IMAILE Project · September 2015 Would you like to develop your innovative e learning solutions together with end users? Taking part in the IMAILE project enables you to develop your

IMAILE Project

Stakeholder Events

September 2015

Would you like to develop your innovative e learning solutions together with end users? Taking part in the IMAILE project enables you to develop your e learning innovations in dialogue with the end users using the PCP instrument (pre commercial procurement)

© 2014 IMAILE | Innovative Methods for Award Procedures of ICT learning in Europe

INDEX

I. IMAILE in a nutshell

II. Pre-Commercial Procurement (PCP) - Procuring innovations

III. IMAILE challenge

IV. Invitation to tender (ITT) - 1 st of october

V. IPR and contracts

VI. Challenge Brief and innovation gap

VII. Networking session


IMAILE in a nutshell

• 10 partners in 7 countries

• 4 partners buyers group ( Se, Fi, De, Es)

• 6 support organisations PCP, ICT and Communication

• First PCP (Pre-commercial Procurement) of Education at EU level

• Total budget 5.5 million euro, budget for suppliers 3.8 million euro

• Challenge - increased demand of personalized learning


Market potential / with identified needs

Total in Buyers group With range ( additional regional

coverage)

Number of primary schools / basic

education schools

520 2557


education schools students

79 877 751 956


education schools teachers

7745 48 350

Number of lower secondary

education schools (up to the 9th

grade)

624 1520

Number of lower secondary

education students (up to the 9th

grade)

113886 561 341

Number of STEM teachers in the

lower secondary education

12 922 15420

4100 schools 1 300 000 students


IMAILE Background

IMAILE Background / Challenge In 2012 IMAILE consortium identified the challenge of an increased demand of personalized learning in our European classrooms. This challenge results in the following impacts (societal and pedagogical) Increased risk students do not reach the STEM goals Increased costs (resources) of teachers Increased % of Early Drop outs


Innovative Procurement – PCP / PPI

The new EU public procurement directives 2014/24/EC , 2014/25/EC2014

User driven innovation s

http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32014L0024



http://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.L_.2014.094.01.0243.01.ENG



Pre-Commercial Procurement

I. Common identified challenge II. Prestudy need and market ( proposal) III. Approved project IV. Need and market analysis in depth V. Verification of State of the Art/ Market consultation VI. Joint PCP call for tenders VII. PCP 3 stages VIII. Result 2 innovative solutions meeting the Challenge and needs


The Method

Pre-commercial Procurement – PCP

Using dialogue between demand and supply side

Source: COM/2007/799 & SEC/2007/1668


What‘s in it for me?

“Develop your e learning innovations in dialogue

with the end users”

Your benefits as supplier (researcher, SME or industry)

Better developed products in cooperation with the end users

Economies of scale

Increased market size

Shorter Time to market

Global competitiveness with a product that is in high demand on

a mid to long term basis in Europe– but also in the US and Asian

markets

Total value of 1 327 000 Euro for all three stages


IMAILE Need Analysis

April- Nov 2014 IMAILE need analysis in SE, FI, DE ,ES and EU level. Surveys /workshops STEM teachers ( Primary/ Secondary) EU level Survey and workshops with IMAILE procurers Surveys to procurers outside IMAILE consortium Workshops with students ( Primary/ Secondary) The result is based on participation of

550 European teachers 520 European students Procuring organisations


Identified Needs Personalized learning

Teaching/Learning Increase students’ motivation to learn STEM subjects Applicable to all learning styles according to the Learning and Provide with creative, collaborative and motivating solutions for STEM education

based on actively engaging students. Create more 1 to 1 meetings between teacher and student in the classroom. Reduce teachers planning hours. Assessment Provide students with a personalised formative feedback and scaffolding, based

on their learning paths, needs and styles. Technical issues Applicable to all devices (responsive design for computers, mobile phones,

tablets…), our PLE solution should be a tool that can be easily used from the students’ personal devices as well.


