Ready To Learn Transmedia Learning Content Developer Request for Proposals Q & A

Questions from Potential Respondents, with CPB Answers
As of April 25, 2012

Note: Questions that are similar to each other are only listed and answered once.

Q1: What is the proposed budget for this project?

A1: As cost efficiency of the budgets is a criterion for selection, Ready To Learn has not posted a budget for this project. Divulging our budget will likely reduce the competitive environment surrounding the project. We would like applicants to design a plan based on the project elements described in the RFP and develop the budget based on the costs necessary to execute that plan.

Q2: At what point after September 29th of each year will CPB expect final financials for the preceding project year?

A2: Each RTL project year ends on September 29, so all costs for the project year must be incurred by this date. However, final project deliverables and related “end of year” narrative and financial reports will be specified in the contract and are generally due between 30 and 45 days after the project period ends (October 31 through November 15).

Q3: Can the applicant adjust the scope of Phase 1 based on an eventual/known contracted start date and how much time remains in the project year?

A3: Within reason, the work of Phase 1 can be compressed into a shorter time period. If the Content Developer requires selected workscope deliverables to be moved into Phase 2, CPB will discuss and negotiate this during the start-up contracting phase.

Q4: At what point will CPB be able to guarantee each subsequent year of funding?

A4: Official confirmation of Year 3 funding is expected in writing from the U.S. Department of Education through a Grant Award Notification (GAN) that typically comes to CPB by mid-September annually.

Q5: Will Phase 1 prototypes be available publicly or just for testing by a grantee and the participating stations and partners? If public, are there preferred outlets for public access, such as the PBS KIDS Lab?

A5: Phase 1 prototypes will be made available to a small circle of participating public television stations and their partners from the first two cohorts of Ready To Learn Transmedia Demonstration Stations.

Q6: Will the Ready To Learn Transmedia Demonstration Stations selected by CPB be required to separately propose their activities in relation to this RFP, and receive direct funding for these from CPB, or will the Content Developer provide the resources and work directly with these stations to execute relevant portions of Phases 1 through 3?

A6: The Content Developer will work directly with the Ready To Learn Demonstration Stations to execute relevant portions of the workscope. The first cohort of eleven stations will have concluded their work with CPB in Phase 1 by September 29, 2012. CPB intends to select a second cohort of Transmedia Demonstration Stations that will commence work on September 30, 2012, and their contract workscope with CPB will incorporate activities and duties related to the RTL Transmedia Learning Content Developer’s action plan.

Q7: If funds are needed by public television stations for some aspect of their participation, would these be provided through the Content Developer’s resources received from CPB, or would CPB expect stations to apply directly for funding?

A7: The Content Developer should dedicate a portion of their resources to support a first tier of on-the-ground deployment of outreach resources in each Transmedia Demonstration Station community. Any involvement of the first cohort of eleven Transmedia Demonstration Stations beyond September 29, 2012 may require additional funds as those stations’ contracts with CPB will conclude at that time. Transmedia Demonstration Stations from the second cohort, whose contracts will begin on September 30, 2012, may incorporate expenses related to on-the-ground dissemination of outreach resources through September 29, 2013 into their individual budgets.

Q8: What reporting procedures will be expected of these stations in accounting for their activities during Phase 1-3 of this RFP?

A8: The first cohort of eleven Transmedia Demonstration Stations is required to provide written reports CPB on a bi-monthly basis. Any additional reporting will have to be discussed on a case by case basis. The second cohort of Transmedia Demonstration Stations will be required to provide bi-monthly reports to both the Content Developer and CPB. Additional reporting, as required by the Content Developer’s plan, may be negotiated on a case by case basis.

Q9: Is there a preferred existing or proposed mechanism for sharing all this content with public television stations for their own local distribution?

A9: Page 9 of the RFP states minimum dissemination requirements via PBS KIDS Lab, hard copies of outreach resources to RTL Demonstration Stations and their community partners, and web files or links housed on local station / partner websites. Given that low-income out-of-school learning settings may not have online connectivity, Transmedia Demonstration Stations and their partners will need access to outreach resources through both the PBS KIDS Lab site and a start-up quantity of hard copies from the Content Developer’s budget.

Q10: If the proposals include content matched to suites that are yet to be funded in future years, on platforms and technologies to be determined, how do applicants best gauge how to budget now for their integration and contextualization? In other words, how provisional or adaptable can plans be given these uncertainties?

A10: Given changes in platforms and technologies over time, it is understandable that proposed plans for Phases 1 and 2 will be more concrete than plans for Phases 3 and 4. Within this media landscape, CPB advises applicants to budget to the best of their ability at this time. CPB and the Content Developer can amend budgets and workscopes at the beginning of each new project year, as appropriate, contingent upon approval from Ready To Learn and CPB. Generally, learning goals and curricular direction should drive the creative aggregation of RTL’s out-of-school transmedia learning resources, rather than technology.

