objectives within budget.
Contract management / Contract manager (WP5) The contract manager is task 5.2 of WP 5. His or her commission is to monitor the ICT pilots during every phase. This part includes management of risks and the measures to meet them. Project manager will ensure the legislative constraints, keep the project viable for all stakeholders, focus on the relevant tasks , an acceptable solution is being developed, quality assurance is being observed
PCP phases
Phase 1) Proof of concept This phase starts in Month 15 and will have duration until Month 18 with a total of 4 months. There will be a selection of up to 10 suppliers within this phase. The total budget is 10% of the PCP budget. The 10 solutions will be chosen according to a common set of award criteria and the selection is made by the Evaluation panel with support from test and reference groups. During this phase Dissemination activities does not include the PLE solution in order to protect the innovation. Evaluation decides which information to disseminate.
Phase 2) Prototype This phase starts in Month 19 and will have duration until Month 27 with a total of 9 months. There will be a selection of developing up to 5 prototypes from suppliers who was able to proceed from phase 1. The total budget is 40 % of the PCP budget. The 5 prototypes will be chosen according to a common set of award criteria and the selection is made by the Evaluation panel with support from test and reference groups in real environment. During this phase Dissemination activities does not include the PLE solution in order to protect the innovation. Evaluation decides which information to disseminate.
Phase 3) Smaller test series This phase starts in Month 28 and will have duration until Month 37 with a total of 10 Months. There will be a selection of developing up to 3 test series from suppliers who were able to proceed from phase 2. The total budget is calculated to 50 % of the PCP budget. The selected test series will be chosen according to a common set of award criteria and the selection is made by the Evaluation panel with support from test and reference groups in real environments. During this phase Dissemination will have focus on PLE solutions. 61
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Phase 4) Commercial procurement
IMAILE project will only include the preparatory work of this phase as PCP process stops after the developed solution has been tested and before commercialization according to the EC Communication on the topic. CP – CSA scheme of PCP project does not include commercial development activities such as quantity production, supply to commercial viability or improvements to developed products or services. In this phase a separate tender will be published to procure the product on a commercial basis. This tender will be on a large scale of the products developed in the PCP but there is no guarantee that the suppliers taking part in PCP process will be the winners of the procurement. According to Treaty principles the two tenders have to be separated in a way that it allows all suppliers to compete in an open and transparent way.
Financial input from public procurers 25% of PCP costs
In the proposal Sweden, Finland, Spain and Germany are the public procurers and the ones signing the contracts for the CP part in consortium and share the contribution on equal terms.
In 3 countries we have established contact with national organisations for support from Vinnova (Se), TEKES (Fi) and MINECO as well as 17887 Real Decreto Legislativo 3/2011 ( Es) to strengthen the public contribution part.
Within our consortium and according to the national and regional contribution part we agree to share the amount of 1 250 000 euro in the most adequate and equal manner for our public procurers as well as for the project as a whole if our proposal gets awarded.
Public procurers Halmstads/ Varbergs kommun, Sweden Oulu University/Konnevesi, Finland Ajuntament de Viladecans, Spain Stadt Klötze with support from Region of Saxony-Anhalt, Germany
The administration and budget of the CP part is managed by the coordinator of the project, Halmstad municipality.
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1.5.2 Overall strategy of CP part Joint Research Activities and associated work plan
The CP part which is where RTD is performed and where the subcontracting of IMAILE takes place is depending on several preparatory works in order to start successfully in month 15 of the project. The preparation work is described in detail in the previous part 1.5.1 Methodology of CP part and consists of agreement of evaluation criteria of ICT solutions, decision on PCP constellation from the buyers group as well as involvement of industry / SME in a transparent way and creation of one single contract framework. The WP 4 competition depends on the gathering of results from WP 3 ICT European call for tender from TED database
WP 2 Common understanding of PCP and PLE, Business case of PLE WP 3 Legal framework of PCP ( including award criteria, PCP constellation, one single framework) Offers gathered in open ICT PCP call WP5 Monitoring ICT pilots and contracts by Contract manager to make PCP viable to all stakeholders Decisions from Evaluation panel WP6 Result reports from test and reference groups / end users in 6 countries WP7 Dissemination of PLE and PCP
WP 4 leader CP part – Coordinator Halmstad WP 4 is managed by coordinator Halmstad to ensure flow of financial issues/ quality guarantee direct to EC.
Engaging suppliers/ focus on SME:s Industrial and SME workshop will be arranged (WP 3 month 9) in order to attract different kind of suppliers to take part in the PCP process. PCP is an excellent tool in order to strengthen SME: s with a shorter time from research to the market.
Monitoring the ICT Pilots/ Contract manager (WP 5) The contract manager monitors the different phases in PCP process, the ICT pilots and the suppliers. This part includes management of risks and the measures to meet them.
Evaluation panel (WP5) The evaluation panel/results from test and reference groups decides which suppliers continues from phase 1 to phase 2 and finally to phase 3. In the PCP competition no new suppliers can join directly into phase 2 or 3. The suppliers have to participate from phase 1 and be awarded to pass to next phase by the public procurers.
PCP Contracts framework and phases (WP5) To administer the contracts into the different phases and run the competition Halmstad as overall coordinator will be the task leader
Phase 1) Solution design M 15- 18 This phase starts in Month 15 with a gathering of tenders from the specific ICT call launched in WP 3 with duration of 4 months. During this phase we will use 10% of our proposed PCP budget a total of 500 000 euro divided. The number of suppliers is calculated up to 10 and each has 50 000 euro to develop several proof of concepts of RTD to our challenge.
Phase 2) Prototype M 19– 27 This phase starts in Month 19 and has duration of 9 months. During this phase we will use 40 % of our proposed PCP budget a total of 2 000 000 euro. This phase will gather up to 5 prototypes of PLE solutions from 5 different suppliers with an amount of 400 000 euro/ supplier and prototype.
Phase 3) Limited test series M 28 – 37 This phase starts in month 28 and has duration of 10 months. During this phase we will use 50% of our proposed PCP budget with 2 500 000 euro in total. This phase will gather contract of up to 3 different limited test series from 3 different suppliers and an amount of 833 333 euro/ supplier and first volume series.
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1.5.3 Gantt chart of CP part WP 4
This schedule illustrates how the different phases in WP 4 interact with each other depending on time to deliver result from each phase.
Please note the there exist an marginal of starting of each phase earlier if solutions are developed and evaluated from Evaluation panel and test and reference groups earlier
Month 15-17 17-19 19-21 21- 23 23-25 25-27 27-29 29-31 31-33 33-35 35-37
Phase 1 x x Phase 2 x x x x x Phase 3 x x x x x x
Pert Diagram
The CP work package 4 ICT pilots is prepared, monitored and evaluated by the CSA activities according to the PERT below:
WP 5 monitoring Pilots with contracts and contract manager
WP 2 Preparing business WP 6 case of ICT Test and reference solutions groups’ evaluation ICT solutions
WP 4 CPA part ICT pilots
WP 3 WP 7 Preparing PCP Disseminates phase 3 constellations and of ICT pilots publish European call
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.5a: Template - Work package list
Work package list (CP part)
Work Work package title Type of Lead Lead Person Start End packag activity partic partic. - month month2 e 19 no.20 short month 22 2 No18 name s21
4 ICT Pilots RTD 1 HSTD 0 15 37
TOTAL
18 Workpackage number: WP 1 – WP n. 19 Please indicate one activity per work package: COORD = Coordination activities; MGT = Management of the consortium 20 Number of the participant leading the work in this work package. 21 The total number of person-months allocated to each work package. 22 Measured in months from the project start date (month 1). 65
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Table 1.5b: Template - Deliverables List
List of Deliverables (CP part)
Del. No. Deliverable name WP no. Nature24 Dissemi Delivery 23 -nation date26 level (proj. 25 month) D.4.1 Feasibility study up to 10 4 Report RE 18 offers phase 1 D.4.2 Recommendations of up to 5 4 Report RE 19 suppliers to phase 2 D.4.3 Up to 5 developed/ tested 4 Prototype RE 27 PLE prototypes D.4.4 Recommendations of up to 3 4 Report PU 28 suppliers to phase 3 D.4.5 Up to 3 test series PLE 4 Other PU 37 solutions
23 Deliverable numbers in order of delivery dates. Please use the numbering convention
26 Measured in months from the project start date (month 1). 66
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Table 1.5c Template - List of milestones
List of Milestones (CP part)
Milestones are control points where decisions are needed with regard to the next stage of the project. For example, a milestone may occur when a major result has been achieved, if its successful attainment is a required for the next phase of work. Another example would be a point when the consortium must decide which of several technologies to adopt for further development.
Milestone Milestone name Work Expected date 27 Means of number package(s) verification28 involved M. 4.1 Selection of up to 10 PLE 4 M 15 Offers fulfil award offers criteria and sign the PCP framework contracts M.4.2 Selection of up to 5 PLE 4 M 19 Prototypes fulfil award prototypes criteria, are evaluated and sign the framework contracts M. 4.3 Selection of up to 3 test 4 M 28 Test serie suppliers series of PLE fulfil award criteria , are evaluated and sign the framework contracts M4.5 Up to 3 PLE solutions 4 M37 Test series developed ready to commercialise and ready for validation
27 Measured in months from the project start date (month 1). 28 Show how you will confirm that the milestone has been attained. Refer to indicators if appropriate. For example: a laboratory prototype completed and running flawlessly; software released and validated by a user group; field survey complete and data quality validated. 67
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Table 1.5d: Template - Work package description Work package description (CP part)
Work package number 4 Start date or starting event: 15 Work package title ICT Pilots Activity type29 RTD Participant number 1 Participant short name HSTD Person-months per 0 participant
Objectives Main objective is to enable the development and research of the proposed ICT solutions of PLE (personal learning environments) according to the PCP cycle and the different phases:
The work will be divided into three phases with the following specific objectives: 1) Solution/ design – gathering of up to 10 tenders, proof of concept PLE solutions (10% of budget) 2) Prototype development – develop up to 5 ICT prototypes ( 40 % of PCP budget) 3) First test products/ limited volume of up to 3 ICT solutions (50 % of PCP budget
Description of work (possibly broken down into tasks) and role of partners This WP starts Month 15 with the gathering of tenders from open ICT call in WP 3 and database TED. The WP has duration of 25 months until Month 37. This WP only includes the different pilots from the ICT suppliers and is a sub - contracting part of the project. The consortium monitors the ICT pilots via WP 5 and Halmstad, Magdeburg / Klötze and City of Viladecans.
Task 4 .1 M 15– 18 PCP phase 1) Solution design –gather up 10 concept of proof of PLE This phase has duration of 4 months (M 15-M18). It counts with 10 % of the PCP budget and the tasks focus on gathering up to 10 tenders of ICT solutions of PLE for primary and secondary school within STEM from the open call in WP 3.The work results in a feasibility study of the selected technologies and offers from suppliers and verifies quality of the proposed work reduces the 10 offers into 5 recommendations into phase 2. The decision on selected 5 suppliers is made in WP 3 Evaluation panel according to the common mechanism of evaluation the offers and in WP 5 test and reference groups of end users. The 5 selected supplier’s offers continue in dialogue with the project into phase 2.
Task 4.2 M 19- 27 Phase 2) Prototype development – develop up to 5 ICT prototypes This phase has a minimum duration of 9 months but it can be initiated earlier in coherence with phase 1 and is led by the Contract manager. Phase 2 has an estimated PCP budget of 40 %. During this phase up to 5 different prototypes of ICT solutions for the next generation PLE will be developed. The prototypes will be tested in our test/ reference groups with end users in WP 6. The result of this phase will be a report with recommendations from the Evaluation panel and with input from test and reference groups in WP 6. Up to 3 selected suppliers continues into phase 3.
29 Please indicate one activity per work package: COORD = Coordination activities; MGT = Management of the consortium 68
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Task 4.3 M 28 - 36 Phase 3) First test products/ limited volume of maximum 3 ICT solutions This phase has a minimum duration of 1o months (M 28– M 37) but it can be initiated earlier in coherence with phase 2. Phase 3 has an estimated PCP budget of 50 % .During this phase up to 3 PLE solutions is developed into first limited test products. The solutions will be tested in our test/ reference groups with end users in WP 6. The result of this phase will be a report with recommendations for European standards of PLE solutions for primary and secondary school within STEM ( WP 6)
Deliverables (brief description) and month of delivery D.4.1 Feasibility study of up to 10 offers phase M 18 D.4.2 Report and recommendations of up to 5 suppliers into Phase 2. M 27 D.4.3 Up to 5 developed and tested PLE prototypes M.27 D.4.4 Report and recommendations of up to 3 companies into Phase 3. M. 28 D.4.5 Up to 3 first test series of PLE solutions M. 37 D.4.6 Report and recommendations for European Standards M.37
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1.5.4 I. Risks and contingency plan CP part
CP part risks Project risk is primarily a management responsibility. Project risk includes constraints, external interfaces, supplier relationships, or contract restrictions. Other examples are unresponsive vendors and lack of organizational support. Perceived lack of control over the projects external dependencies makes project risk difficult to manage CP part of IMAILE – includes both management and technical work procedures.
CP financial risks Public procurers from our buyers group are committed to finance 25 % of the CP part of the project. This sum is divided among the buyers. The amount of money involves a risk for each public procurer as no guarantee of successful product is stated. If one public procurer leaves the consortium, the amount of contribution increases for the rest of the partners. The Swedish national agency Vinnova supports the coordinator in this matter where a 50% of co financing is guaranteed even if the contribution size is to be increased for Sweden. Apart from this a contract will be made in order to allow more public procurers take part in PCP of PLE solution once project is started. For example there is an interest from Luxemburg to take part in developing the product.
CP management procedures In the management procedures, there is risk in activities such as planning, staffing, tracking, quality assurance and configuration management. This will be managed by Contract manager and Project manager.
CP technical work procedures In technical procedures, risk is found in engineering activities, design, programming, and testing. Planning is the management process most often found in risk assessments.
CP Product Risk This part contains intermediate and final work product characteristics. Risk will be found in the stability of the requirements, design performance, software complexity, and test specifications. Because the system requirements are often perceived as flexible, product risk is difficult to manage. This is therefore a crucial risk for the Contract manager to monitor as the project impact depends on developing the PLE product.
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1.5.4 II Risk table
Underneath is a table of mayor risks regarding CP part of IMAILE where Chance is represented by low, medium and high.