IMAILE needs, problems and challenges

Initial challenge / problem

• Increased demand of personalized learning

Pedagogical challenge/ problem

• Increased risk students do not reach the STEM goals

• Increased % of Early Drop outs ( early school leavers ESL)

• Current technology does not support the real needs in the classroom

Societal challenge/ problem

• Increased costs for Early School Leavers for society at a large

• Increased demand for STEM professional 2025



Common Definition of IMAILE PLE

The IMAILE Personal Learning Environment (PLE) for STEM is an adaptive, accessible, and easy to use solution providing smart services for the realisation of personalised learning including individualised learning paths, support of different learning strategies, and intelligent tutoring for primary and lower secondary schools. The IMAILE PLE for STEM shall offer a single access point to repositories of freely available learning content, learning apps, services and tools for STEM education through the application of open standards. Through the provision of own communication and collaboration functionalities and the integration with widely used social media pages, the IMAILE PLE enables students to learn, share and interact with their friends, teachers, and other stakeholders such as their parents. The IMAILE PLE supports bring your own device (BYOD) through the provision of a device and operating system independent solution, and lifelong learning through the integration of an ePortfolio solution. Overall, the IMAILE PLE for STEM provides a highly motivational environment for formal and informal STEM education.


STEM scope of the IMAILE project

STEM Scope of the IMAILE Project While STEM stands for Science, Technology, Engineering and Mathematics, the IMAILE project will focus on the aspects of Mathematics and Science and more particular Mathematics, Biology, Chemistry and Physics. This is based on the availability and comparability of these subjects and related topics within the procuring countries as well as on the reduction of complexity. Within the IMAILE Project, STEM should thus be understood as subjects and topics related to Mathematics, Biology, Chemistry and Physics.


Global State of the Art PLE market

Our first desktop State of the Art indicated no solution exists on the market that applies to all our identified needs in one single easy to use solutions This has been verifed during market sounding and RFI I. 2 Request for information (RFI) sent to suppliers

II. Feature list

III. PIN Prior Information Notice


Open Technical dialogue

Significant innovation gap with respect to

need

YES

Function/ performance

indicators

Available solution on the

market?

NO


IMAILE timeline

- Call for tenders on 1st of October

- Open for 60 days

- Decision on 8 projects to be founded in phase 1 – late January


• Will be published on 1st October on TED tenders electronic daily

• Content information:

i. Introduction to PCP process,

ii. Available budget and timeline for the project,

iii. Identification of Contracting Authority and buyers group,

iv. Special conditions and requirements for performance of Framework Agreement and services

provision,

v. Administrative provisions related to the tender submission, eligibility of applicants, rules for

subcontracting, etc,

vi. Exclusion criteria,

vii. Minimum requirements,

viii. Indications for the testing phase – where will be placed and other relevant information,

ix. Assessment of tenders – compliance with administrative criteria + assessment criteria and

assessment grid,

x. Information on confidentiality and publication,

xi. Information on distribution of IPR resulting from the project,

xii. Judicial review.

Invitation to Tender - ITT



• Document information:

i. Invitation to tender

ii. Annex 1 to the Invitation to tender – The Challenge Brief

iii. Annex 2 to the Invitation to tender – Tender form for applicants

iv. Annex 3 to the Invitation to tender – Guidance for applicants using the tender form

v. Annex 4 to the Invitation to tender – Questions and Answers

vi. Annex 5 to the Invitation to tender – Framework agreement

vii. Annex 6 to the Invitation to tender – Phase Contracts – work order

viii. Annex 7 to the Invitation to tender – Assessment criteria and Scoring model

ix. Annex 8 to the Invitation to tender – Progress interim report template

x. Annex 9 to the Invitation to tender - End of phase report and services offer for upcoming

phase template form

xi. Annex 10 to the Invitation to tender – Invitation to information meeting




• Document information (continuation from previous page):

xii. Guidance for the evaluation panel and assessment sheets

xiii. Template for decision note – Tenders

xiv. Template for decision note – PCP phase 1 and 2

xv. Template for check list of compliance with the administrative requirements and financial and

technical capacity



In Europe public procurers often opt for exclusive development contract conditions.

Exclusive development means that the public purchaser reserves all the results and benefits

of the development (including Intellectual Property Rights or IPRs) exclusively for its own use.

