Longitude Explorer Prize What’s possible?
2017
About Challenge Prize Centre The Challenge Prize Centre was launched in April 2012 and brings together the growing expertise and interest in challenge prizes. The Centre aims to build an understanding of how challenge prizes can play an effective and strategic role in the stimulation and support of innovation. Visit: www.challengeprizecentre.org to find out more.
About Nesta Nesta is an innovation foundation with a mission to help people and organisations bring great ideas to life. We are dedicated to supporting ideas that can help improve all our lives, with activities ranging from early–stage investment to in–depth research and practical programmes. Nesta is a registered charity in England and Wales 1144091 and Scotland SC042833. Our main address is 58 Victoria Embankment, London, EC4Y 0DS. www.nesta.org.uk © Nesta 2017
Content Foreword
3
Introduction
4
Overview of the challenge
5
Why Longitude Explorer Prize?
6
Objectives
6
Criteria
7
Longitude Explorer Prize Journey
8
The ideas
10
Finalists
11
Evaluation of results
15
Conclusion
21
Foreword
Introduction to the publication
2014 marked the 300th anniversary of the original Longitude Prize, the first incentive prize of its kind set up by the British government to solve the problem of extensive losses at sea by enabling sailors to navigate accurately by knowing their exact coordinates. The eventual solution was unexpected. A humble clock-maker John Harrison developed the chronometer that went on to save thousands from peril and herald a new era of innovation. In celebration of this amazing achievement, in 2014 Nesta extended its drive for innovation to young people all over the UK by engaging them in the Longitude Explorer Prize - a pilot programme for secondary school students aiming to enhance their STEM skills as well as soft and entrepreneurship abilities. Longitude Explorer Prize is a challenge designed and developed for young people to find innovative ways of tackling pressing societal issues.
Each Longitude Explorer Prize encourages young people to shift from solely being consumers of technology, which have a significant impact on their everyday lives, to become the creators, designers and developers of a whole new generation of technology for social good.
This report aims to guide you through the second Longitude Explorer 2017 experience, providing an overview of the challenge itself, a summary of the participants ideas that were submitted and an overview of the results from the evaluation process.
Nesta has a history of exemplary work in education with young people, particularly in digital education, so we wanted to ensure Longitude Explorer would be a complementary addition to the portfolio of work that is helping to equip the next generation with the knowledge and skills to succeed.
Judging panel included:
The first Longitude Explorer Prize 2014, inspired by original Longitude Prize, engaged young people (aged 11-16) in satellite navigation in a completely new way. 250 students submitted their ideas on using navigational and observational data from satellites for social good, focusing on areas such as personal safety, friends & family, active & healthy, environment, education and transport.
We worked with a great number of partners to maximise the potential of the challenge and its outcomes. We would like to take this opportunity to thank them for their contributions in making the challenge such a success. Special thanks goes to assessors who helped us review entries and workbooks, as well as judges who were to award the most impactful ideas.