Type of risk Risk description Consequence Contingency plan Chance IPR issues Existing No IPR can be Contract manager Low, project background IPR of developed in makes a manager will make proposed PLE project framework background IPR a patent search solution of ICT solution search on all PLE suppliers Operational risk Monitoring ICT No control over Contract manager Low, internal risk pilots complexity PLE development will use RAG that can be due to geographical according to system to support managed by range of suppliers milestones, budget both contract effective and deliverables, manager and management and delay in PCP suppliers to stay on cooperation process track between Contract manager and Project manager Technology Public procurers do ICT solutions are Use external Low, universities competence not possess being developed in support from in consortium and sufficient another direction Scientific Advisory SAB will work technology than agreed in Board (SAB) and closely to our competence to Award criteria and our 2 universities Steering committee monitor the process Evaluation panel properly Problems with Some proposed Reduced number of Continuously Moderate, external innovative technology does suppliers in PCP monitoring of risk that technologies not function process, less Contract manager consortium only properly competitiveness using agile project can support by and number of leadership with monitoring pilots choice of PLE reports every 15 in a profound way solutions days from suppliers Design / The design and Innovation power Create an award Low, this will be Performance performance of the is limited by criteria with less arranged in WP 3 PLE is too much suppliers in order technical and considering the risk influenced by the to meet the functional demands of spoiling public procurers challenge for suppliers innovations in PCP process by high specific demands Withdrawal of The contribution Problems in Contact with Moderate, external public procurer from each public contribution to national agencies factors influence. with contribution procurer will 25% in CP part in participating Coordinator will to CP part increase countries, detecting start to look for national/ regional possibilities of calls on PCP 2014 additional funding – 2017 . Support in participating from Vinnova (SE) countries during who contributes to 2013 50% of Swedish CP part even if amount gets higher
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Table 1.5e Summary of effort
Summary of effort (CP part)
A summary of the effort is useful for the evaluators. Please indicate in the table number of person months over the whole duration of the planned work, for each work package by each participant. Identify the work- package leader for each WP by showing the relevant person-month figure in bold.
Partic. no. Partic. short name WP4 Total person months 1 no person months in CP part 3 4 5 7 9 10 11
Total
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Table 1.5 f: Template - Joint Pre-Commercial Procurement cost table
Cost for the joint pre-commercial procurement per partner
Part. Part. short name Cost (€) number 1 HSTD 300 000 3 KL with the support from Region 250 000 Saxony Anhalt 4 C.K 150 000 5 CIE 175 000 7 A.I / Municaplity Varberg 125 000 9 UniM 10 C.Vil 250 000 Total 1 250 000
In the proposal Sweden, Finland, Spain and Germany are the public procurers and the ones signing the contracts for the CP part in consortium and share the contribution.
In 3 countries we have established contact with national organisations for support from Vinnova (Se), TEKES (Fi) and MINECO as well as 17887 Real Decreto Legislativo 3/2011 ( Es) to strengthen the public contribution part.
In line with national and regional support as well as proper contribution the consortium agrees to share the amount of 1 250 000 euro in the most adequate and equal manner among participating public procurers as well as for the mayor benefit of the project as a whole.
The administration and budget of the CP part is managed by the coordinator of the project, Halmstad municipality.
Additionally 2 additional partners Ministry of Education in Luxemburg and Italy have shown severe interest in joining PCP part of IMAILE.
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Section 2 Implementation
2.1 Appropriateness of the management structure and procedures
2.1.1 Management capability of coordinator
Halmstad municipality has relevant experience in being coordinator in several mayor EU projects with the same budget allocation as the proposed IMAILE. The latest example of running project is Smil(E) an Interreg IVA project within ICT and STEM with a total budget of 4.4 million Euro and with an in kind contribution of 50%. www.smil-e.eu . In order to prepare the management of IMAILE we have made some additional steps with special focus on FP 7 skills/ competence as well as on PCP.
Steps/ Actions Who? What? Increased competence International 2 courses with degree on FP 7 projects by Europa Media in PCP / FP7 coordinator Hungary ( total of 7 days intensive preparation) Ellinor Wallin Assisting a workshop on a PCP high level event with Mrs Lieve Bos in Berlin 21, 22 of March 2013 Evaluation EU Projects Halmstad Evaluation of our project organizations within management, administration and reporting from previous EU projects in order to improve our skills, quality and effectiveness to manage IMAILE. Analysis of use / benefit Halmstad Resulting in conviction of PCP as a benefit to develop public of PCP organizations and ICT learning by increased competence about PCP at several events
Proposed IMAILE internal working group / Project office (Pro) The project office will be installed in M 1 and consists of the following management capability of named persons assigned the internal project group, each with the specific required skills to perform their tasks.
Project owner Head of School area North Patrik Engström Head of procurement department Lisbeth Johnsson
Mr Patrik Engström head of 47 schools and preschools in Halmstad and Lisbeth Johnsson head of procurement department in Halmstad will have proactive roles and work close in the Project office (PRO) with both controller and project manager. Their roles are of quality assurance of both PLE solution as well as PCP as innovative procurement. Both have many years of experience in their specific field of competence.
Overall project manager - International coordinator school area north Ellinor Wallin Ellinor has a high level education degree in EU Projects and works as International coordinator for School area north since January 2010. She is author of the successful Smil(E) proposal ( Interreg IVA 4.4 million Euro) and is also working as part time manager in the project during 2011-2013. Apart from this commission in Halmstad Ellinor: works with high class EU project development, proposals, lectures and management national wide with SME, industry, universities and other public bodies Main areas are development of Education and Renewable energy is often contracted by the national agency for LLP programs (IPK) in Sweden in order to organize lectures and workshops on national level since 2011 is teaching at the Swedish Higher Vocational training program ( YH) both EU project management and how to write EU proposals since 2012 is also procured EU financial specialist in the Stardust project ( Baltic sea region) assisting 7 countries within consortium in EU financial instruments in 4 pilot projects http://www.bsrstars.se/stardust/
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Economic Controller Karin Älmeby Karin has an MBA in Accounting and Finance and a high level education degree in leadership and organization and works as Economic Controller at Children and youth department of Halmstad Municipality since April 2012. Previously Karin has worked at Halmstad University College as Economic Controller with the specialization of EU-project funding. She was involved in several projects within the field of gender and a higher education in the Leonardo Da Vinci-programme. For example PREFACE (PREparing Female students for ACademic Entrepreneurship), VirtualXchange (Development of a virtual web for female technical students going abroad on internship) and IMPROVE (Guidelines of Best Practice in Mobility Programmes). Karin has also experience as Controller for a ESF-project (GIT – Gender Integration and Technology) with a turnover of 2,5 million€. Additionally Karin has worked for EURO INFO CENTRE as an advisor for SMEs and she also has many years of experience from international business in the private sector.
Assisting project manager International coordinator school area Central/ South Cecilia Bjers Nåvall Apart from being assisting manager Cecilia She will be responsible of creating a eTwinning project with all involved schools/ teachers and students to organized the test and reference groups of our consortium .Cecilia is a Swedish ambassador for the digital tool eTwinning, which easier networking between European schools and also provides a platform to projects between students and teachers around Europe. An ambassador is spreading the positive message about eTwinning and the advantages to work with an international perspective. The ambassadors annually participate in national and international work-shops and conferences (March-13 conference in Lisbon, Portugal). These events are excellent opportunities to spread the good examples of the international work in the municipality and to improve the already existing international network.
2.1. 2 IMAILE Overall management structure- Illustration
EC Steering Committe SC
Scientific Project Office Advisory Board PRO SAB
Contract manager European European Project manager Economic Technical Expert evaluator PCP expert ICT expert controller management
WP 1 WP 2 WP 3 WP 5 WP 6 WP 7
Steering Committee (SC) The steering committee comprises of representatives from each partner (WP leaders) and is chaired by the project coordinator. The Steering committee is responsible for the strategic management and decision making in the project. Responsibilities of SC: monitor overall progress of work packages, verifying progress, deliverables, achievements of milestones Evaluating and accepting the periodical reports, mid-term assessment and end report towards EC Approving the agenda to meetings and workshops Performing knowledge management with development of dissemination /exploitation plans Performing risk assessments and suggesting strategies if conflict or problems arise 75
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Scientific Advisory board (SAB)
As a support to Project office IMAILE creates a Scientific Advisory board (SAB) that will consist of 3 members who will assist the project with their specific skills
PCP expert – external expert on PCP ICT expert – Mr Markku Lang ( Finland, iTEC project) Expert in evaluation – Rita Freudenberg ( Magdeburg University)
The members will be present at project meeting and in the review meetings with EC services. The SAB will have a main role to review the most important deliverables of the project related to implementation (excluding dissemination and management) The will provide advice on documents/ activities of the project.
Project Office (PRO)
The Project Office located in Halmstad acts as center for overall planning, monitoring and communication within the project and consists of the following members assigned specific tasks: Overall project manager (assisted by a Contract manager/ technical manager, WP 3) Assisting project manager (quality assurance and e Twinning of test / reference groups) Economic coordinator Head of procurement department and Head of School area North (project owners)
The responsibilities/ activities of the Project Office are: overall contact towards the Commission on scientific, administrative, financial matters putting in place management structure during ( acting persons, responsibilities and teams) develop a quality assurance plan, risk management analysis and evaluation method internal communication within the consortium evaluation method of project as a whole, on- going evaluation of project monitoring overall administrative and financial management, consortium level legal issues WP leader of WP 1 Project management
WP leaders 2, 3, 4, 5, 6, 7 Each WP has a designed WP leader who has the responsibility to coordinate and communicate the activities within their work packages. The WP leaders also contribute to planning and integration between different work packages according to milestone achievement and potential risks in order to fulfill the overall objectives of IMAILE as well as are being responsible for the achievement of the WP objectives, activities and deliverables in cooperation with other partners.
Contract manager The contract manager monitors the different phases in PCP process, the ICT pilots and the suppliers. This task is included in WP 5 task 5.1 Technical assistance on PCP as being a CSA part and will be performed by our German partners as WP 5 leaders. This part includes management of risks and the measures to meet them. The contract manager will ensure the following tasks using the agile method described under decision making mechanisms such as legislative constraints, keep the project viable for all stakeholders, focus on the relevant tasks, an acceptable solution is being developed and that quality assurance is being observed
2.1.3 Decision making mechanisms / tasks
I. IMAILE Business case (WP2) Our consortium will initiate several decision making mechanisms with the agreement of a PCP Business case. This step has to be made in order to agree on a common approach and purpose of our whole PCP project. The IMAILE business case includes cost and benefits analysis, risk analysis and measurements, timescales and milestones and can be determined by the following components: assessment of benefits of PCP direct benefits for the procurers benefits for society in large ( users, policy makers) 76
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II. Award criteria As a draft approach, for each of the PCP process phases, the following criteria can be used: To assess the offers received in the phase of “solution exploration”: (i) technical, economic and organizational feasibility of each proposal against potential alternative solutions; (ii) quality of the plan for production of prototypes. To assess the offers received in the phase of “prototyping”: (i) to what extend does the features of the prototypes meet the functional and performance requirements; (ii) quality of the plan for development of first set of “products” to be tested; (iii) quality of the testing plan. To assess the offers received in the phase of “development of test products”: (i) compare the performance of different solutions in real-life test scenarios; (ii) analysis of the cost/benefit ratio of the solutions tested.
III. Functional specifications/ objectives of PLE The consortium will not use a high degree of technical details in order to give the suppliers freedom to create the innovations. At the same time we need to specify our needs but not the performance or solutions. The proposed solution of PLE: s for STEM in primary and secondary education need to include: Connectedness with wider society Collaboration, communication and cooperation tools Classroom management and assessment Digital Content and curricula Personalized selection of working areas in ( tactile, visual and auditive) Be applicable to any device ( BYOD, Bring Your Own Device)
IV. Decide PCP constellation Within WP 3 the consortium will have to agree on the following aspects regarding PCP constellation with the support of partner INOVA + and an external expert on PCP juridical aspects:
I. Define the composition of the Constellation (consortium of purchasers for joint PCP tender) and the collaboration scheme, including, the leader that will be responsible for launching the joint PCP process and publish the tender, award the results on behalf of the other purchasers and manage the payments. II. Identify the best approach for “piggybacking” clauses that might allow other purchasers, in the future, to take advantage of the PCP process and to purchase the same “equipments”. III. Define the risk-benefit sharing contract arrangements according to market conditions, allowing the sharing of R&D results with suppliers.
IV. Framework contract covering all the PCP phases A single framework contract for R&D services will have to be settled up covering activities from the solution design up to the original development of a limited volume of first products (for test series only), which might include limited production in order to incorporate in the PCP process the results of field testing and thus allow the demonstration of the quality of the solutions before the commercial developments (that will be out of the scope of the PCP process).
The contract shall contain an agreement of future procedure for implementing the different phases including format of evaluations after solution design and prototype phases. Furthermore the need to include PCP call for tender, expected date of deliverables from the supplier’s, milestones, and costs for each supplier to each phase, agreed constellation and decision on distribution of rights.
I. Selection of suppliers – Evaluation panel In order to select the suppliers within our consortium we will set up a panel of Evaluation of the selection of suppliers who will be responsible for selection of tenders. This panel of Evaluation consists of one member from each public procurer in consortium as well as ICT expert in Advisory board. Award criteria is built on: how the proposed solution contributes to our ICT challenge the degree of technological quality and innovative use economic factors ( also suppliers showing their own commercialization plan) 77
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 2.1. 4 Methodology to monitor the pilots (WP 5) In order to monitor the pilots and to foresee risks such as time, costs and technical issues the Contract manager and the Project manager ask for 15 days reports and updates noting risks or issues in the ICT development to stay on budget and time from the suppliers. They will also have meetings on regular basis with the suppliers. Agile project leadership is recommended in PCP projects as it allows management to break down the phases/ project into minimal planning. A RAG system (red, amber and green) will assist the project to stay on track for the different tenders. This system shows where urgent attention is needed in order for the suppliers to reach the objectives within budget.
