Ict CP Csa Imaile 12 April

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: Ellinor@euprojektkonsult.se
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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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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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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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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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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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.
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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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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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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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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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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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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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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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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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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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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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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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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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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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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
3) Business case WP 6 European standards

3) Common WP 5 Monitoring ICT pilots Deliverables
understanding of 4) Work plan monitoring ICT pilots
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.
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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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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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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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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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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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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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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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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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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
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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.

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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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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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:
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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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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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).
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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
8 (proj.
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 M6
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 <WP number>.<number
of deliverable within that WP>. For example, deliverable 4.2 would be the second deliverable from work package 4.
7
Please indicate the nature of the deliverable using one of the following codes:
R = Report, P = Prototype, D = Demonstrator, O = Other
8
Please indicate the dissemination level using one of the following codes:
PU = Public
PP = Restricted to other programme participants (including the Commission Services).
RE = Restricted to a group specified by the consortium (including the Commission Services).
CO = Confidential, only for members of the consortium (including the Commission Services).
9
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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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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 M2 Project plan accepted
management and Project office
installed
M.1.2 Consortium agreement 1 M3 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 M7 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
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.
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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
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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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Work package number 2 Start date or starting event: M2

Work package title PCP preparation and evaluation
Activity type13 COORD
M Vil
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.
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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

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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Work package 3 Start date or starting event: M6
number
Work package title Framework for European joint PCP call for ICT / PLE
Participant short HSTD Inn KL C.K CIE ENTER A.I IN+ Uni C.
name M Vil
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
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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
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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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Work package number 5 Start date or starting event: M 12
Work package title Monitoring ICT pilots
M Vil
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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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.

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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Work package title European standards
M Vil
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.

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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Work package title Dissemination
M Vil
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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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.

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.
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Selection of suppliers – Evaluation panel ( WP 5)

from each public procurer in consortium as well as ICT expert in Advisory board. The award criteria will be
built on
 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.
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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)

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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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
19
e 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
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
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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
25 (proj.
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 <WP number>.<number
of deliverable within that WP>. For example, deliverable 4.2 would be the second deliverable from work package 4.
24
Please indicate the nature of the deliverable using one of the following codes:
R = Report, P = Prototype, D = Demonstrator, O = Other
25
Please indicate the dissemination level using one of the following codes:
PU = Public
PP = Restricted to other programme participants (including the Commission Services).
RE = Restricted to a group specified by the consortium (including the Commission Services).
CO = Confidential, only for members of the consortium (including the Commission Services).
26
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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
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.
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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
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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)

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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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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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
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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, ongoing 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
task is included in WP 5 task 5.1 Technical assistance on PCP as being a CSA part and will be performed by
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)
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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

from each public procurer in consortium as well as ICT expert in Advisory board. Award criteria is built on:
 economic factors ( also suppliers showing their own commercialization plan)
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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
task is included in WP 2 task 2.2. Technical assistance on PCP as being a CSA part and will be performed by
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
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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.
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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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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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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.
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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.
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Partner name Oulu University Teacher Training School (OUTTS)

Expertise ICT, Pedagogical innovations, Research Based Teacher Training, PLE- development, FCS (F
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 trainin
teachers was moved to the Universities in the early 70’s. In 1979, the teacher education degrees were upgraded from Bache
level to Master’s level which later also became the minimum requirement in the field in Finland. Thus Finland has for man
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 res
and high-quality education based on it. Its World University Ranking is 331. In its activities, the university draws on the q
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 20
2012 from the Finnish Higher Education Evaluation Council as the only teacher education institution in Finland. The Facu
was also recently awarded for its quality assurance work by the University of Oulu. Furthermore, the prestige of the Facul
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 pro
which involves 15 Ministries of Education from across Europe, brings together teachers, policymakers, pedagogical expert
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 include
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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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

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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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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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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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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.
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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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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
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
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
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
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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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 : jos.bertemes@men.lu
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: sara.bedin@ambrosetti.eu
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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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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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Section 3 Impact
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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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
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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
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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- 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)
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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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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FP7-ICT-2013-11 CP-CSA proposal

Combination of Collaborative Projects and Coordination and Support

Innovative Methods for Award procedures in ICT Learning Europe

Combination of Collaborative Project and Coordination and Support Action: Pre-Commercial

Work programme topic addressed:

Name of the coordinating person: Ellinor Wallin International coordinator

Participant no. * Participant organisation name Part. short Country

Part Content Pages

3.2 Dissemination and exploitation 3.2.1 Dissemination/ exploitation plan 105

4. Ethical issues 4.1 Children 110

1.1 Soundness of concept and quality of objectives

Actual ICT / Education and possibilities within this call

Arguments from report that can be supported by PCP

I.I.I Analysis of common challenges from public procurers

Future Education Systems

I. Early drop outs

I. Early drop outs

I.V Increased demand of personalized learning

V.I Isolated traditional learning environments

V.I.I STEM Science Technology and Math according to the Commission

V.I.I.I Future key trends

EU 2020 and ET 2020

ET 2020 Strategic Objectives (737, Education and Training Monitor 2012)

Benchmarks 2 out of 6 related to our proposal for 2020 are:

JRC Scientific and policy reports 2012

 Assessment, better capture 21st century skills for students

Conclusion of common challenges

Summary of all challenges – an increased demand of personalized learning

Analyze of demand of the solutions within call ICT 8.2.a call

Common defined challenge to be developed using the PCP process

 Content and digital curricula of STEM topics, self assessment

Key words of our ICT challenge

I. Average size of student group per teacher is 23 – 25

Business case of PLE / common understanding of PLE

Aspects Benefit Leading to

I.I.I Digital surveys to teachers in 5 EU countries

Planning hours Percentage of answers

III. STEM subject where a greeter need of personalized learning is needed

V. Mayor challenge in providing personalized learning for the teachers

VII. Benefits from personal learning environments in STEM in the classroom

The following benefits were listed with similar percentage

List of reports used for our environmental scanning

 EU 2020 strategy and main targets

1. 1. 2 Topics addressed by the call

Abstract of objectives/ outcome of IMAILE project according to call

This PLE solution will have an expected impact of:

Overall objective IMAILE project

Objectives Performance indicators

I. Prepare and  1 PCP Business case with benefits is developed

IV. Contribute to EU  Establish 4 constellations of test/ reference groups in minimum 4 countries

I. Scheme of the CSA support to the CP activities in a most appropriate way

Overall work divided in WP

WP number Content Financial part / Activity

I. Overall description of CSA activities in relation to CP activities

 Test and reference groups for PLE solutions

CSA (1) CP CSA (2)

I. I Responsibilities - Flow of results and deliverables

I.I. Create dialogue between industry/ SME and public procurers

WP leader and flow of deliverables CSA – CP part

WP 3 Framework/ launch PCP call

5) Legal Frame-work of PCP

3) Business case WP 6 European standards

WP 7 gathers deliverables from WP 2, 3 and 6 for Dissemination