Andy Stanford-Clark, Chief Technology Officer for IBM UK and Ireland; Caroline Gorski, Head of IoT and Digital Manufacturing at Digital Catapult; Jonny Vroom, Innovation Lead – IoT & Distributed Ledger at Innovate UK; Christina Cornwell, Director at Nesta’s Health Lab; Tris Dyson, Director of Nesta’s Challenge Prize Centre
In particular we’d like to thank IBM for: Ongoing support in design and delivery of the prize Promotion of the Prize Provision of mentors for finalist teams Access to IBM BlueMix and IBM Watson Organisation of events for finalists
Personal Safety
Friends & Family
Active & Healthy
Nearly 70 ideas submitted from schools across the UK were supported to be developed to working prototypes. The allfemale team from Rendcomb College won £25,000 for the school as well as individual prizes including iPads or Raspberry Pi kits. Their idea, Displaced, is a mobile app which uses live data on homeless people and refugees collected from postings on social media accounts. With location data and notes provided by users, the app will allow charities to better coordinate the logistics 3
Enviroment
Education
Transport
of supporting vulnerable people around the world. The commitment of the supportive teachers and hard work of the participating students made the pilot year of Longitude Explorer a real success, which we hope to continue with new challenges for this age group well into the future. You can find more details about the pilot Longitude Explorer Prize 2014 on www. nesta.org.uk/project/longitude-explorer-prize
Support with assessment and judging
We’d like to thank Digital Catapult for: Promotion of the Prize Facilitation of hardware provision to schools Tailored technical support to schools and teachers Access to Digital Catapult Network Support with assessment and judging
4
1. Overview of the Challenge The Longitude Explorer Prize 2017 was designed and delivered by Nesta’s Challenge Prize Centre to stimulate social innovation among young people and promote STEM education. During a robust scoping phase, Nesta conducted desk research and consulted expert consultations. This helped us determine that the Internet of Things is an exciting topic for young people who don’t necessarily have an opportunity to explore it at school. We decided to narrow
the scope of the ideas to ones that can improve health issues. The resulting challenge prize statement was: The Internet of Things has the potential to make us happier, healthier and more connected, transforming the way we live. We challenge young people to develop innovative, practical solutions that use the Internet of Things to improve health and wellbeing of people in the UK.
Aim of the prize Longitude Explorer Prize 2017 was a youth-focused challenge for secondary school pupils and constituted youth groups aged 11 to 16, which aimed to provide a practical education opportunity
to link young people to the history of Longitude while supporting them to develop STEM (Science, Technology, Engineering and Maths) skills for the 21st century.
The Challenge encouraged young people to explore ideas relating to the following areas:
Childhood Obesity
Physical activity
Pollution
Number of schools: 23
Why Longitude Explorer?
Number of young people: 222
STEM education is vital to the future economic growth
Number of applications: 64
Challenge prizes (also called ‘inducement prizes’) offer a reward to whoever can first or most effectively meet a defined challenge. Prizes act as a powerful incentive for meeting a specific challenge, and we believe they can help stimulate new ideas for some of the most difficult challenges we face. £10,000 Winner £1,000 x 3 Runner Up Prizes 64 teams
Science, technology, engineering and mathematics (STEM) subjects are identified as being critical to the future industrial competitiveness of the UK and are of strategic importance to the nation due to increased competition from rapidly advancing economies around the world. In the 2011 report ‘The Plan for Growth’, the Government pronounced STEM education as the foundation of future economic success. 62% of young people who took part in Longitude Explorer were inspired to continue to develop their skills in tech.
Mental Health
A 2013 study found that the majority of 10-14 year olds in England enjoyed and were interested in science; however, only 17 per cent of these children aspired to a STEM career. Over the last decade, the UK has experienced a marked decrease in the number of A-Level students taking mathematics, chemistry and physics. There is also a pronounced gender gap in the number of females taking science subjects and some ethnic minority groups attain significantly below the national average in science and mathematics subjects.