The companies that have developed the product/service then cannot reuse them for other

potential customers.

Consequences: higher price, which makes the procurement of R&D a risky non-attractive

activity for procurers.

IPR issue in PCP projects


Public procurers are to leave IPR ownership rights with companies in return for a

cheaper development price compared to exclusive development. Leaving IPR ownership

rights with companies, procurers reserves for themself also a minimum set of IPR related

rights ensuring a competitive secure supply chain to the procurer:

• a license free rights to use the developed solutions,

• the right to require licensing to third parties at fair and reasonable conditions,

• a call-back option which ensures that IPR ownership rights return back to the procurers in

case of non-use of abuse of IPRs by the companies,

• the right to publish key results of the PCP

Companies retain the IPR ownership and can explore further the solutions in the market

with other potential customers.

This risk-benefit sharing agreements, can make R&D procurement more attractive for both

procurers and suppliers: by reducing the R&D risk (development, IPR maintenance/litigation

cost) for the procurer and increasing the benefits (market potential) for companies.

IPR issue in PCP projects


Contract manager


Who can particapate?

TO BE CONFIRMED BY EC

I. EU member states II. Any country which has a special agreement with the European Union in

the field of public procurement on the conditions laid down in that agreement - http://ec.europa.eu/trade/policy/accessing-markets/public-procurement/ - it includes: Mexico, Chile, Colombia, Peru, Central America region (Panama, Guatemala, Costa Rica, El Salvador, Honduras, Nicaragua), Iraq, Korea

III. Where the Multilateral Agreement on Government Procurement[1] concluded within the World Trade Organization (WTO) applies, the participation to the call for tender is also open to nationals of the countries that have ratified this Agreement, on the conditions it lays down - https://www.wto.org/english/tratop_e/gproc_e/memobs_e.htm - it includes: Armenia, Canada, Hong Kong and China, Iceland, Israel, Japan, Liechtenstein, Aruba, Norway, Singapore, Switzerland, Chinese Taipe and USA

[Please see http://www.wto.org/english/tratop_E/gproc_e/gp_gpa_e.htm

http://ec.europa.eu/trade/policy/accessing-markets/public-procurement/





https://www.wto.org/english/tratop_e/gproc_e/memobs_e.htm


Introduction of the Challenge Brief

Core document of the Invitation to tender I. overall challenge II. sub challenges III. state of the art and how IMAILE goes beyond state of the art

minimum requirements to be adressed by suppliers

This document will be central during the evaluation process Use the future scenarios described to identify the vision from the procurers


Innovation gap

Shortcomings from off the shelf solutions

Our first SoA indicated that no solution exists on the market

2 Request for information (RFI) sent to suppliers

Feature list

The analysis has shown, that in particular features related to the following aspects offer the biggest room for innovation: I. Personalization of learning and predictive analysis II. Integration of STEM content and in particular the integration of

serious games external tools such as virtual labs, and web services such as calculators

III. Gamification of learning IV. Metacognition to allow students to reflect on their learning

process and learning styles V. Interoperability through the application of open standards; VI. Intelligent tutoring


IMAILE challenges identified

Challenges

Expected impact Identified content

Pedagogical

Challenges

Direct impact

Challenge 1 - Full implementation of personalized STEM learning approach for all students

including SEN( special education needs) support

Challenge 2 - Increase STEM motivation and students results using technology enhanced

learning

Technical

Challenges

Direct impact

Challenge 3 - Technology applicable to all devices , Interoperability and scalability of innovative

digital solutions

Societal

Challenges

Indirect impact

Challenge 4 - Labor market and increased demand of STEM professionals 2025

Challenge 5 - Costs and risks of Early school leavers for EU Member States


Challenge 1

Implementation of a full personalized learning

approach in Primary and lower Secondary

Problem Each learner has own preferences in terms of learning content and learning activities based upon their individual learning style. Traditionally, the educational system doesn’t support this diversity. In IMAILE classroom case one teacher is responsible of 23 students and the extra planning time for students with special needs is calculated to 5 – 7 hours extra per week. The lack of time of the teachers reduces the time he/she can spend with the learners to understand their individual needs, wishes and preferences. For the students, this means that they are not able to receive learning content and learning activities suitable for their individual needs and adjusted to their interests.