Q11: Can the request for hard copy (e.g. CDROM) of resources be replaced with Internet-based digital ones to reduce cost and allow maximum flexibility for the updating and efficient distribution of these resources? Many of the suites games will not function without an internet connection and CD-ROM may not be an effective tool.

A11: Given that low-income out-of-school learning settings may not have online connectivity, Transmedia Demonstration Stations and their partners will need access to outreach resources through both the PBS KIDS Lab site and a start-up quantity of hard copies from the Content Developer’s budget.

Q12: Year 3 scaling plan for disseminating learning materials to all public media stations, Ready To Learn partners and other appropriate collaborators at the state and national levels, such as Departments of Education or the Council of Chief State School Officers may overlap with existing efforts at CPB, PBS, DOE (via Race to the Top), or at the state level. How much should budgets assume that the Content Developer is taking on (and budgeting) this whole effort of national coordination & communication with all these stakeholders?

A12: CPB is seeking a dissemination plan that is thoughtful and appropriate to the goals of RTL. Applicants should provide their best suggestions for building awareness of RTL’s Transmedia Learning Content for out-of-school providers and the most strategic dissemination pathways for both the news of this content, and links to the content itself. Determine which duties and functions will work well for your organization, as well as the roles that are best facilitated in collaboration “with or by” other RTL partners including PBS, CPB, and lead RTL outreach partners.

Q13: The RFP puts the onus of coordinating with all producers of content on the Content Developer, which is a shift from current practice where PBS is coordinating with producers and vendors for the PBS KIDS Lab work. Should applicants assume that the Content Developer's budgets cover that entire effort, regardless of PBS's ongoing roles?

A13: Yes, the Content Developer is being asked to play this role in order to effectively aggregate and curate RTL’s transmedia content into high quality, out-of-school learning resources. CPB-PBS RTL leaders will be available to further communicate and set the tone with participating producers for new, more cost-effective methods and models of outreach across PBS KIDS children’s properties.

Q14: While this RFP puts the onus on the Content Developer for creating or coordinating content, does PBS maintain its own editorial oversight over suite producers’ alignment with frameworks and PBS-appointed educational advisory boards, (noting also that under the current RFP, producers are already charged with creating plans for teachers and parents for PBS's review)?

A14: Yes, PBS will continue in its lead RTL role as overall content manager of original transmedia that aligns to RTL’s math and literacy frameworks. As for Teacher and Parent content created by producers for PBS KIDS Lab, the Content Developer should be open to leveraging or adapting existing work as appropriate to extend the impact of the new out-of-school modules.

Q15: If producers or PBS incur costs associated with the preparation, formatting or delivery of content to be distributed for this RFP, how is that to be covered? These costs may be editorial, design, technical or, conceivably, rights related.

A15: The Content Developer needs to research and forecast these costs, and include any new direct expenses within the proposal budget so that all parties are aware of any new expenses. As for CPB-PBS RTL staff members that may participate in the Content Developer’s planning and production process, this work will be considered in-kind as part of their existing RTL duties. RTL cannot double-count or double-pay personnel at CPB and PBS who are already dedicated to RTL, although the Content Developer needs to be clear about expectations for RTL staff member time that may go above and beyond the basic duties of existing positions.

Q16: Can applicants assume that the target audience can access the internet at some time during or prior to the intended point of access (e.g. after school site or daycare) to download content for use with no Internet?

A16: While this may be the case in most situations, applicants should be sensitive to varying degrees of need and access among low-income communities and education partners.

Q17: Should applicants consider proposing the use of tablet-based apps if the apps don't rely on internet access or 3G for their ongoing use?

A17: Cost projections for the coming years indicate that tablet devices may be a viable platform for ultimate deployment among the target audience. However, applicants should consider the diversity of tablet devices and operating systems (e.g. Apple IOS and Droid) when developing these materials.

Q18: With how many users should applicants plan to pilot materials?

A18: Ultimately, the applicants should confer with their research partners, but a suggested range for testing may include approximately 100 participants.

Q19: Is Ready To Learn’s intention that applicants create no-Internet versions of existing and upcoming transmedia content, i.e. the individual games, as part of this project, or just the surrounding context, activities, and training materials?

A19: The transmedia content is definitely meant to be cross-platform, including Internet, and the applicants are not expected to create offline versions. For the surrounding context, activities, and training, applicants should be sensitive to varying levels of access and connectivity in low-income settings, as well as the necessary provisioning of related mobile equipment in order for test sites to participate in this project.

Q20: PBS has begun to scope out "transmedia wrappers" for bringing sets of content together on single platforms. Will the recipient of funding under this RFP be expected to merge with this effort in any way?

A20: Yes, where feasible and appropriate, applicants should integrate with this element of the Ready To Learn project. CPB and PBS will work with the selected content developer to inform and support them on this initiative, now in development.