Objectives of the Longitude Explorer Prize Our overarching objective was to inspire the next generation of inventors, designers, engineers and explorers to develop the skills required, and to imagine a world beyond our 5
current comprehension. In addition to the development of STEM skills, the Prize also aimed to improve young people’s entrepreneurial skills, team working, 6
confidence and understanding of marketing and user experience. The Longitude Explorer Prize 2017 aimed to: • Provide a practical education opportunity to improve skills such as long-term planning, as well as data collection and analysis. • Increase awareness of young people about the Internet of Things technology, its possibilities and how it can affect their lives. • Increase awareness of young people about health issues faced by people
nowadays and how they can be prevented • Engage young people in and support them to develop practical STEM skills linked to IoT to enhance their learning and practical understanding of how they can utilise the technology for social good • Develop young people’s understanding of the relevance of IoT to entrepreneurship and UK industry • Inspire young people to consider continuing the development of their skills in technologies
Entry criteria The Longitude Explorer Prize was open to any constituted organisation based in the UK, that works with young people aged 11-16. This includes secondary schools, constituted youth groups, museums or discovery centres. We expected the entries to be supported by a teacher or youth leader. Teams were made up of up to five young people aged between 11-16. Entries were selected based on the following Judging Criteria: Criterion 1: INNOVATION. We’re looking for new ideas or adaptations and/or new interpretations of a solution. Criterion 2: THEME. Articulation of the problem and how the idea is addressing the issue. Criterion 3: USE OF DATA. What data was intended to be used/was used, why and how, how the data will be collected. Criterion 4: TURNING IDEA TO REALITY. Clear planning process, research and experimentation to progress the solution from idea to reality; use of IBM resources. Criterion 5: APPLICATION TO THE REAL WORLD. How will it be made; Costs for production/ prototyping; Who would use it; Market potential; Usability, Design. Criterion 6: TEAMWORK. Assigning roles; recognition and progression of skill. Criterion 7: COMMUNICATION. Marketing and promotion of the idea. 7
The Longitude Explorer Journey
Open Call Entry period: January 2017March 2017
Finalists 10 finalist selected and supported in developing prototypes of their ideas. Teams pitched their products and presented them to the judging panel in July 2017
Winners Selection of 1 winner and 3 runners up
Stage 1: Open Call • Call for entries opened on 8th January 2017
• 64 entries submitted from teams ranging from 1-5 members
• Each team completed an online form outlining their idea
• All entries were assessed and moderated
• The deadline for submission was on 3rd March 2017
See pages 10-12 for more details about the entrants
Stage 2: finalist - Induction Event • 10 teams were chosen to progress to the final stage
supporting idea development and design thinking
• Final teams were invited to the Induction Event at IBM London headquarters
• Students spent several months working on workbooks outlining key elements of product development and working prototypes
• The event gave students the opportunity to meet other teams and learn about IoT as well as meet their mentors for the first time. They also participated in workshops
• Workbooks were assessed against the judging criteria 8
Final judging panel: Winners selected: £10,000 for the winner and three £1,000 for runners up • The Finalist teams were invited to the award event at IBM in London to present their ideas to the judging panel
• Based on the Workbooks and judges’ presentations 1 winner and 3 runners up were selected
• Judges were very impressed by the creativity, passion and huge amount of thoughtfulness that all of the students put into their presentations
See pages 11-14 for more details about the finalists
2. The Ideas Entries The entries came from schools located across the UK, predominantly in the South of England. The map below pinpoints the locations of schools that applied.
The total of 222 young people took part in the challenge. Teams were ranging from 1-5 members as presented in the graph below.
Team Size
10
20
2 members
30
40
3 members
50
4 members
60
70
5 members
Mental health was the most popular theme, however, remaining themes were equally spread among the submitted ideas, as presented in the pie chart below.
13
6
7
9
Mental Health
Other
Childhood Obesity
Combination of themes
Physical Activity
Pollution
4 4
30
10
Finalists
11
School: Warwick School, Warwick
School: Harris Academy Bermondsey, London
Team: We Fidget
Team: H’n’B
Their idea: A stress ball that allows users to fidget with it. Using pressure sensors, collected data can be transferred via Bluetooth to your phone or a computer to analyse when most stressful moments happened. This will enable users to analyse what situations causes stress and how to prevent or manage it.
Their idea: Honest — a water bottle that monitors water intake and will remind you if you need to drink more
School: Ursuline Academy, Ilford
School: Littleover Community School, Derby
Team: Bright Day
Team: Shelly
Their idea: A wearable device that alerts people when someone is having a panic attack. When the notification has been sent methods of calming down display on the screen such as breathing exercises, similarly on the receiver watch or phone methods of helping the person are displayed.
Their idea: Shelly’s Planner– an app for young people and their families with recipes and exercises that can be done during cooking.