Contract manager The contract manager monitors the different phases in PCP process, the ICT pilots and the suppliers. This task is included in WP 2 task 2.2. Technical assistance on PCP as being a CSA part and will be performed by our German partners as WP 4 leaders. This part includes management of risks and the measures to meet them. Contract manager will ensure the following tasks using the agile method described under decision making mechanisms, legislative constraints , keep the project viable for all stakeholders, focus on the relevant tasks , an acceptable solution is being developed and that quality assurance is being observed
Agile Project management in PCP phases Agile project management will be used in order to monitor the PCP phases by the Contract manager ( WP 2) This project management method is recommended by stakeholders in PCP projects such as PROGR-EAST. Agile method is based on life cycle approach and deliverables in stages which is applicable especially during the 3 phases of PCP where we will use delivery times in weeks and not in months. The work will be monitored by using the following 3 steps which minimizes overall risks: Short term time frames ( 1 -4 weeks) All tasks with cross functional team working Face to face communication over written documents. Considering travel costs/ need of regular meetings working at EU arena Skype will be used and other telecom meeting facilities. Demonstration of PLE prototype/ series to public procurers in consortium.
2.1.5 Purpose, formal requirements and content of IMAILE internal Communication strategy
Internal information and communication are crucial tasks lead by WP 1 as it is a key factor to achieve successful projects. In IMAILE the purpose of internal communication is to keep the project on track to achieve mayor milestones and keep budget limitations in a qualitative way as well as to keep the Commission informed (PO) about the progress of our project. The following content is to be developed:
Overall reporting and managing procedures Consortium agreement Specific information about time charts, WP deliverables, milestones Information from SC to consortium Updates from Project office ( PRO) Information from EC to consortium / consortium to EC Information from Contract manager - public procurers and suppliers – Contract manager Information from Evaluation panel – Contract manager – Evaluation panel Evaluation reports from WP 2 and 3 to WP 6 and WP 7
5 Phases of IMAILE Communication The scheme shows the different phases in communication and our mayor content according to IMAILE communication strategy explained more in detail under 3.2 PHASE CONTENT Involve Social media, local, regional networks and national networks Create Webpage , Drop box, Google docs for internal communication, RAG system for monitoring ICT pilots Discuss Project meetings, capacity building seminars, local stakeholder meetings, test and reference groups Promote Newsletter, focus Europe special edition, Media directory , press conferences Measure Evaluation and recommendations, test series,, PLE exploitation plans 78
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 2.2 Quality and relevant experience of the individual participants Partner name Halmstad municipality Partner number 1 Role in project Coordinator Expertise ICT , STEM, primary secondary, project management, EU projects Halmstad Halmstad is Sweden´s 18th largest municipality with around 91,000 inhabitants. The municipal council wants to develop Halmstad according to a common principle, vision and objectives. Vision Halmstad 2020 reflects the citys long-term intended direction. The vision of the city of hometown, the city of knowledge and city for experiences is a challenging and guiding image for our entire organization: IMAILE project is a contribution to reach our objectives under the city of knowledge- A place where people grow through education, enterprise and new thinking.
International issues In the area we call international issues we develop activities in collaboration with others. These include municipal councils in Europe or the rest of the world, networks and organizations or in collaboration with EU institutions. The schools in Halmstad municipality should stimulate pupils’ enthusiasm for learning. Schools should lay the foundation for life-long learning. Care, upbringing and education should be integrated and the school should take care of the pupils in the best possible way.
Primary and secondary schools There are 36 schools in Halmstad which are run by the municipal council. The municipal council schools are split into three school districts: North district ( project owner and initiative) Central district South district School area North is the initiative maker of this whole FP 7 proposal but all school areas are included in the project. The international work is managed by 2 international coordinators in the school areas.
Departments Due to the complexity of the project a massive implementation work has been made on municipal level including politicians and many of the departments. Procurement department will have an active role Development department will have an active role Health, transport have great interest to follow the PCP process in order to create similar innovations into their fields of interest
EU projects/ experience Halmstad and Schoolarea North has the experience of project management, administration and reporting as coordinating partner in Interreg IVA Smil(E) Science, Math and Technology and ICT with a budget 4. 3 million Euros. www.smil-e.eu- Apart from this we count experience of over 50 EU projects within different sectors in our municipality.
Skills FP7 e twinning, administration, management large EU projects Our international coordinators count with skills within FP 7 projects, LLP programs, Interreg IVA and are ambassadors of e-Twinning. We have a European strategy on how to work with Education in terms of collaboration in different sectors. Priority is Math, Science, Technology and ICT.
WHY this PCP and ICT project? In our municipality we need to look for sustainable development within Education and ICT and future investment in software, no more hardware in order to create a sustainable development according to our needs. We have also detected the need of bringing Science in school closer to Science in Society with the support of ICT. From our teachers and head teachers we have detected a vision of a simplified and unified ICT use that reaches beyond the classroom in order to create Creative Classrooms. Our municipality has a vision to adopt the development of Education according to the policy report on Creative Classrooms CCR 2012. 79
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner name INNOVA Észak-Alföld Regional Development and Innovation Agency Partner number 2 Role in project WP 2 leader Expertise PCP from PROGR-EAST and RAPIDE , FP 7 , Innovations, networks INNOVA Észak-Alföld Regional Development and Innovation Agency (www.innova.eszak-alfold.hu) holds a highly accentuated role in the implementation of the Regional Innovation Strategy of Észak-Alföld. The agency is one of the members of the network of the Hungarian Regional Innovation Agencies that were established in 2005 from the regional dimension of the National Innovation and Technology Fund coordinated by the National Office for Research and Technology. The agency is owned by 8 regional innovation key players: Hajdú-Bihar, Szabolcs-Szatmár-Bereg and Jász –Nagykun-Szolnok County Council; University of Debrecen (www.unideb.hu); College of Nyíregyháza (www.nyf.hu); College of Szolnok (www.szolf.hu); Northeast-Hungary Regional Development Plc. (www.erf.hu) and the Hungarian Association for Innovation (www.innovacio.hu). Our mission, besides the implementation of the Regional Innovation Strategy is to become the sole innovation centre in Észak-Alföld region operating in a networking model and to achieve acknowledgement at national and international level.
INNOVA has a wide experience in project management in several FP6, FP7, CIP and in INTERREG projects. Through its projects INNOVA is connected to 30 European regions. The thematic areas of the projects are varied from geothermal energy, agriculture, health and sport to information technology, but these areas are completely in line with the priorities of the Regional Innovation Strategies or the with the strategic objectives of the region. INNOVA is the member of several networks (ERRIN, EUREKA, EGEC and NEEBOR) and these membership brought several cooperation areas and projects as well in the region. INNOVA has established ENEREA Észak-Alföld Regional Energy Agency in 2008, that is still the sole energy agency in Hungary. INNOVA organized jointly with the Commission under the aegis of Hungarian Presidency in 2011 the conference Week of Innovative Regions in Europe 2011, dedicated to possible synergies between research infrastructures and cluster policy.
Hungary is the first EU-10 country that is piloting the usage of Structural Funds to setup precommercial procurement projects. During the EU funded RAPIDE project, the Hungarian Észak-Alföld Regional Innovation Agency investigated the feasibility of incorporating PCP practices into their regional operational programme for the structural funds. They presented the case for starting up a PCP pilot to the Észak-Alföld Regional Development Agency (the Intermediate Body for Structural Funds in the region) and the National Development Agency (the Managing Authority for the Structural Funds in Hungary). Ensuring the engagement of the Managing Authorities is essential for ensuring that the PCP action plan of the region is taken up in the mainstream Structural Funds and Innovation programmes. This call for proposal is still under negotiation with the National Development Agency.
Furthermore, INNOVA have worked together with the National Innovation Office and the Ministry of National Economy on PCP issues. As a result it can expected that there will be a methodological handbook prepared on the issue in the beginning of next year. Currently we participate in an FP7 PCP project called Smart@FIRE as a partner.
Dr. Norbert Grasselli is the managing director of INNOVA. He has finished his Business Administration studies (M.Sc.) in 1999, at the University of Debrecen and has been working as lecturer at the University of Debrecen from 1999 to 2005, and published his Ph.D. thesis in the area of Regional development in 2006. From the 2005 to 2010 Norbert was working as full time deputy director at the Regional Development Agency Észak-Alföld (RDA). As head of the regional innovation team at the RDA he was creating regional support programs for innovation, developing the network of innovation consultants, establishing business contacts among universities and enterprises. As representative of the region, he was actively participating the Lisbon Monitoring Platform (later EU2020), initiated by the Committee of the Regions. He works as expert in several European projects Interreg IV, FP7, CIP. He is expert of the DG Enterprise CIP, FP7-ICT. Norbert was involved int he evaluation of FP7 ICT PCP-related projects in 2010 and 2011. He is member of the Advisory Board of the PPI Platform project and member of the Advisory Board of the Hungarian PCP pilot project, managed by the Hungarian Innovation Office.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 3 Partner name Klötze district Role in project WP 5 leader together with Magdeburg University Public procurer , test / reference groups Expertise ICT in schools The City of Klötze The city Klötze is a small town with a rural character, which was formed in 2010 as part of the municipal reforms in Saxony-Anhalt. Kötze is located in the Altmark Salzwedel, in the north of the state of Saxony- Anhalt and is a nationally recognized resort. In 2002 Klötze won the nationwide competition "horse-friendly community." The city with the oak tree emblem has 10,600 residents. Jobs are offered in the local agriculture and the crafts and Services Work. A large part of people works in the automotive industry mainly in the city of Wolfsburg.
The city is divided into 24 districts. In the three largest districts municipalities Klötze, Kunrau and Kusey operate 3 primary schools. Futher to this there is a secondary school and a special school maintained by the district. Daycare facilities are available in the 8 districts, as well as three day-care centers. In elementary school of Klötze 183 pupils are taught (1 to4), in Kunrau there are 5 classes with a total of 80 children and in Kusey into 4 classes are 57 students schooled. The city intends to maintain.
In the late 90s Computer Classrooms were established in primary schools by a dedicated teachership. In the year 2000 a “media island” was installed in each school. In close cooperation with the Otto-von-Guericke University of Magdeburg the so-called classroom of the future was tested and installed in the elementary school Kusey in 2009 . The local teachers showed great enthusiasm in the use of this technique and the primary school children from grade 3 became easily familiar with the technology and the learning opportunities offered. This reference room also excited the school authorities, so that at the Development Bank of Saxony-Anhalt, a grant application for the furnishing of all 3 primary schools with one “classroom of the future” has been approved (interactive whiteboard, student laptops and associated software). Following a call for tenders in 2012, these classrooms have been put into operation. In grades 3 and 4, this form of learning has been introduced.
Of the pupils working in the “classroom of the future” each one is equipped with notebook. The netbooks are connected via a high-performance Wi-Fi and have access to the Internet. There is an interactive whiteboard connected with PC in the each classroom with an interactive classroom control available. The computer is continuously available in the teaching of all subjects . He is to be used as a tool by teachers for different applications.
Students learn how to responsibly use the Internet and the computer as medium. It is important, especially for the rural areas that the students also have unimpeded access to information and a location-independent communication. Here are significant deficiencies in the rural Altmark compared to big cities and towns. Especially broadband Internet access that is available in urban areas, is quite rare in the rural areas. This prevents computers from being used as a learning tool or research unit . This causes differences between elementary school students in urban and rural areas that cannot be accepted. The goal must be that all students have equal opportunities. With the "classroom of the future" the municipality of Klötze assures that all students have aquired basic skills at the end of primary school.
Support from Region Saxony Anhalt The German procurers and partners have the intention of including Region Saxony anhalt as regional procurer once the proposal is approved. Klötze will be end user ( responsible of test and reference groups) and the region both financier of PCP contribution as acting as regional procurer in IMAILE consortium.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 4 Partner name Municiapality of Konnesvesi Role in project Public procurer, task 6.2 Test and reference groups Expertise ICT expertise in education national/ EU level Konnevesi is a municipality of Finland. It is located in the province of Western Finland and is part of the Central Finland region. The Konnevesi secondary and high school is rural school giving wide possibility for the areal youth to get their educational future the best possible start. The active staff is been trained continually and new pedagogical methods are both tested and developed in the daily work. The school has been developing the e-learning models; web based educational networks and the latest possibilities to use ICT in education since 1995.
The school has very active teachers and administration who are responsible of the Finnish small high school network and Finland’s national bureau of educations co-ordination project: "Games and virtual world in education". In this project the school staff coordinates the NBE funded development projects and creates implementation models for teachers who to implement games and virtual worlds various possibilities in their daily work. Also the students are very much involved in these development processes. The students are equipped with laptop computers and the school is one of the first schools in the country to provide open wireless connection for education.
The Konnevesi secondary and high school has a tradition of organizing a seminar of the new pedagogical possibilities of the latest technology. These seminars organized twice a year are very popular and have gathered to Konnevesi the best expert of the education development since 2001.
The school has good program s for students with special educational needs and it also offers "Distance and Adult High school" services. The Konnevesi secondary and high school has broad experience in the networking between schools, teachers’ in-service training and curriculum development. It has been coordinating nation wide projects since 1998 among them the virtual small high school network project, which is still organizing web based and online courses around Finland for the students.
Petri Lounaskorpi biography As a teacher mr. Lounaskorpi (born 1958) has excellent vision of implementation of ICT in education. His social skills and competences are excellent. He has been responsible in orchestrating, innovating, designing and implementing web-based learning projects and HRD systems and solutions, electronic performance support systems, learning material databases. Mr Lounaskorpi has been training and in-service training ICT users (specially teachers) since 1990. He has excellent skills to support and train the usage of ICT. His main topics have been training teachers to implement ICT in their teaching and curriculum development. Mr Lounaskorpi has more than 10 years experience in project managing. He has completed more than 20 projects and main parts of these projects have been connected with e-learning, blended learning or web based learning. The current STE project of mr Lounaskorpi is eTwinning project to develop the Croatian Judicial Academy’s web based learning system and train the authors, e-teachers and administration to implement e-learning to their curriculum. In the year 2011 Mr Lounaskorpi was evaluating the Chinese Academy of Governance’s and Chinese Ministry of Human Resource’s e-learning platforms and e-learning courses as an EU expert in development project CEPA (China-European Public Administration development) Mr Lounaskorpi worked 2009 as main trainer in project, which is implementing e-learning, -training and b-learning systems to National Customs Agency of Romania. In this project the peer production method was used and after the piloting phase, more than 1800 online students had started their on-line studies. In 2007 Mr Lounaskorpi was designer and leader of international online and e-learning master degree program “Mobile technology and business” in the University of Jyväskylä. The studies were taken for example in ITMO university in St Petersburg. He has also taken part to develop the quality criteria for The European Foundation for Quality in eLearning (EFQUEL) in Finland several cases like the QMPP –project, Quality Management in Peer Production in e-learning. The development processes are using the social media tools and that way developing new methods of content creation. He is also researcher in creating digital literacy criteria, measurement and questionnaire at cognitive, social and communicative areas and in EU Commissions project called “The Report On Assessment criteria for media literacy levels”. The aim of the project is to create a tool to measure both media literacy and digital literacy skills for the use of member countries. 82
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 5 Partner name Oulu University Centre of Internet Excellence Role in project Public procurer, WP 6 leader European standards Expertise ICT expertise, specialist standardisation
University of Oulu (Centre of Internet Excellence) (http://www.oulu.fi/english/) The University of Oulu is an international research and innovation university engaged in multidisciplinary basic research and academic education. The strengths of University of Oulu are its broad academic base, top- level research in its chosen focus areas, and quality education. The University promotes advanced research, education and culture, and strengthens the knowledge and skills base leading to enhanced wellbeing. Its activities ensure the availability of a highly-trained specialist workforce and research capacity. From Oulu University 2 departments will be active in IMAILE project. The center for Internet Excellence( CIE) who is WP 6 leader and The teacher training school.
