O3 is described (p47) as:

An evidence-based assessment of whether the broader claims for making construals made in the proposal are valid. For instance:

"Is this really a NEW digital skill with all the qualities and potential bold implications for EU strategy re ICT teaching and practice that we are suggesting in our opening paras in section D?" etc.

Significant auxiliary questions are

• "Can making construals be disseminated online?"
• "To what extent is the didactic framework transferable?"

The qualitative and quantitative evidence to support this evaluation will be drawn from a wide range of learning activities for different categories of learner that include virtual workshops and experimental activities targeted at particular groups of learner (e.g. the partially sighted).

Section D (p24) concludes:

Our project is part of a bigger project - beyond the scope of Erasmus+, but aligned to one of the EC's motivating underlying objectives of enhancing ICT teaching and practice across Europe -- whose long term goal is to transform computing practice. Our thesis is that so much conventional software development is directed towards implementing the dependencies that connect software to its domain of application, and that in principle can serve to link software development and evolution to knowing and learning within the domain, that this is a great source of inefficiency with potentially enormous economic implications.