School: Churston Ferrers Grammar School, Devon
School: Thomas Deacon Academy, Peterborough
Team: Team Spaghetti
Team: AuxiCras
Their idea: The Home Sensor — sensors around the homes of older people to track their daily routine. If someone is acting out of the ordinary a chosen person can be informed. The product aims to support people with dementia.
Their idea: Panic+– a button carried by students with a mental disorder. When clicked it sends a direct signal to a teacher’s wristband, telling him/her that you have to get out of the lesson or have a problem, giving them a notice discreetly and allowing them to help you.
12
Winners Winners: Octoptix A prototype that helps people with Autistic Spectrum Disorder to communicate, won a £10,000 prize at the award event. Pupils from Southlands School, Lymington spent a few months developing a wearable badge that changes colour to reflect the emotions of its owner, based on a number of sensors that measure stress, heart rate, and speech and tone emotion. The team believes it will help people with Autistic Spectrum Disorder to better communicate their emotions and also improve their ability to read others’ emotions.
Runner up: Lemontime, Warwick school By using the original idea of combining fitness with gaming, the team has created a web app and compatible device that gives users real life rewards for doing fitness. The rewards are aimed at gamers and would include: in-game currency, paid apps for free and vouchers. The team believes that gaming and fitness should not be isolated from each other but both should be encouraged to work together in harmony.
Runner up: See02, Ursuline Academy Ilford SeeO2 is a wearable wristband that detects the amount of pollution in the air around the user. It links to an app on the phone, where people can view the statistics and enter their start and end destination. The app will then calculate the safest, cleanest air quality route. The SeeO2 is aims to protect people from dangerously high pollution levels.
Runner up: Soothe – Panic Attack System, Bodmin College Soothe is a system to help people who suffer from panic attacks. A wristband that monitors a person’s stress levels will trigger a number of useful calming measures to help the user focus on their breathing, and calm down. The application could potentially help many people, but the team’s research showed that war veterans suffering from post-traumatic stress disorder might be interested in this solution. Working with a local charity that supports veterans, the team has found that many ex-soldiers suffer with the issue in silence but expressed interest in something subtle that isn’t a medication and which could help them manage their mental health. 13
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3. Evaluation of the Results Introduction Evaluation is a core aspect of every challenge prize. In running an evaluation, we aim to share results in a transparent way, learn from evidence and engage stakeholders by allowing them to contribute in the observation and assessment of the change generated.
“We are just absolutely thrilled at the success of this project that students have been working on, and to actually have that recognition of winning it is just superb, and we’re just very excited as a school because of it.” Teacher
The prize was designed to reach six main objectives: • Provide a practical education opportunity to improve skills such as long-term planning, as well as data collection and analysis. • Increase awareness of young people about the Internet of Things technology, its possibilities and how it can affect their lives. • Increase awareness of young people about health issues faced by people nowadays and how they can be prevented.
“This was an amazing opportunity for the students. They have developed their tech skills, teamwork, working under pressure, Confidence has improved, planning and communications skills.” (Teacher)
The Longitude Explorer evaluation was run during the implementation of the challenge prize, and includes an impact assessment and a process evaluation of the prize journey. The impact assessment aimed at capturing the results of the activities against its initial objectives, to state the changes that the prizes created. The process evaluation focused on the prizes activities to understand participants’ feedback on the prize structure and whether the activities were well tailored for such participants.
• Engage young people in and support them to develop practical STEM skills linked to IoT to enhance their learning and practical understanding of how they can utilise the technology for social good. • Develop young people’s understanding of the relevance of IoT to entrepreneurship and UK industry. • Inspire young people to consider continuing development of their skills in technologies
The overall evaluation shows that the Longitude Explorer Prize was positively received by all key stakeholders, and was able to achieve all of its objectives as well as meeting overall satisfactions with the challenge prize experience. Below are some of the key highlights of the prize: • All students (100%) enjoyed their experience of participating in LEP • The majority of finalists (80%) felt they had developed or gained STEM skills and knowledge through the Prize.