The Center for Internet Excellence (CIE) is a research unit at the University of Oulu, which aims at combining leading-edge Internet research, innovation processes and new infrastructures, with special focus on emerging 3-D technologies. It provides unique environment to combine research and network partners from different fields in a practical setup, where idea creation, observation, measurement and validation is enabled for user-centric innovation and design. The mission of CIE is to actively drive co-creation of next generation internet technologies and services. CIE aims to capture and create internet-driven growth opportunities and value to businesses and create opportunities for entrepreneurs. This is accomplished by combining cutting edge research based innovations, early user participation with agile new business creation process. CIE’s operations aim to facilitate open innovation and multi-disciplinary research themes. By working globally in a highly networked manner, CIE exploits internet speed and culture within internet communities, top research hubs and new business developers. CIE will also coordinate the development and exploitation of Oulu region wireless infrastructures to ensure continuous development and up-to-date composition of the infrastructure, called OULLabs (member of ENoLL). OULLabs (Oulu Urban Living Labs) is established to further develop Oulu region to utilize the existing infrastructures and networks to develop and test utilization of user centric knowledge for better appliances and services for inhabitants. CIE is a collaboration organization with core staff and management functions and CIE is legally organized under University of Oulu as an independent research institute. The founding partners of CIE are University of Oulu http://www.oulu.fi/english/ , Nokia http://www.nokia.com/ , Oulu University of applied Sciences http://www.oamk.fi/english/ , VTT (Technical Research Centre of Finland http://www.vtt.fi/?lang=en), City of Oulu http://ouka.fi/english/index.asp and Technopolis.
Program Manager at the Center for Internet Excellence (CIE). He has worked for several years with the School of the Future Finland Program as one of the leading practitioners in the development of school and learning technology. Currently he is working at CIE 3D Internet and future education program.. His Mr. Pasi Mattila special research and teaching interests are innovative learning environments, mobile and game based learning solutions, inquiry, phenomenon and project based learning process. School and learning innovations were selected as part of the Shanghai World Expo (Better City, Better Life) in year 2010. Program Manager in Center for Internet Excellence and also Smart City project WP leader. Prior to joining CIE she acted in Dimes as FIRE coordinator and worked as a Senior technology advisor at Technology development department (TEKES). During2 years in Tekes Dr Kivimäki served as the 7th Framework Dr Anri Kivimäki Programme ICT National Contact Point. She has worked as an expert in wireless telecommunication and software development and business, facilitating SMEs, corporate and universities in their cooperative research issues. She has the PhD title of “The Wireless Telecommunication Standardisation Processes “ The Institutional Viewpoint”. Kari Autio is Chief Technology Officer at CIE and director of OULLabs and has been leading the 3D and virtual world research program at Intel and Nokia Joint Kari Autio Innovation Center. He has extensive experience in ICT research and business, especially in 3D Internet and mobile telecom. 83
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE
Partner name Oulu University Teacher Training School (OUTTS) Expertise ICT, Pedagogical innovations, Research Based Teacher Training, PLE- development, FCS (Future Classroom Scenarios), Experience from ITEC and FCS Projects
Oulu University Teacher Training School (OUTTS) One reason for the good results in Finland's PISA test has been the high quality of teacher education in Finland. The training of teachers was moved to the Universities in the early 70’s. In 1979, the teacher education degrees were upgraded from Bachelor level to Master’s level which later also became the minimum requirement in the field in Finland. Thus Finland has for many decades had leading role in development of academic research-based teacher education and this effort has translated to the results in general education.
University of Oulu (Teacher Training School) (http://www.oulu.fi/english/) The University of Oulu (UO) is an international science community, whose core strength lies in multidisciplinary basic research and high-quality education based on it. Its World University Ranking is 331. In its activities, the university draws on the quality and breadth of its scientific programmes, state-of-the-art research and educational technology.
Teacher education at the Faculty of Education in Oulu University has for a long time been strongly based on research. Although the Faculty emphasizes theoretical approach, it is equally strong in the link between theory and practice. As a recognition for our development work, we received the Centre of Excellence in University Education label for the years 2010- 2012 from the Finnish Higher Education Evaluation Council as the only teacher education institution in Finland. The Faculty was also recently awarded for its quality assurance work by the University of Oulu. Furthermore, the prestige of the Faculty is visible in the fact that research-based teacher education is one of the development focus areas of the multidisciplinary and technology-driven University of Oulu.
OUTTS is now coordinating iTEC- project (2010-2014) in Finland. iTEC is about designing the future classroom. The project, which involves 15 Ministries of Education from across Europe, brings together teachers, policymakers, pedagogical experts - representatives from each stage of the educational processes - to introduce innovative teaching practices.
Trends, scenarios, tools and pilots made in iTEC project, can be reused and refined in IMAILE project. OUTTS is described in iTEC project as an innovative participant. We think, that typical characteristics of an innovative participant are human-centred attitude towards work, a way of thinking that creates ideas, and a desire to learn.
Above all, OUTTS is a regular school that offers primary and general secondary education to its pupils. The school includes both a comprehensive school (age group 6-15) and senior secondary school (age group 16-18). OUTTS also has special responsibilities pertaining to the teacher education provided by the University of Oulu.
Markku Lang / member of IMAILE SAB Mr. Markku Lang has been working as a Teacher in Teacher Training School of Oulu University since 1991. In addition to teaching, Markku Lang has been manager for ICT in teaching- programme (for teacher trainees) now for ten years. At the moment he is working as a national coordinator of iTEC-project in Finland. He has master's degree of Education (M.E.) and master's degree of Arts (M.A.).
ITEC project (Innovative Technologies for an Engaging Classroom) is highly innovative and is heading to the change of the school-culture and to the innovative way of use ICT in learning. ITEC-project is also focusing on the future of learning environments. Markku Lang has participated the project's design process with partners like MediaLab (FIN), Futurelab (GBR), FUNDP (BEL), UNI-C (DEN), Knowledge Markets Consulting (AUT) and the University of Bolton (GBR). He has also been developing units in the FCS (Future Classroom Scenarios) teacher training concept.
Markku Lang has designed and developed digital learning environments and he has published digital learning materials for digital photography, computer graphics, animation, film-education and for teaching with art images. He is also a UI designer for learning environments and for e-portfolios.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner name E.N.T.E.R Partner number 6 Role in project WP 7 leader, Networks and Dissemination Expertise Expertise in Dissemination Education and public procurers within Education E.N.T.E.R. – Company description The non-profit association E.N.T.E.R. – European Network for Transfer and Exploitation of EU Project Results is registered in Austria since 2005 and has its main purpose in providing a unique network structure mainly for the dissemination, valorisation and sustainable use of EU project results. E.N.T.E.R. therefore tries to connect the offer of European project results in different fields, sectors and activities with the demand for innovation in different sectors in Europe through a modern solution easy to use.
E.N.T.E.R. is a non-profit network and has more than 600 member organisations in all European countries in varied fields and sectors, which share the spirit of the network to provide a strong basis for exploitation of results. E.N.T.E.R. members are political decision makers, education and training organisations, regional development organisations, research organisations, chambers, social partners and many others.
The main focus of E.N.T.E.R. is to provide a strong and powerful tool for dissemination and exploitation of EU project results and hence enlarge the network in all dimensions in a sustainable way. Furthermore, new European projects have the opportunity of having E.N.T.E.R. as a dissemination and valorisation partner that is responsible for developing and implementing a tailor-made dissemination and valorisation plan especially designed for all relevant stakeholders of the project. The staff of E.N.T.E.R. has rich experiences in the development and implementation of European Union cooperation projects in different fields and is involved in a number of initiatives on regional, national and transnational level. E.N.T.E.R. is deeply involved in the topic of marketing of EU project results besides from which rich experiences can be gathered for new projects including the settlement of the intellectual property rights in project partnerships. In addition E.N.T.E.R. also works as project promoter with partnerships recruited from the network.
On local, regional and national level E.N.T.E.R. is embedded in a network of different organisations and sectors, has excellent contacts to political decision makers in different fields and could offer specific expertise and network contacts in nearly all sectors.
Based on this background E.N.T.E.R. offers the following services and activities to IMAILE project: - the largest sector specific network for dissemination and exploitation of project results including the unique possibility to disseminate your individual project results within the E.N.T.E.R. community as often as it is needed and useful - the responsibility as a dissemination and valorisation partner organisation in your project covering the following activities: development of a stakeholder analysis, development of national and transnational valorisation plans, implementation of a valorisation activity management and control system, evaluation of dissemination and valorisation activities - the production of different dissemination instruments and gadgets (newsletters, leaflets, pens, notepads, USB sticks etc.) - the support in the organisation of dissemination events and conferences - the publication of a special edition of the European Magazine Focus Europe on PCP method and creative classroom solutions - the documentation of dissemination and valorisation activities for the entire project period
Projects that E.N.T.E.R. was recently coordinating in LLP: NewGen50+ - The new generation 50+ C-E.N.T.E.R. – Competence, Cooperation and Communication in the C-E.N.T.E.R. of Dissemination and Exploitation of EU Project Results TrI LAMP – Transparency instruments in education and labour market policy StAge – Age on Stage YOURopa – Active Citizens
For further information please visit: http://enter-network.eu 85
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 7 Partner name Varberg municipality / Alexanderson Institute Role in project Public procurer, support partner 6, Social media strategy, task 6.3 and local stakeholders meeting Sweden. Industrial workshop task M3.2 responsible for the dissemination of PCP in Scandinavia. This means that they will spread the results in Scandinavia throughout the project both to the industry and to the public sector. They will also promote the activities that the stakeholders will take part in.” Expertise Dissemination, networks, SME innovative procurement.
Varberg municipality will take part in IMAILE with 2 different departments.
Youth and Education department Youth and Education department will take part as public procurer of PLE solutions. They monitor 6 primary and secondary schools with 6139 students and 496 teachers. Varberg is also a partner in project Smile where Halmstad is coordinator working with evaluation and different learning projects within ICT and STEM subjects.
The Alexanderson Institute ( AI) The Alexanderson Institute (AI) is a regional collaboration platform for project development and business networks. The institute was inaugurated in 2008 and is the result of a unanimous wish among local politicians to achieve long-term growth for local and regional business. The Alexanderson Institute focuses on bringing together education and research with business and public bodies. The core activity within the institute is project development together with business networks in order to foster PPP’s in various areas. Two business networks are developing within the institute today: EMC- The Coalition for Energy and Environment and CRED – Creative Destination Halland. EMC is a business network with 50 members companies (SME’s) and growing. The companies work with various questions relating to energy and environment. CRED is a business network that promotes free thinking entrepreneurship. For CRED, focus is on the creative industries and cultural activities, which influences the choice of projects.
The Alexanderson Institute was founded in 2009 and has been working with EU-projects since. The organization is flexible and the staff is recruited in order to develop, lead and administer EU project. AI has experience in ERDF, Interreg IVA, Interreg IVB, LLP and several national funds. The institute has not attended any FP7 projects this far but has been involved in project development and participated as a project partner in a FP7 application.
As part of the municipality of Varberg the Alexanderson Institute is governed by the Swedish Public Procurement Act. As the institute works with innovation primarily through EU-project this Act is central in the project development and the institute has successfully developed new methods to implement the Act in order to adept it to the needs of the organization. The institute has no experience in PCP this far.
AI is very closely connected to Campus Varberg – a multi-university center in Varberg. Campus Varberg offers several courses through video conferences and the facilities are very well equipped with the latest technology.
Explain how our project meets the development needs of your organization As public procurers we have identified a need of support to personalized learning for our students and teachers in line with national curriculum and priorities. As institute we are interested in PCP in order to develop and adept procurement to the needs of our organization. We believe that PCP can become an import method in our and the municipality’s future development. We are also interested in dissemination of the project results. The Alexanderson Institute has extensive experience in dissemination and has worked with thematic projects on dissemination before has just finished working with this issue in the project C-ENTER www.c.enter-network.eu. The institute also has a very experienced communication staff; Campus Varberg, has been nominated and received the Swedish Publishing Price for its Education guide several times.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 8 Partner name INOVAMAIS - Serviços de Consultadoria em Inovação Tecnológica, S.A Role in project WP 3 leader, SME networks, Exploitation plan Expertise PCP, Innovations
INOVAMAIS, SA INOVA+ is an expert consulting service provider in the field of innovation. Created in 1997, it is a private company operating in Matosinhos, Portugal, with affiliated companies in Luxembourg, United States and part of the INNOVA Group, the largest private group of companies highly specialized in innovation in Europe. INOVA+ has a consolidated experience in dealing with SMES technology needs and research. The company has strong contacts with industrial associations, science parks, incubators and research centres and performers and is devoted to SMEs assistance, technology transfer and support services. Due to previous and ongoing projects and actions, there are strong relationships and synergies with other organizations. The company has coordinated and is coordinating several Specific Support Actions and other projects, in the areas of ICT, transports, energy and security, namely: Fly Higher, Get-In, Star-net; Boost-it; Surface Net, Innovall, Tech-clinic SST, Star-Net-Transport, SecureChains and GPRIX. INOVA+ is also involved in the consortium C4BI – Cities for Business Innovation – Network of Urban Procurers. The company is made up of a pool of professional consultants and university professors experienced in managing Innovation programmes that provide consulting services and technical assistance to industries and leading research centres on management and consortia research projects and on the exploitation of new technologies. INOVA+ services are addressed to institutions and companies active in the field of research, resulting of a large experience in collaborating with the most relevant key players involved in innovation processes: from the scientific institutions to the business community in Portugal and in Europe.