Challenge 2

Increase STEM motivation and Students results

Problem Students general lack of interest in learning STEM The white paper published in the InGenious STEM project: “Science, technology, engineering and Math education in EMEA” reports that traditional teaching styles dominate math and science teaching in almost every country and student centered learning is rare Pisa results and ranking EU as a whole is lagging behind on its way to 2020 with distinct groups of high-performers in mathematics and Science: the East Asian countries, Shanghai, China, Hong Kong, Japan, Taiwan and South Korea.

Ranking Math

2012

Ranking Science

2012

Ranking Math

2009 Ranking Science 2009

Finland 12 5 6 3

Spain 33 29 34 36

Germany 33 29 16 11

Sweden 38 38 26 30


Challenge 3 Technical challenges

Problem I. Existing technology landscape of software and hardware already in place,

new technology has to be able to interoperate with current and future technology landscape

II. Changing requirements in terms of amount of users and organizations as well as in terms of educational systems, subjects, and pedagogical approaches

III. Schools don’t have the possibility to provide devices for all students -> Bring your own device (BYOD) -> Platform and device independent

IV. Differing regulations for software within the EU. Regulations regarding legal and technical issues, such as standards to follow, privacy issues, data storage etc.

V. Standards for learning technology are available but not always applied. Are the standards enough/feasible for the needs of IMAILE?


Challenge 4 (Societal)

Labour market and increased demand

of STEM profesionals 2025

Problem I. Demand for STEM professionals is expected to grow by 8 % between 2013

and 2025, whilst the average growth forecast for all occupations is 3 %. This growth factor is to be considered by encouraging STEM studies.

II. By 2025, there will be 7.7 million STEM professionals and these professionals have to start to be prepared in Basic Education otherwise Europe will be lacking in growth and innovation on a global level.

Identified Challenge Description

Labour market and increased

demand of STEM professionals

in 2025

According to the report prepared by DG Internal policies Labour market situation in STEM-related jobs employment of STEM skilled

labour is increasing and around 7 million job openings are forecast until 2025. At the same time a high numbers of STEM workers are

approaching retirement age.


Challenge 5 (Societal)

Costs for early school leavers

Problem I. Early school leaving is linked to unemployment, social exclusion, and

poverty II. Lifetime costs of ESL per person range from the region of EUR 100,000 –

EUR 200,000 up to EUR 1.1 million. III. The European wide study into the cost of NEETs found that annual bill of

the problem is approximately EUR 100 billion, corresponding to 1% of GDP. A weekly cost of the problem is in the region of EUR 2 billion.

Identified Challenge Description

Costs for Early school leavers Early drop outs start early in the Education system

Lifetime costs of ESL per person range from the region of EUR 100,000 – EUR 200,000 up to EUR 1.1 million.


Questions and answers


Networking session

Reflect on your cooperation needs;

I. Why am I here?

I. My idea and my strenghts?

II. Relationship to competitors?


Summing up and way forward

Dates Content

1 of October IMAILE PCP call launched

19 of October Information meeting in Halmstad about PCP legal documents (registration due to october 9th)

End of January Decision of 8 projects that will enter stage 1

February 2016 Stage 1 begins


IMAILE Contacts

http://www.imaile.eu

@imaileproject

Project manager - Ms. Ellinor Wallin:

[email protected]

Lead procurer - Mr. Patrik Engström:

[email protected]


How will this PCP work?

General remarks

IPR remains by suppliers

Call back provision of one year if not used by supplier to procurers

Evaluation process

Several expert boards and Tendering board

Contract manager to monitor the ICT pilots

Protect the Investment ,assist and mentor suppliers, assist procurers

Suppliers can form consortium with one legal organization responsible for answering the call

Documents

IMAILE Project · September 2015 Would you like to develop your innovative e learning solutions together with end users? Taking part in the IMAILE project enables you to develop your