• Most (92%) students believed they had increased their awareness about health issues facing people nowadays and how they can be prevented. • All teachers (100%) thought the Challenge Prize was a suitable tool for young people, and would participate in the prize again.
“I have really enjoyed the experience and I feel like I have been given a really good opportunity to create programmes in a way I have not done before.” -Student
Methods In order to collect the necessary data to evaluate the prize we ran three different surveys, as listed in the table below. All surveys were run in parallel of the prize
main events, in order to be able to engage with the highest number of stakeholders and minimize the resources time and cost around evaluation.
When
Method Used
What
Who we engage
Respondents
Beginning
Semi-structured survey
Entry forms evaluation class to assess the baselines data from beneficiaries
Students Teachers
64
During
Semi-structured survey
Assessment of Students workbooks - to judge the quality of their development
Students Finalists
36
Semi-structured survey
Assessment of the innovation, capabilities and ecosystems changes achieved via the prize. Also, assessment or prize process.
Students Finalists & Teachers
34
End
15
• Over a quarter of finalists (36%) who participated in LEP were able to develop additional STEM skills through the Prize.
16
Impact Assessment Longitude Explorer Prize has been a useful tool in introducing innovation and entrepreneurial skills to young people in schools. The evaluation proves this as both students and teachers reported very positively on the topic choices, activities and learning outcomes of the Longitude Explorer Prize journey. The evaluation is divided according to three impact categories, as the different outcomes
Capabilities Impact
of the prize meet a certain category: • Innovation as an innovative tool, which brings unusual skills • Capabilities is the focus on specific hard skills • Ecosystem as serving as a strong model and inspiration to raise awareness and engage students further on relevant topic and skills.
Innovation Impact “I feel compassionate about this project as I can see how it could have really helped me. I have had the opportunity to develop my knowledge around computing but most of all my confidence has really improved”- Student
The innovation impact in this challenge is seen through providing a practical education opportunity for students. In meeting this objective, 81% of students thought the prize had provided this opportunity to improve skills such as long-term planning, as well as data collection and analysis. Figure 1 provides a more comprehensive picture of what skills were improved and developed.
1. Has the Longitude Explorer Prize helped you to develop following skills
10 5 0
Communication
Not at all
17
Planning
Probably not
Maths
Engineering
Maybe
Science
Yes, a little
Computing
Yes, a lot
Coding
2. Do you feel you’ve developed any additional STEM (Science, Tech, Engineering, Maths) skills by taking part? 25 respones
Problem Solving
6 32% 16%
Not at all
Probably not
Maybe
Yes, a little
Yes, a lot
“As a programmer, I have learnt 3 more languages which benefited me a lot and I really liked it as three of them are all really useful.”
15
Teamwork
“I have acquired many skills in programming and technology with the Raspberry PIs. I have also learnt a lot market research and what to do with the data. In making the prototype design of the app, I invented many of the ideas behind the app as well has how we could apply them”. - Student
The prize met its objective of engaging and supporting young people to develop STEM skills linked to IoT to enhance their learning and practical understanding of how they can utilise the technology for social good. It managed to engage and support 80% of students, as figure 2 displays. Also, all teachers felt their students had developed practical STEM skills which would aid them in the future.
“This experience has been an amazing opportunity for me. I have learnt so much: how to code, how to create and channel my ideas to produce a result and how to work efficiently within a team, so that that work/ project/assignment gets completed. But most importantly, I have enjoyed every single minute of it.” - Student
48%
Of those who responded, 93% of students found they had developed an understanding of the relevance of IoT to entrepreneurship and UK industry, which met one of the prize objectives. Additionally, all students grasped a better understanding of what it takes to bring an idea into the market.
18
“I hope to see our idea blossom to its full potential and help make children fitter and healthier, improving their quality of life, as well as showing the wide potential of the Internet of Things in all parts of life, including fitness and gaming”
“The Longitude Explorer prize has really made me understand the creation process of products and the amount of work that goes into seemingly simple ideas. I previously thought that IoT, or even basic products, were fairly easy to make and produce, but by going through the process of creating a prototype and attempting to make it work, I have learned that it is much harder than previously thought. I really enjoyed learning about how IoT devices work, and all the software and thinking that goes behind it, as well as having learned some knowledge about how hardware such as an Arduino is set up.”