Key personnel involved - Mr. Gil Gonçalves is the Chief Scientific Officer of INOVA+. He is a lecturer at the Department of Electrical and Computer Engineering at Porto University in Portugal, a researcher at the Institute for Systems and Robotics and the Chief Scientific Officer of INOVA+ S.A. He received the Engineering Degree in 1993 and the M.Sc. degree in Electrical and Computer Engineering in 1996, both from Porto University. He is receiving the Ph.D. in Electrical and Computer Engineering in 2006. His research interests include control and coordination of networked dynamic systems, dynamic optimization, hybrid systems, simulation, systems engineering, robotics, and networked robotic systems. He participated in more than 15 R&D projects and co-authored more than 30 publications. Mr. Gil Gonçalves is the Project Coordinator of the G4S project. - Mr. Eurico Neves is a senior partner of INOVA+ SA since 1997; he has worked before as an Expert intra-muros at the European Commission in Luxembourg, DG XIII, assisting the EC in the conception and implementation of programmes and actions within the scope of the training and innovation field. Over the years he is constantly invited by the EC to evaluate EC project proposals, also under this theme Food, agriculture and fishes, and biotechnology. He is also an evaluator of the Leonardo, IST, eTen and e-Content programmes He is specialized in the ICT field, having been member of the board of Novabase, the largest IT Portuguese company (until 1999). Mr. Neves is also the author of 3 books on innovation published in Portugal and he has over 12 years experience in project management, having managed over 15 EC funded projects in the last 12 years. - Mr. Pedro Costa holds a Law degree and a specialization course in Management both from the Catholic University of Portugal. Mr. Costa is currently working within the International Cooperation Unit at INOVA+, where she dedicates to international projects, using his skills in the development of proposals for various funding programmes and experience in projects coordination. Before joining INOVA+, he collaborated as a consultant and project manager for over 10 years at Portuguese Society of Innovation. He is managing INOVA+ tasks in the framework of the project C4BI – Cities for Business Innovation – Network of Urban Procurers.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 9 Partner name Magdeburg competence center Role in project Public procurer, WP 5 leader , Contract manager , Expertise ICT Classroom of the future
AG Lehramtsausbildung and Competence Center “Classroom of the Future”
The working group “Teacher Training Computer Science” under the direction of Dr. Henry Herper teaches computer sciences courses for teaching degrees and media literacy students. We are also offering advanced in-service training for school teachers. Our computer science courses are oriented towards our target audience and will be continually updated. The newest course teaches concepts and practices for using digital media in the classroom. We are developing and testing technical and content-based concepts for computational education in schools in cooperation with schools at all levels. Since 2009, our experiences culminate in the competence center “Classroom of the Future”, a joint project together with maxx2IT and SMART Technologies.
The competence center cooperates on different levels with 8 schools in Magdeburg and Saxony-Anhalt. We focus on computational literacy in primary education and we have pilot projects in 6 elementary schools. These projects vary from consulting and support when using technology like laptops and interactive whiteboards in the classroom over teacher qualification to working together with teachers in the classroom. Thus, we can test different approaches and watch adaptation on students and teachers side. In addition, we cooperate with two high schools. In our group, we have extensive expertise in technical arrangements suited for schools, pedagogical concepts and are connected with efforts for ICT in education world wide.
With our participation in IMAILE, we have the opportunity to spread our findings about useful models for technical infrastructure in schools and can widen the scope of our research. Being able to further develop these topics at European level will be a benefit for creating scalable solutions.
Selected Publications
Herper, Hinz, Freudenberg: Informatische Bildung in der Primarstufe mit Netbookklassen (102. Bundeskongress der MNU 2011)
Herper: Notebookeinsatz in Grundschulen - Erfahrungen im Klassenzimmer der Zukunft, One-to-One-Computing in der Schule, PHZ, 2011
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 10 Partner name Viladecans City Council Role in project WP 3 task 3.3 and 3.4, Public procurer , test and reference groups Expertise Smart digital schools
The City of Viladecans, in the southern part of Barcelona metropolitan area, is located on the coast. The proximity to the capital of Catalonia allows for a good infrastructure network, being only 5 km far from the harbour of Barcelona and one km from the airport. Highways and railways also connect the city to the metropolitan area. The close position to Barcelona is affecting Viladecans’ demographic growth, with a high rate of young people (under 40 years old), accounting for 52% of the population. Originally a centre based on agricultural economy, the city has been recently developed driving sectors mostly based on Small and Medium Enterprises (95% of the enterprises), that are mainly involved in the service sector (67,2%), constructions (17,2%) and industry (15,1%). Agriculture and industry still being important sectors, Viladecans aims to develop innovative technologies and networks, towards and attractive and efficient “smart city” vision.
Despite the difficult economic situation for public administrations, Viladecans has been engaged during the last years in investing in ICT towards a Smart Living city. The main objective is to turn citizens into smart citizens: people able to benefit form ICT facilities promoted by the Municipality in order to improve their quality of life. Viladecans has been developing in the last years an important infrastructure of optical fibre network and Wi- Fi Mesh for a Smart Living. The Council is working to remove digital divide as well as facilitating internet access for all dwellings to incorporate technology in daily life 5 years before the guidelines of the Digital Agenda for Europe. One example is the installation of digital blackboards in all the classrooms in the city in 2010; it has allowed new strategies for improving school success and has facilitated the creation of a living lab among enterprises and schools. Another example is a pilot project for distance health care for elderly people using tablets. It is important also to underline the new “smart school” Ponent that incorporates technology and energy sustainability.
Previous relative experience: City Flow (Eurostars E!7439): in which DFRC develops the mobile phone sensor application, the backend processing centre and the end-user interface. / 2011 513563 Combined Rational and Renewable Energy Strategies in Cities, for Existing and New dwellings and Optimal quality of life / CRRESCENDO. CONCERTO ( RTD Energy Program) Call identifier: FP6-2003-TREN 2. / Year: 2005-2012 / Spain, France, UK Netherland, Bulgaria, Italy. STRAIR – Interreg IIIC North 4N0104I / Year: 2005-2007 / Norway, Spain, United Kingdom, Sweden, Belgium
Support from Catalonian Regional Government Catalonia Regional Government is the body responsible for education in Catalonia. Generalitat has its own budget for education so it is the entity responsible for purchasing education materials, for providing tools to schools and for paying teachers salaries. On the other hand, Generalitat establishes education policies and strategies; it means that Viladecans Municipality needs Generalitat approval, involvement and participation for developing IMAILE project. In that sense, Viladecans City Council has contacted and is collaborating with Generalitat for doing pilot tests in Viladecans schools in the frame of IMAILE. One of the strategic lines of Catalonia Regional Government is deploying ICT in the best way at schools, there is also another strategic line about PLE and its introduction in primary and secondary education. So, Generalitat is very interested in following IM(A)ILE project because it is in accordance with their goals about strategic development in educative innovation.
Catalonia Regional Governement evaluated at a first stage the possibility of becoming a partner but decided to become observers to make an accurate monitoring of Viladecans pilot test due to already participating in another project in the same call and the current economic situation in Spain. In that sense, there will be a PLE expert from the Regional Government participating in Viladecans project, attending to meetings and informing the Regional Government about project development. CRG will be also involved in dissemination activities and workshops and seminars. 89
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Partner number 11 Partner name Region Saxony Anhalt Role in project Associated partner Expertise Regional innovation, strategies
Saxony-Anhalt is one the sixteen german ‘Länder’ and is located in the heart of the Federal Republic of Germany. The state capital is Magdeburg, other larger cities are Halle (Saale) and Dessau. Saxony-Anhalt has around 2.3 million inhabitants and an area of approximately 20,400 km ².Currently there exist 993 schools in Saxony-Anhalt, of which 545 are primary schools.
With the funding scheme ‘STARK III’ launched in May 2012 Saxony-Anhalt has begun one of the key investment schemes for the municipalities and the regional economy in this decade. All schools and kindergarten which have passed a demographic check (meaning that they will not be closed down due reduced numbers of children in the upcoming years) shall be energetically renovated until 2019 and modernized with IT. In total the program, which is funded substantially by the EU, includes around 600 million Euros. Modern schools and daycare centers provide an immense locational advantage in the competition of regions.
The currently grown IT architecture in schools, regional media outlets and school boards in Saxony- Anhalt is very heterogeneous and it causes high personnel and financial costs to interconnect the available IT systems across jurisdiction boundaries.
According to the educational strategic objectives of Saxony-Anhalt the different school specific respectively school board specific approaches towards the IT architecture are to be harmonized in order to achieve an efficient coupling of the administrative, application and technology architecture and in the end to achieve a homogeneous ‘whole-school architecture’ in Saxony- Anhalt. Given the upcoming introduction of a school organization software, standardization is virtually inevitable.
It is important to support new networks that allow various stakeholders to enter into different relationships without too much effort. The separation of information, communication and transaction disappears: In the future it is all about content. In this respect, the term multimedia is adopting a new identity. In the area of education with its various fields of work, e.g. early childhood, education, vocational training, university, advanced training or education, new methods such as e-learning and media literacy illustrate the complexity of "intelligent networks". Especially the current situation regarding IT security and data protection asks for transferring a large structural change to the schools. The current funding opportunity offers a unique chance to provide schools in Saxony-Anhalt with a uniform, minimum standard technology.
The growing complexity of IT security solutions also require a sufficiently trained an up-dated administration. A uniform equipment implies the advantages of central regulation and control. Thus the teaching staff can be relieved and human resources are spared. The teachers responsible for teaching IT issues can dedicate their time to their primary educational task, preparing and holding lessons. Administrative tasks relating to network infrastructure and computer technology are taken over by the respective IT experts.
Another aspect is the potential of reducing the financial burden of local municipal budgets when it comes to procurement of hardware components. IMAILE supports the country’s ambition to develop framework agreements in order to provide the schools with uniform and consequently low cost components.
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Partner number 12 Partner name Halmstad university Role in project associated partner Expertise On going evaluation, teacher education, dissemination, networks
Halmstad University is actively involved in community development through extensive collaboration with industry and the public sector. The university profile consists of three intertwined areas of strength that can be summarized as the development and study of the organizations, products and quality of life. To promote interaction between areas of they are linked by three themes: innovation, collaboration and wellbeing.
In Halmstad there already exist several main innovation areas where Halmstad university and Municipality of Halmstad collaborate.
Halmstad University is very interested in participating in IMAILE to support Halmstad municipality with following areas
Research • Teacher training has extensive knowledge of learning and development in school environments. Experimenting Environments • The Teacher training foster future teachers. We see this as an exciting environment and audience for testing the products and services that will be developed in the project. Reference Groups • As an aid in the development of the project, there may be a need for different reference groups and we believe that the Teacher education can play a role in these groups. On-going evaluation • If the project sees a need for on-going evaluation, the training of teachers interested in participating in it, in collaboration with other departments at Halmstad University. Education Environment • Halmstad University have adequate facilities for training and learning processes. The Teacher education is a natural meeting place for different stakeholders and for development of activities in the project. Dissemination • RUC (Center for Regional Development), which is part of the Teacher education, is responsible for interaction with stakeholders relevant for the school and the community on a local, regional, national and international level. RUC has a large network which can support the dissemination of the project. Halmstad University would like to emphasize that these points in the current phase are ideas. If the project is approved, we look forward to a dialogue about our participation in implementation, scope and economic conditions.
Halmstad University 2013-02-13 Cecilia Kjellman Section Manager Department of Teacher Education
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 2.3 Quality of the consortium as a whole
2.3. 1 Consortium overview
Our IMAILE consortium consists of the following skills and European geographical range
Country Geographical range Skills and expertise Sweden North Public procurers, education STEM and ICT Finland North Public procurers, education STEM and ICT, European standards Hungary Center / East PCP skills and expertise, Innovations, business networks Austria Center Dissemination Germany Center Public procurers, education STEM and ICT Spain South / West Public procurers, education STEM and ICT Portugal South/ West PCP, Innovation ,SME
2.3.2 Complementary among participants The PCP process and the possibilities of being a active part of high level research and development on European level is challenging to the public procurers in our consortium in several ways. Therefore in IMAILE we count with the following division of partners:
1) Public procurers 2) Public procurers and specialists in ICT 3) Support organizations in order to guarantee achievements of our objectives 4) National organizations with interest of supporting and implement project results on national levels
1) Public procurers in participating countries at local/ regional / national levels The following organizations are direct public procurers of proposed PLE solutions on different levels. We have strategically chosen our public procurers to act on local or regional level in order to be close to the end users of PLE solutions in our schools. In Sweden we have chosen to include 2 municipalities with the motivation of a regional approach on a local level with the PCP method.
Country Organization Level Sweden City of Halmstad Local – regional City of Varberg Local – regional Finland City of Konnevesi. Local / regional University of Oulu / teacher education Germany District of Klötze ( with Region Saxony Anhalt) Local University of Magdeburg / teacher education Regional Spain City council Viladecans ( with Region Catalonia) Local and regional
All public procurers have support from a national level and several organisations who are following the project as well has knowledge about IMAILE intentions at proposal stage see under 4) in this section.
2) Public procurers / specialists in ICT The following organizations in our consortium are universities in their role as public procurers of ICT solutions for their teacher education department or support to public procurers in their networks while procuring ICT directly to schools. They are also a guarantee for the complete consortium in order to cover expertise of quality and use of proposed ICT solutions of PLE during the PCP process. This involvement strengthens our consortium as well as reduces our costs of subcontracting.
Country Organization Skills/ Expertise Finland Center Internet Excellence University Oulu ICT e learning , teacher education, iTEC Germany University of Magdeburg ICT / e learning, teacher education , evaluation
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3) Support organizations The following organizations are needed in order to keep the competence of PCP, Innovations, SME and business networks as well as a strategic dissemination within the consortium and to avoid subcontracting. Their role is crucial for the public procurers in order to learn about the PCP as well as to spread to others what we learn in a qualitative and effective manner.
Country Organization Skills/ expertise Hungary INNOVA Észak-Alföld Regional PCP, Innovations Development and Innovation Agency Portugal INOVAMAIS - Serviços de Consultadoria PCP, Innovations SME, business networks em Inovação Tecnológica, S.A Austria ENTER Specialist in dissemination on European level. Strategically chosen with their broad network to possible users (schools) of project result PLE and exploitation of solutions to reach a greater impact of impact to possible users of exploitable results.
4) National involvement in public procuring countries
Kammarkollegiet(SE) is the oldest public authority in Sweden. The Agency is a organization which not only exercises public authority but also operates commercial undertakings. Our tasks cover an extensive area and mainly involve activities that require qualified legal and economic expertise. Vinnova/ TEKES -Swedish and Finnish innovation agencies contributing with PCP funding to PCP MINECO/CDTI Spanish innovation agency national level to support PCP
Furthermore we have created synergies also with public procurers and national organisations in our supporting countries such as Municipality of Espinosa in Portugal and National Innovation Office of Hungary.
2.3.3 Summary of strategy and strength of chosen consortium
According to the set up of a PCP project our consortium is a perfect match as we have identified the common challenge of RTD from a “bottom up “perspective. We count with public procurers direct in contact with primary and secondary education. There is no interference from nor possible ICT suppliers nor universities for RTD of ICT and their actual interest in order to develop their products according to their own interest.
The strength of our consortium is the strategic choice of public procurers working close to the end users at local and regional level with the involvement of national level for support. This guarantees a close contact with the schools, teachers and students who are main target groups of proposed solution.
Apart from public procurers willing to learn and spread experiences within PCP as well as with identified problems and challenges to solve we count with the perfect expertise within PCP and ICT as support.
Two of our public procurers are universities with teacher education departments but also in the role of leading their schools in their networks but within ICT as well as in procurement processes. This brings the RTD experience and support to consortium in order to manage an RTD project of this budget size.
Furthermore we count with expertise of ENTER in LLP dissemination with one of the mayor networks within schools and education in Europe.
This strategy also allows the consortium to lower sub contracting part as well as to trigger a Triple Helix effect in participating countries in order to stimulate innovations.
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2.3.4 Partners and tasks in each country
Sweden
Sweden as coordinator is adopting for a regional PCP approach on a local level. This is demonstrated in our consortium consisting of 2 public procurers from our region. Halmstad and Varberg municipality with different tasks in the project. In Sweden the ICT/ RTD skills as support will come from Halmstad University and their Teacher Education sector as associated partner in IMAILE.
Partner WP:s/ tasks Halmstad WP 1 leader WP 4 leader ( only CP part budget) WP 5 task 5.2 Administration of contracts WP 3 setting joint PCP framework as public procurer Varberg Varberg municipality as public procurers WP 3 setting joint PCP framework as public procurer Alexanderson Institute with the following tasks: WP 3 M 3. 2. Industrial workshop Task 7.4 Social media strategy Task 7. 5 Local stakeholders meeting Se Dissemination of PCP in Scandinavia both to public and private sector University of Halmstad ICT, teacher education, on going evaluation ( associated partner)
Finland
In Finland Oulu University Center of Internet Excellence is working close to Kinnevesi City when it comes to development of ICT in the primary and secondary schools and an existing networks for this purpose will be used and taking advantage of. Their role is to provide support in ICT development, create Triple Helix cooperation and be a link to TEKES national PCP financing model.
Partner WP:s tasks City of Konnevesi Task 6.1 Test and reference groups leader WP 3 setting joint PCP framework as public procurer Oulu University WP 6 leader European standards
Germany
In Germany District Klötze is supported by Competence Center – Classroom of the future at Magdeburg University who already cooperates on different levels to support schools in Magdeburg and in Saxony – Anhalt region. Furthermore is EU Service-Agentur im Hause der Investitionsbank Sachsen-Anhalt Anstalt der Norddeutschen Landesbank also involved in the internal working group of IMAILE. At proposal stage Klötze is public procurer but Region Saxony Anhalt intends to join the consortium during negotiation if proposal succeed in order to be German regional public procurer and Klötze to act as end users.
Partner WP:s tasks District Klötze Task 6.1 Test and reference groups WP 3 setting joint PCP framework as public procurer Magdeburg University WP 5 leader Monitoring the ICT pilots Task 5.1 Contract manager Region Saxony Anhalt ( supporting German partners, regional dissemination, financial contribution associated partner)
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Spain In Spain the municipality of Viladecans counts with support in their internal working group with specialist in Education and FP 7 projects as well as with Regional Government of Cataluña and therefore also cover regional level in Spain. The region will support the internal working group with one person and assist with evaluation and regional dissemination of IMAILE.
Partner WP:s tasks City of Viladecans WP 3 task leader 3.3 and 3.4 WP 3 setting joint PCP framework as public procurer Task 6.1 Test and reference groups Task 7.10 Final conference Spain WP 7 regional dissemination events
2.3.5 Specific need and justification support organizations in our consortium
In IMAILE we count with 3 partners not being public procurers, but who are needed in order to guarantee a successful implementation of project tasks to reach our objectives.
Partner WP:s tasks ENTER WP 7 leader Dissemination expert INOVAMAIS - Serviços de Consultadoria em WP 3 leader and task 6.5 Exploitation plan PLE:s Inovação Tecnológica, S.A Innova Hungary WP 2 leader PCP experience/ skills
E.N.T.E.R. Is a non-profit making association officially registered in Graz, Austria and supports the dissemination and exploitation of developments, products and results from EU funded projects. Additionally to the services of the network, E.N.T.E.R. also acts proactively as project promoter, project partner and expert to foster dissemination and exploitation standards within the EU. The participation of ENTER is crucial with the motivation Their natural network of schools and education organizations reaches all over Europe and this support a good dissemination of exploitable results directly to the target groups of public procurers who will have use of our PLE solutions Public procurers do not have experience in dissemination and PR activities in a strategic way and with an outreach all over Europe
INOVAMAIS - Serviços de Consultadoria em Inovação Tecnológica, S.A Is a Portuguese company with a mission to provide the knowledge, the management capacity, the partnerships and the technical and financial support needed for the development of innovation projects of its customers. With its headquarters in Porto it is connected to the biggest European private Community of innovation services, with associates in Rome, Luxembourg, Brussels, Prague, Boston and Warsaw.
The participation of INOVA + is crucial with the motivation of Their skills of creating a European wide call with all the preparatory tasks within PCP and their great network of SME and industry all over Europe Public procurers do not have experience and culture from the private side ( supplier side) of the ICT market
Innova Észak-Alföld Regional Development and Innovation Agency Is a Hungarian innovation agency with expertise in PCP from both RAPIDE and PROGR-EAST project. Their participation is crucial with the motivation of Create a common understanding of PCP among partners in consortium Evaluate the PCP process in order to create future PCP guidelines
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2.3.6 Critical mass of public purchasers In our consortium we have chosen the approach to include 4 extra public procurers with no WP leader function in order to guarantee a critical mass of public procurers as well as a geographical range.
We count with 7 public procurers taking part in PCP process. 5 of these public procurers are direct procurers of ICT for primary and secondary education. 2 public procurers act on regional level representing universities. The role of the universities is to support the public procurers attached to their city in the PCP process as well as to learn about the PCP process in their role as regional procurer of service and goods. Furthermore the role of the universities is to support education and procurement. Additional we count with an additional public procurer Espinho city council in Portugal who will indirect take part in some activities organized in Portugal and INOVA+.
2.3.7 Industrial dialogue/ involvement
The CP part of the project will include interaction and close cooperation during a period of 5 – 23 months with a minimum of 10 ICT suppliers in Europe. It is via their RTD performance we will achieve our PLE solutions. This involvement will be encouraged in WP 3 and WP 7 where stakeholder analysis and Industrial workshop will be arranged in order to attract “good” SME and Industry suppliers to our PCP process. The suppliers count with numerous benefits from IMAILE consortium agreed in the Business case which supports the suppliers to create attractive ICT solutions ready to commercialise on a European market.
2.3. 8 Motivation of external experts
We count with mayor skills and expertise within our consortium thanks to our presented strategy of choice of consortium. In the CP part all suppliers will be subcontracting actors to cover the Pilot projects
In the CSA part we need to include the following sub contracting in order to guarantee external support to the project as a whole during the period the estimated sum from our budget for this task is 40 000 euro.
Three specialists are required with different tasks
Expertise Role in project Involvement WP
PCP legal experts Member of advisory board WP 1, 2, 3 Support consortium in preparation of PCP activities
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 2.3.9 Additional partners
I. Associated partners
In IMAILE we have chosen an approach to include 2 associated partners. These partners do not have a budget but will cooperate and support our public procurers in Sweden and Germany in their already existing network on regional levels.
Partner Country Role Region Saxony Germany Regional support to public procurers with intention to enter Anhalt consortium during negotiation. Halmstad Sweden Associated with Halmstad municiapality providing expertise University on RTD, innovative procurement and Teacher Education department
II. Additional public procurers
In order to open up for additional public procurers there will be a possibility of participating from other member states with a special contract connected to WP 2, 7 and 8.
Additional public procurers will have possibilities to participate in increased capacity activities of PCP, test and evaluate the PLE products and disseminate both PCP and PLE in their countries covering their own travel costs but taking part in organized events of the IMAILE project.
Two of additional partners with severe interest of taking part in IMAILE after presentation of proposal during high level event in Berlin organized by the Commission are ministry of Education both in Luxemburg and Italy. Both have have indicated a severe interest in learning about the PCP as well as taking part in results of our proposed ICT solution of personalized learning as it is in line with their national priorities in Education. We would like to create an opening for these 2 organisations in particular to enter the consortium as partners if proposal succeed to negotiation part with the EC.
Luxemburg Jos Bertemes, Directeur Ministère de l'Éducation nationale et de la Formation professionelle Service de Coordination de la Recherche et de l'Innovation technologique et pédagogique
29, rue Aldringen L-2926 Luxembourg Phone : 00 352 2478 5191 Courriel : [email protected] Twitter : @jberteme
Italy – MIUR National level
With the support from Dr Sara Bedin – Italian PCP expert for the EC a contact have been established with Mrs Calderino at the Ministry of Education, Universities and Research (Ministero dell'Istruzione, dell'Università e della Ricerca, or MIUR) in Italy.
MIUR is divided into 3 three Departments who carry out policies dictated by the Ministry and form the body which directs and programs educational policy at a national level. At a local level MIUR counts with regional education “Uffici” which are autonomous administrative centres, carrying out the instructions of the Departments, directly supporting individual schools, and articulating the policies on the ground.
MIUR has been in dialogue with Dr Sara Bedin and indicated interest on joining the IMAILE PCP part with Italian public procurers.
Contact: Sara Bedin, The European House Ambrosetti e mail: [email protected] 97
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2.4 Appropriateness of the allocation and justification of the resources to be committe
CSA PART The CSA part of this project is intended to share understanding of the PCP framework, coordinate the tender calls, develop a European standard and fulfil the aim of the IMAILE project. In the project we will also develop documents and processes that will allow others to gain from this work.
The management and planning of the project is based on the contents from the different work packages (WP) and the efforts needed to be undertaken in each WP. This results in a total budget of 6.424.336€. The personnel costs are corresponding to the personal months for the WPs and in total it is 164 personal months (PM). The subcontracting, excluding the CP part, is 40.000€ and shall be used for experts within the field of PCP and for the advisory board and steering committee.
Costs for kick-off meeting, project meetings, workshops with industry, capacity building seminars, study visits and final conferences and other activities are within the Coordination, Support and Management budget. The cost for dissemination activities is reported within the budget for Other.
The budget table below show the budget in form A3 RTD up to 50 Coordination Support up Management Other up or 75% up to 100% to 100% up to 100% to 100% Total Personnel Costs 349 025 226 718 233 980 130 461 940 184 Subcontracting 5 000 000 20 000 0 20 000 0 5 040 000 Other direct costs 68 385 9 000 29 000 84 281 190 666 Indirect costs 29 215 16 498 138 157 69 616 253 486
Total budget 5 000 000 466 625 252 216 421 137 284 358 6 424 336 Requested EC contribution 3 750 000 466 625 252 216 301 387 229 772 5 000 000 Total Receipts
The partners in the project have different budgets due to the amount of work the WP tasks demands. All partners contribute with in-kind for the indirect costs that are not fully covered in the CSA-part.
HSTD Halmstad, Sweden, is a public procurer in the project and coordinator of the IMAILE project. Halmstad has a budget of 41 PM due to the coordinator role and the monitoring of the PCP. As coordinator of the project the main tasks will be in WP 1 (management) and WP5 (Monitoring ICT pilots) but have PM in all WPs.
Inn Innova, Hungary, has an expertise in PCP projects and has a budget of 12 PM. They have 8 PM for being WP-leader in WP2 (PCP preparation and evaluation) and the rest in WP1, WP3 (Framework for European joint PCP call for ICT/PLE) and WP7 (Dissemination).
KL District Klötze, Germany, is a public procurer with an expertise in ICT in schools. They have a budget of 12 PM. They have main tasks in WP3 and WP6 (European Standards), but are involved in all WP. They work closely together with Magdeburg University.
C.K. City of Konnevesi, Finland, is a public procurer with an expertise in ICT in education. They have a budget of 12 PM. They have main tasks in WP3 and WP6, but are involved in all WP. They work closely together with Oulu University.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE CIE Oulu university Center of Internet Excellence, Finland, work closely together with Konnevesi in development of ICT in the primary and secondary school and has a budget of 17 PM. For the role as WP-leader for WP6 they have 7 PM and the rest of the PM is for the involvement in all other WPs.
E.N.T.E.R A non- profit making association, Austria, has long experience and expertise in dissemination of EU project results. They have a budget of 13 PM in total and 11 PM are for being WP-leader of WP7 (Dissemination) and the rest for WP1 and WP6.
A.I. Alexandersson Institutet/Varberg, Sweden, is a public procurer with expertise SME innovative procurement. They have a total budget of 12 PM. They have main tasks in WP3 and WP7. They are involved in all WPs.
IN+ A Portuguese company with a mission to provide support needed for the development of innovation projects and PCP. They have a total budget of 11 PM and the main task is to be WP-leader for WP3 (Framework for European joint PCP call for ICT/PLE) which they have 7 PM. They are involved in all WPs except WP5.