The Prize aimed to act as a source of inspiration for students to consider continuing the development of their skills in technologies, which 62% of students felt the Prize did for them. Some highlighted they would take STEM subjects at GCSEs or A-Levels, attend clubs or partake in competitions similar to LEP. While 71% of teachers believe their students were also inspired by the prize in continuing STEM related activities.
Ecosystem Impact “I thought doing this project would really help with my college application and my future career prospects.” - Student
3. Has participation in the Longitude Explorer Proze helped you better understand the concept of the Internet of Things? Not at all
Probably not
The topic of IoT was very well received, as 60% found it interesting, while 40% found it fascinating. This is very significant in increasing the awareness of young people about the IoT technology its possibilities and how it can affect lives. 92% of students had increase in their awareness, as figure 2 shows. All teachers felt their students had increased their awareness about the IoT through the Challenge.
Evaluation of the process Both students and teachers gave overall positive feedback on the Prize activities. The majority of students expressed positive remarks on the main Challenge activities, as shown in the below figure. In particular: Students judgement: Extent to which each activity was useful to learn
Yes, a lot
• 96% of students state the Challenge allowed them to have a positive experience in working with their teams. • 92% of them said completing the workbook was a very useful activity. • 75% valued the digital element of the prize, as using IBM BlueMix proved to be an invaluable activity for them.
100%
Positive Neutral
Maybe
Yes, a little
8%
12%
“The experience has taught me a lot about the Internet of Things and I have also learnt about myself. I enjoyed learning about how to make a product that is most suited to its target market.” - Student
96% of students felt the prize encouraged them to develop a better understanding and awareness about health issues faced
19
Negative
75%
80%
50%
25%
0%
Using IBM Bluemix
by people nowadays and how they can be prevented. 71% of teachers thought students improved their awareness of health issues.
Using SODAQ Board from Digital Catapuilt
Working with my team
Students had to balance working on their ideas for the Prize as well as focusing on school studies and exams. Teachers also suggested that more technical help from experts dur-
Completing the workbook
Teachers and students provided feedback on the logistical aspects of the Prize. Most notable was the issue of time in participating in the Prize, as 37% of students mentioned this.
ing the various Challenge stages would have been very useful, as these experts would have provided better guidance and knowledge on STEM related topics. 20
4. Conclusion Following the successful delivery of Longitude Explorer Prize, we were able to reach over 200 students, all of whom reported as having enjoyed the experience and 80% felt their STEM skills had improved. Building on the success of the first two Longitude Explorer Prizes, as well as growing interest from schools and pupils we intend to run the Prize again launching in September 2018. This time we aim to engage more schools based across the UK (including Scotland and Northern Ireland). We will build on the existing network of interested schools and increase the
Objective Evaluation number of schools participating, and will support schools to encourage more female students to take part. In 2018, the Longitude Explorer Prize will continue to aim to inspire young people to develop their STEM skills alongside important skills such as teamwork, presenting skills and entrepreneurial skills. Crucially, the 2018 programme will continue to challenge young people to consider the ethical implications of advancing technology, and encourage them to be creative and ambitious in designing STEM innovations that have a positive impact on the world.
Key
100% positive results
From 80% to 99% positive results
Objective
1. Provide a practical education opportunity to improve skills such as long-term planning, as well as data collection and analysis.
2. Increase awareness of young people about the Internet of Things technology, its possibilities and how it can affect their lives.
21
From 60% to 79% positive results
From 40% to 59% positive results
Less than 39% positive results
Key Performance Indicators
Stakeholders Interviewed
Who we engage
Prize as a learning tool
Teachers
100% of teachers considered a challenge prize to be a suitable learning tool for young people
Attracting new talents
Students
48% thought the prize experience was good and 44% said it was very good.