UniM The University of Magdeburg, with the expertise of ICT Classroom of the future, work closely together with District Klötze. They have a total budget of 17 PM and of those are 9 PM for leading WP 5. They are involved in all WPs.
CVil The City of Viladecans is a public procurer with an expertise in smart digital schools. They have a budget of 17 PM. They have main tasks in WP3 and in WP6. They are involved in all WPs.
CP PART The CP part is in WP4 (PCP Pilots) where the RTD is performed and it has no man-months allocated. The monitoring/contract management, evaluation panel and contracts signing for the RTD pilots are in WP5.
The RTD budget for the CP part is in total 5.000.000€. The consortium with the public procurers from Sweden, Finland, Spain and Germany are the ones signing the contracts for the CP part in consortium and share the contribution of 1.250.000€ as the Commission offers a co-financing of 75%, 3.750.000€.
In line with national and regional support as well as proper contribution the consortium agrees to share the above mentioned amount of 1.250.000€ in the most adequate and equal manner among participating public procurers as well as for the mayor benefit of the project as a whole.
The funds will be transferred to Halmstad, WP-leader for WP4, in order to make a pot for each of the three phases in PCP. In the first phase 10% of the pot is required (500.000€), 40% in the second phase (2.000.000€) and 50% in the last phase (2.500.000€). The first call will be in 2015 so the first allocation of funding will have to be made in the end of 2014. The next two contributions will have to be made in 2015 and 2016.
The financial transfers and distributing of funds between partners will be described more in detail in the Consortium Agreement.
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3.1.1 General approach covering both PCP and PLE impact Due to the complexity of the combined CP-CSA content the expected impact has to be divided in two parts. The first part (3.1.1) describes expected impact for public procurers and participants in IMAILE and the second part (3.1.2) describes expected impact for potential suppliers developing PLE solutions. In this introduction part we describe the overall impact as a whole taking into account both PCP process and PLE solution.
The expected project results of IMAILE are 1. Validated innovative PLE solutions customized and developed to fit the end users need ready to commercialize and procure on the market 2. Recommendations and evaluation of joint PCP process within technology enhanced learning in forward looking procurement strategies across boundaries
These results will lead to the following impacts listed in work program by the end of 2016 and forwards
1. Validated innovative PLE solutions customized developed to fit the end users need ready to commercialize and procure on the market
I. Broaden use of ICT in education in STEM leading to wider take up by end-users teachers and students II. Increased awareness on the benefit of the adoption of learning technologies by presenting the usefulness of ICT to support the teachers with time saving performance of ICT product III. Effective public-private partnerships for providing digital learning solutions in Europe using PCP method and mutual learning process IV. Stronger growth of the European ICT-enabled learning markets by presenting a PLE product ready for commercialization on the global market
2. Recommendations and evaluation of joint PCP process within technology enhanced learning in forward looking procurement strategies across boundaries
I. Forward looking procurement strategies is successful where involved stakeholders are equipped with knowledge and tools enabling them to launch new PCP processes in participating countries II. Joint cooperation within PCP among 7 countries that will create synergies for future cooperation European PCP pilots process with EU states is moving forward III. A more homogenous public procurement understanding/ level via PCP IV. PCP Business Case V. Contribution to a balanced innovation policy mix strategy in 7 countries as demand – driven policy instruments in PP cooperation.
Exploitable results
Nr Service name Short description 1 Innovation strategy of PCP Developed business case and evaluation effects public sector in public sector 2 Guidelines for PCP process Manual on PCP process and framework including impact of PCP process 3 Validated PLE solutions Reports from test and reference groups, one standard recommendation on learning environment technology PLE 4 Exploitation plan PLE / Stakeholder analysis of PLE solutions, results from validation of SME PLE, assessment of the need of the PLE
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3.1.2 Impact on a more forward looking public sectors of proposers for ICT in education
Target groups and expected impact The target groups are divided into 3 levels and will be reached through our strategic dissemination work in WP 6 as well as with the support of the excellent network of E.N.T.E.R. (Main target groups (M), Primary target groups (P), Secondary target groups (S)
Impact / result I. Forward looking Innovative procurement strategies across boundaries IPS II. Validated PLE solution developed according to end users need to support increased demand of personalized learning ( PLE) III. Validated PLE solution to meet the specific need of each student in order to create a deeper and more creative learning in order to prevent early drop outs.
Target groups Impact in numbers M Public procurers within consortium 7 EU countries, 8 public procurers M Primary and secondary schools within consortium 220 M Teachers within consortium 1400 M Students age 6 – 16 years within consortium 25 000 P National organizations of public procurement participating 7 countries P Public procurers of ICT European wide 50 P Primary / secondary schools European wide outside consortium 500
Primary target groups/ potential buyers of PLE solution in numbers Thanks to dissemination expertise and network of ENTER we count with a total amount of 500 primary secondary schools on a European level outside our consortium as potential buyers of PLE solutions.
Long term impact MAIN/ PRIMARY target groups of developing proposed PLE The following list shows the advantages and long term impact for schools, teachers and students with the support of developing PLE of the 21st for primary and secondary in STEM.
Expected reduced early drop outs where process often starts in primary ICT as tool to enable breakthrough of innovative teaching and creative learning Shift from teacher centred to student centred learning according to the 21st century skills Implementation of full scale personalized learning for ALL students More time for 1 to 1 interactions between teacher and student that stretch the boundaries of place and time Classroom situations closer to the wider society and reality Increased curiosity and motivation for STEM using innovative personalized learning/ teaching methods First steps on implementing the future creative classrooms in Europe Higher satisfaction for both teachers and students which leads to increased results in Education
PCP pilots According to the EC analysis of countries implementing PCP the actual situation 2012 showed that PCP pilots started already in Sweden, Finland, Germany and Austria. But behind these countries were Portugal in Frameworks of PC and Hungary and Spain with pilots in preparation. With our strong and geographical spread consortium IMAILE contributes to a forward process covering more countries moving towards pilots started. IMAILE also have opened dialogue with Italy and Luxemburg as mentioned under Additional partners.
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Homogenous procurement approach ICT solutions / Future cooperation agreement in our countries One mayor output from IMAILE is a more homogenous procurement area for ICT solutions in European Education. Our project partners enter IMAILE with procurement on local, regional and national levels. But during PCP process this approach will be erased due to the Article 16f/ 24 e exemptions of traditional public procurement directives 2004/18/EC and 2004/17/EC.
The IMAILE project will contribute to the following expected impacts listed described in work program:
By implementing the PCP method within learning technologies, public procurers and industry/ SME creates ICT innovation so that the demands of its society and economy are met. Deep transformations are under way in our Education system. ICT innovations are both a driver and a support for these transformations and by developing the ICT innovations according to our actual needs with IMAILE we challenge and support our schools at the same time. IMAILE will develop technologies that enable students in primary/ secondary to learn STEM topics more effectively and support the acquisition of new skills IMAILE will perform R&D according to the end users need for stimulating the take-up of learning technologies in primary/ secondary school within STEM subjects. IMAILE will encourages the innovative use of learning technologies by demonstrating for the end users the usefulness of ICT support in personalized learning
3.1.3 Impact on the competitiveness of the selected suppliers of PLE solutions RTD in general needs improvement in order to bring their innovations out to the market. Since PCP process focus on specific needs of the buyers group the chance of exploitation of the developed ICT solutions increases for the suppliers in IMAILE project. PCP is a tool to bring out RTD to the market and bridge the existing gap in between. In IMAILE we have strategically chosen a dissemination expert within Lifelong learning with the purpose to reach out to our specific target groups. ENTER has a Education network with more than 500 future potential buyers ( with 1 – 40 primary and secondary schools underneath) During the project there will be many actions made in order to promote the PLE solutions.
Commercialization road map based on benefits of joining the PCP process In order to attract “good “industry and SME suppliers to our PCP competition IMAILE will point out several advantages for the supply side: Suppliers taking part in IMAILE count with: I. Product advantages Product descriptions of what makes the product different and competitive The benefits described of the proposed product Why future buyers should choose their product
II. Market analysis Market analysis in depth European level but also international level Place policy – distribution channels to use from IMAILE consortium and ENTER network Demand point of view – customer criteria of product Supply point of view – situation of market, types of products available Exploitation strategy – sales management on how to attract new customers
All these benefits are possible working according to PCP process and using ENTER networks. As PCP as a process does not commit participating procurers to purchase large volumes of end products there will be no contract between suppliers and demand side with this guarantee but several advantages remain for suppliers.
IMAILE impact of PLE and wider market uptake of ICT solutions according to the work program
PCP is a method that encourages the involvement of more European SME: s. The SMS are considered to be at the heart of innovation in ICT. IMAILE will work closely with several SME: s in competition during a period of 2 years. The translation of ideas arising from basic research into innovative products for global markets is the weakest link in European value chains. The challenge of increased demand of personalized learning as well innovative technology for PLE: s is mentioned in several reports on a global level. The PLE might be of interest also for ICT education markets such as USA and Asia as a product already tested and validated according to our needs by end- users in Europe 102
FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE 3.1.4 Strategy for impact achievements
Key aspects This part is based on both PCP as a tool for innovation strategies and PLE exploitation plan. IMAILE project will us deliverables from various WP: s in order to achieve the expected impact.
WP 1 Recommendation of external ongoing evaluator WP 2 Business case, Innovation strategy of PCP in public sector, Cooperation agreement WP3 Guidelines on PCP for procurers, report on Impact of PCP process WP 6 Test and reference groups, validation on PLE innovation, Exploitation plan SME WP 7 Stakeholder analysis
Channels to reach our target groups with expected impact EU level: www.eun.org - European Schoolnet www.aces.or.at - Acadamy of central European Schools www.eunec.eu/ - European Network of Education Councils www.unesco.org/new/en/education/networks/global-networks/aspnet/ - ASPnet- UNESCO's Associated Schools Project Network www.saretas.org - SARETAS- International Cooperation and Research Network
Implementation plan IMAILE will develop a detailed plan for implementing PLE solutions in the organizations of participating public procurers as well as to promote the benefits and use of the PLE solution to other public organizations procuring ICT solutions for education. The plan will assess the need of the proposed solution according to the results from test and reference groups.
Contribution to standards Understanding standards and standardization processes has become important because new technologies, new methods of working entering, businesses and new organizations are emerging. This work will be supported in detail in WP 6 European standards.
Contracts of use/ IPR of participating partners of PLE solution IMAILE will adopt a method where IP sits with the suppliers who exploit the innovations and where the consortium should not pay more than market price for the R&D work made during the PCP process. More details of IPR under Dissemination part 3.2.2
Commercialization plan from suppliers One award criteria of the offers from different suppliers will be how they plan to commercialize their product and find financial support to do so. This information will be gathered in impact phase in order for IMAILE to support the suppliers in the way they have planned the commercialization.
PLE exploitation plan By using the geographical range of our consortium the innovative PLE solution will promoted in 7 EU countries with stakeholders from local up to national level. For a successful exploitation the exploitation plan will identify and remove barriers of market uptake, present the results of the benefits of PLE solution according to reports and test/ reference groups and include IPR issues. This possibility gives the suppliers who compete until phase 3 a validated ICT solution ready to commercialize evaluated and elaborated in cooperation within over 1/ 3 of the EU member states. According to our environmental scanning the PLE solution will have a possible entry to US and Asian market as they are working towards the PLE trend in education?
Pathway to exploitation Since PCP focus on specific identified needs the chance of exploitation of developed PLE solutions increases. In order to prepare for increasing opportunities for wider market uptake and economies of scale for the supply side and reducing fragmentation of public sector demand for new ICT solutions the following steps will be executed in IMAILE to bring the supposed impacts.
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I. Test and validation of PLE solutions by end users II. Evaluate the current status of used standards in participating countries III. Prepare standards of learning environment technology ( removal of barriers ) IV. Prepare standards of used devices/infrastructure in school/classroom V. Evaluation/ recommendations at European level of standards for product/ service development VI. Preparation of a new commercialize call for tender PLE solution VII. Exploitation plan of PLE solutions In order to do this successfully we count with expertise in European standards as well to exploit results in Dissemination from Oulu University and ENTER Austria. The work is done in WP 6 and WP 7.
PCP phase 4) Commercialization IMAILE will only include the preparatory work of this phase as PCP process stops after the developed solution has been tested and before commercialization according to the EC Communication. In this phase a separate tender will be published to procure the product on a commercial basis. According to Treaty principles the two tenders have to be separated in a way that it allows all suppliers to compete in an open and transparent way.
3.1.5 European division European problem to be solved In order to achieve deep transformations in both education systems with ICT as well as within Innovative strategies for public procurer’s European cooperation is needed to cover the complexity and several challenges regarding skills and finance within this kind of project. Already at proposal stage we detected the need of using our European network in order to get the balanced skills to implement PCP. According to the ICT work program we need customized learning systems that can adapt to effective use in a wide variety of diverse contexts. This is a key for a successful modernization of educational and training systems in Europe. By European cooperation we joint our skills and best practice of ICT, PCP and Dissemination in order to implement the PCP method within learning technologies enabling public procurers and industry/ SME to create ICT innovations so that the demands of its society and economy are met.
Effects on quality/results of project PCP as a method is recommended by the Commission and the method as a tool for developing innovation on local, regional, national and European level is supposed to be spread in all member states by 2020. PCP should be a tool in order to identify common needs that need a joint approach. If the effect should trigger the market European wide and at the same time solve a common European challenge and reach out to our EU member states it requires the involvement of critical mass of public procurers spread on a geographical range to cover the parts in Europe. By a strategic choice of our partners we cover North, Center, South and Southwest in a geographical range and direct involvement of 7 member states of the EU.
Improvement of European cohesion in innovative forward looking strategies The common work to develop business case of PCP, a common framework in order to launch the joint PCP and the testing and evaluation of the ICT pilots will lead to cooperation not only within Education but also with procurement departments in our participating organizations. There will be a natural cohesion within ICT and procurement in order to develop new strategies between Se, Fi, Hu, De, Es and Portugal.
3.1.6 Implementation of EU 2020 policies IMAILE impact contributes to:
EU 2020 Target 4) Education and reducing the rates of early school leaving below 10% ET 2020 Aim) Improving the quality and efficiency of education and training. European strategic Recommendations of EU activities Education with relevant actions of creativity and framework in adoption of ICT within the following benchmarks: education and training the share of 15-years old with insufficient abilities in reading, mathematics and science should be less than 15%; the share of early leavers from education and training should be less than 10%;
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3.1.7 Influence of external factors
The success of the impact of IMAILE project result is based on several external factors; these are considered more in depth in 1.4.4. CSA part and 1.5.4 CP part and risks and contingency plans interest in taking part of PCP process from supplier side ICT development “speed” in 2013 not taking into account at proposal stage interest of public procurers in PCP process ( skills, R&D competence, resources personal and budget) Asian and US market development of PLE solutions
3.2 Dissemination and/or exploitation of project results, management of intellectual property
The successful dissemination and exploitation of project results in terms of sustainable use and impact of outcomes, especially after the development and testing implementation of the outputs has ended, is very dependent upon a number of crucial key factors and criteria, which are the basis for a successful communication strategy. From our experiences (ENTER specialist in European dissemination) we consider the following key factors to be relevant:
a) Output quality: To achieve a high degree of valorisation and use, the outputs produced need to be of a very high quality. It is important to pay considerable attention to the output quality during the entire project development, and therefore it is always advisable to introduce procedures and responsibilities for quality management in project processes in order to guarantee a high quality final output. Outputs must be up to date and appealing to the customers otherwise dissemination and further use cannot be expected. b) Adaptability of outputs to country and organisation specific circumstances: From our point of view it is an important precondition that the results and outputs of the project are adaptable to a high degree in relation to the circumstances of different countries, systems and industry, SMEs/schools. This is particularly important as the developed materials and approaches should be relevant to different types of organizations and target groups. c) Clear definition of advantages for users: A high degree of use is, in our opinion, mainly dependent on the capacity of the project and the partnership to clearly show the advantages of using the instruments and outputs for the final target group. For this reason all partner institutions should always try to make the advantages of the project and its results transparent and evident, in relation to all events and possibilities. In particular the project website should make very clear what the added value of the output is and its use to the potential customer. d) Early identification of stakeholders and potential users: It is vital that relevant stakeholders and potential users (customers) of the project results are clearly identified and defined very early in the project’s life. It is not advisable to change user groups during the project process. Identified stakeholders should be contacted and kept informed throughout the whole project process so as to ensure the sustainable use of results after the project ends. Thereby, the focus should not only be in involving them in the activities but to engage them on a long-term perspective.
By considering these preconditions in all working phases the aim of the entire communication plan is:
To promote and raise awareness with regard to the project contents and developments – PCP and PLE as innovative ICT solution To provide information on the quality, relevance and effectiveness of the results To successfully transfer the results to appropriate decision-makers in order to achieve their sustainable promotion and support To convince individual end-users to adopt and/or apply the results after the project has ended
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In general the dissemination approach provided by E.N.T.E.R. is built on two dimensions.
Horizontal dimension The horizontal dimension contains all activities to strengthen the communication and dissemination between the project partners. This includes all internal activities to provide information and instruments for further individual dissemination of each partner. This is considered as especially important because not all partners are involved in all activities at the same level. Therefore, the internal communication process needs to ensure that all participants are continuously up to date with the project’s process and activities. Only then, the partners in the individual countries can successfully implement dissemination activities at all levels (local, regional, national, EU and international) The project coordinator together with E.N.T.E.R. carries the main responsibility for the horizontal dimension but also the project partners are requested to actively take part in these processes.
Vertical dimension The vertical dimension concentrates on all activities designed to actually reach the target groups and final users. This includes all activities that will be carried out individually by each partner such as the involvement of their own partners, networks and stakeholders and the implementation of the individual dissemination activities. E.N.T.E.R. is also responsible for the vertical dimension in terms of providing concepts, encouraging and controlling the activities, although the actual success is very much dependent upon the support and cooperation of the project partners. Both the horizontal as well as the vertical dimension will be carried out by using different approaches, methods and instruments of dissemination, always dependent upon the most adequate means and possibilities of each project partner. Basically, they can be structured as follows: Face-to-face activities Presentations, round tables, workshops, seminars, conference … Media-based activities Internet-based Groups, e-newsletters, websites, networks, e-documents, social media … Paper-based Brochures, flyers, posters, articles, newsletters, activity reports … TV/radio-based Interviews, presentations, videos … Performance activities Activities closely related to other project work packages that provide dissemination opportunities at the same. E g. process such as the implementation of surveys, needs analysis, pilot tests, involvement in evaluation activities … The dissemination WP and concept runs parallel to all other phases of the work programme and is specifically adjusted according to the main activities of each phase. Thereby the main focus is to ensure that all outcomes/instruments reach the right target audiences in a format and at a time, that provides greatest benefit.
Dissemination concept The dissemination approach is built on 3 phases that are closely linked with the other WPs of the project. As dissemination is a process running during the entire project period those phases are not to be completed and the next one is starting. There is always an overlapping period from one phase to the next one. Therefore, the correlation concerning the time schedule can only be seen as orientation according to the time schedule of other WPs.
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Dissemination for awareness Main activities: - Identification of dissemination channels in each partner country and at EU and the international level - Identification of stakeholder profiles - Set up of dissemination and exploitation strategy - Set up of social media strategy - Set up of project website - Production of first dissemination material - First involvement of stakeholders and target groups When? M 1-9 closely linked with activities of WP 2 PCP preparation Why? To raise awareness on the project itself in a first step and in a second step on the PCP method and the state of the art versus needs of the use of ICT in creative classrooms. To “prepare the soil” for next activities. What? The project and its activities, the partnership, the funding programme, the PCP method, PLE as innovative ICT solution Who to disseminate to? TG1) PCP public organizations and Industry/ SME. TG2) ICT solution schools, teachers, head teachers and teacher education 3) broad public involved in the sector Who will do it? All partners How? project website, press release, set up of social media profiles, newsletter, project leaflet
Dissemination for understanding Main activities: - Direct contact with stakeholders in face-to-face meetings (“from involvement to engagement”) - Organisation of local stakeholder meetings with press conference - Intensive presence in print and online media at local and EU/international level - Enlargement and update of dissemination strategy at national and EU levels ((internal evaluation of possible improvements or adaptations) - Enlargement and update of social media presence (internal evaluation of possible improvements or adaptations) - Production of gadgets for test series and general promotion When? Months 9-30, closely linked with the activities of WP3 – European order, WP4 – Pilot testings (partly with ongoing activities of WP2). Phase 1: Months 9-12: focus on WP3 Phase 2: Months 15-30: focus on WP4 Why? To promote the European call and all 3 phases, to promote pilot testings, to recruit participants, to engage stakeholders Phase 1: focus on TG1) PCP public organizations and Industry/ SME Phase 2: focus on TG2) ICT solution schools, teachers, head teachers and teacher education What? The outcomes of WP2, the European call , the test series, (additionally ongoing promotion of the partnership, the funding programme, the PCP method, PLE as innovative ICT solution) Who to disseminate to? Phase 1: TG1) PCP public organizations and Industry/ SME. Phase 2: TG2) ICT solution schools, teachers, head teachers and teacher education Who will do it? All partners How? Articles, newsletters, local stakeholder meetings combined with press conference, gadgets for TG 2 and general project promotion (to be decided by partnership), video clip, project website, social media
Dissemination for action Main activities: - Organisation of final conferences with press conference - Intensive presence in print and online media at local and EU/international level - Update of dissemination strategy at national and EU levels with regards to “after funding period” (internal evaluation of improvements and adaptations, incl. issues of maintenance, partners activities and plans)
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE - Update of social media presence and strategy with regards to “after funding period” (internal evaluation of improvements and adaptations, incl. issues of maintenance, partners activities and plans) - Publication of special issue of the European Magazine Focus Europe on the topics ICT as innovative solution in school education as well as PCP
When? Months 24-36, closely linked with the activities of WP5 – EU standards (partly with ongoing activities of WP2 and WP4) Why? To present final products, to set concrete steps for exploitation, to convince stakeholders, to reach out to a broader field in ICT and school education at the European level (additionally ongoing promotion of the partnership, the funding programme, the PCP method, PLE as innovative ICT solution) What? EU standards in digital solutions based on outcomes of test series, PCP strategy for public purchasers Who to disseminate to? Focus on stakeholders (possible purchasers such as municipalities, local/reg./national authorities, ministries; decision-makers, politicians, EC…) and TG2) ICT solution schools, teachers, head teachers and teacher education, also TG1) PCP public organizations and Industry/ SME and representatives of the sector in a broader field (dealing or involved with other aspects of ICT in learning environments or innovation in primary/secondary school systems for example) Who will do it? All partners How? 2 final conferences in different partner countries ( SE, PT ) with press conference, newsletter, European Magazine Focus Europe special edition, articles
Overall activities: The project will develop its own branding in form of a corporate identity used for all public outcomes. The outcomes will not only follow the own CI but also the requirements of the funding programme in form of disclaimers, logos and further guidelines. A continuous enlargement of stakeholders will be undertaken during the entire project period. The mix of dissemination instruments is planned as easily adaptable to national versions (translations, layouts, formats, use…) as well as adaptable according to the needs of the different target groups (e.g. industry and SMEs, primary school and ministry) During all activities a clear process of monitoring, reporting will be established from the beginning on. The system is based on national reports by each partner and will be summarised and analysed for interim and final reports. The direct interaction with both TG and stakeholders will focus on active engagement. Thereby, the collection of feedback as well as exchange and interaction via social media is considered as important outcome of the activities. The reporting of dissemination activities will also include the documentation of dissemination activities.
Exploitation A good communication concept is for us the basis for the actual use of the products after the project is finished as well as for great impact at local, regional, national and the European level. Dissemination and exploitation are very much related to each other but are considered as separate activities in the communication plan. Exploitation activities are very much overlapping with the final phase of dissemination (e.g. focus on presentation and introduction of final products, identifying future plans of partners concerning products and promotion, adaptation of online tools for the period after the funding). It is also of crucial importance to regulate the future commercial use of the products within the partnership but also for third parties and from other countries. All details regarding Exploitation is described in 3.1 Impact.
IPR/ IP This is a key issue in PCP. According to the Draft PCP manual from PROGR-EAST IMAILE has to follow these main aspects regarding PCP and IP. I. Public procurers should not pay more than market for the R&D work II. IP should sit with the organizations who will exploit it and public procurers should not compete with private sector
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FP7-ICT-2013-11 CP-CSA proposal 10/04/2013 IMAILE Apart from this the PCP approach allows us to share risks and benefits between consortium ( authority) and contractors ( suppliers) in such a way that all parties have an incentive to pursue wide commercialization and take up of new ICT solutions for education. The group of buyers in IMAILE will receive a worldwide free licence to use the RTD results for internal use. And a call back provision will ensure that IPR:s that are not exploited within 4 years after the IMAILE project will return back to authorities / buyers group.
Foreground intellectual property rights With this regulation our consortium ensures that the funded IPR are available for use by us and other public procurer in all EU member states. We will use the following licensing model which according to previous PCP projects and from EC is recommended
The developer (industry/ SME) is owner of the IPR but they agree on license the public procurers in consortium and other public procurers to use the Funded IPR on a non – exclusive basis. We need to ensure that the PCP competition is attractive for the developers by means of allowing more rights to the supplier side. Otherwise we confront a risk of not attracting all interesting SME/ Industry actors due to too much interference in the exploitation rights. In IMAILE project we will consider the following rights towards the solutions developed in PCP process
Right for public procurer to use the ICT innovation of PLE Right for public procurer to allow beneficiaries to use the ICT innovation of PLE Right for public procurers to secure a royalty payment from Beneficiaries for their use of innovation of PLE
Background intellectual property rights In order to find out about any background intellectual rights occurs from the supplier side in order to develop the proposed ICT solution in our PCP process patent searches can be carried out.
Patent The ideas in the IMAILE project will be protected while using confidential information and it will not be disseminated or published during the first phases of PCP. There are no guarantees of patent of the solutions in IMAILE project as they can be innovative in process or device that has been protected in background intellectual property rights.
Summary of IMAILE impact and our PCP approach
Due to the unique approach of the PCP IMAILE expect to achieve: advantage for participating public organizations of buying innovative ICT solutions at market price that in a simplified way will support our schools, teachers and students during the shift into 21st century creative teaching and learning advantage for ICT suppliers to Education to share risks in developing innovative products in cooperation directly with the end users
In our consortium we believe in PCP as a tool in order to develop a SUSTAINABLE future of ICT Education in Europe. It is important to highlight the importance of public procurers as potential great buyers of innovations and R& D and therefore crucial to give the power to influence on future developments.
IMAILE allows the participating European public procurers to take a proactive role in future school development. We will therefore end our proposal with the same words we started as this is the strongest incitement of our described work in this proposal.
The project gives the consortium and the rest of EU the possibility to develop a “customized learning system which is key for a successful modernization of educational and training systems in Europe” according to Rationale of work program for Technology enhanced learning.
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Section 4. Ethical Issues
Ethical issues – Children
The proposal of IMAILE includes work with involvement of children.
Children in our proposal are considered pupils in primary and secondary education on not children in general or private. The pupils take part in test and reference groups within the classroom situation always with their teacher or head teacher. No collection of personal data from the pupils is required. All teachers, head teachers and pupils must participate on a voluntary basis and will be informed of the research , participation and data procedures.
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ETHICAL ISSUES TABLE
YES Page Number Informed Consent Does the proposal involve children? x 51 Does the proposal involve patients? Does the proposal involve persons not able to give consent? Does the proposal involve adult healthy volunteers? Biological research Does the proposal involve human genetic material? Does the proposal involve human biological samples? Does the proposal involve human biological data collection? Does the proposal involve human embryos? Does the proposal involve human foetal tissue or cells? Does the proposal involve human embryonic stem cells? Privacy Does the proposal involve processing of genetic information or personal data (e.g. health, sexual lifestyle, ethnicity, political opinion, religious or philosophical conviction) Does the proposal involve tracking the location or observation of people without their knowledge? Research on Animals Does the proposal involve research on animals? Are those animals transgenic small laboratory animals? Are those animals transgenic farm animals? Are those animals cloned farm animals? Are those animals non-human primates? Research Involving Third Countries Is any part of the research carried out in countries outside of the European Union and FP7 Associated states? Dual Use Does the research have direct military application Does the research have the potential for terrorist abuse ICT Implants Does the proposal involve clinical trials of ICT implants? (IF NONE) I CONFIRM THAT NONE OF THE ABOVE ISSUES APPLY TO MY PROPOSAL
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