Willingness to participate in Prize
Teachers
100% said they would participate in the prize again
Interest in IoT technology
Students
40% found IoT fascinating, while 40% found it interesting and 20% thought it was quite interesting
Improvement in knowledge of IoT
Students
80% said they improved a lot. 12% said they improved a little and 8% said they may have improved. No negative comments were expressed
Use of IoT topic to support STEM education
Teachers
100% of teachers thought the use of IoT helped students in developing STEM skills
Key
22
Objective
3. Increase awareness of young people about health issues faced by people nowadays and how they can be prevented.
4.Engage young people in and support them to develop practical STEM skills linked to IoT to enhance their learning and practical understanding of how they can utilise the technology for social good.
5. Develop young people’s’ understanding of the relevance of IoT to entrepreneurship and UK industry.
Key Performance Indicators
Encourage young people to develop knowledge of health issues
Improvement in young people’s awareness of health issues
Encourage young people in developing STEM skills for social good
Improvement in young people STEM skills
23
Students
Teachers
Students
Teachers
Improvement in students’ entrepreneurial, tech and UK industry knowledge
Students
Understanding practicalities of becoming an entrepreneur
Teachers
Improvement of business skills
6. Inspire young people to consider continuing development of their skills in technologies
Stakeholders Interviewed
Students’ commitment to developing STEM skills in the future Teacher judgement on Prize as a tool to inspire student
Who we engage
96% of students felt the Prize allowed them to better understand health issues
71% felt the Prize was very useful in increasing their students’ awareness about health issues. 14% though it was useful while another 14% did not find it very useful.
77% said yes they developed STEM skills. 15% said maybe. 4% said no and 4% did not answer
All teachers thought the challenge was useful in providing an educational opportunity to improve STEM skills and use them for social good
100% of students have a better understanding of entrepreneurship, tech and UK industry
Key
Process Evaluation Objective
Stakeholders Interviewed
Who we engage
Information received by LEP team
Teachers
57% said it was good. 43% said it was excellent. None expressed negative comments.
Induction event
Teachers
86% said it was excellent and 14% said it was good.
The resources available to support completion of the Challenge
Teachers
57% it was excellent 43% said it was good. None expressed negative comments
Completing the workbook
Students
38% students learnt quite a lot. 29% learnt a lot. 25% only learnt a little and 8% didn’t learn much
Students
46% said the prize helped them learn quite a lot. 33% said they learnt a lot. 17% said they only learnt a little and 4% said they didn’t learn much
Teachers
57% of teachers mentioned that their students enjoyed the team work by participating in LEP
Teachers
43% said it was at the very least good. 29% thought it was average and 29% thought the time required to participate was poor
Students
37% of students responded that time was an issue in their participation of LEP.
Teachers
43% said the mentors were excellent, while 57% said it was average. None expressed negative comments
Team work
Time required to participate
100% said that the challenge developed Mentors
Teachers
Students
All teachers at the very least stated that the prize was useful in improving communication skills, teamwork and planning skills
Students SODAQ board
Students
Teachers
77% of students said they would continue to develop STEM skills after the challenge. 18% reported that they might and 4% probably won't All teachers at the very least reported that the prize was useful in inspiring young people to consider continuing development of their skills in technologies
72% had contact with their IBM mentors. 28% did not. 80% at the very least found the mentors useful. 10% said it was average and 10% said it was useless. 38% said they didn’t learn anything. 21% said they learnt quite a lot. 17% said they only learnt a little. 17% said they didn’t learn much and 8% learnt quite a lot
Teachers
57% of teachers said it was excellent. 29% said it was good. 14% said it was average. None expressed negative comments
Students
33% said they learnt quite a lot. 25% said they only learnt a little. 17% said they learnt a lot. 17% didn’t learn anything. 8% didn’t learn much
Teachers
57% of teachers said it was at the very least good. 14% said it was average and 29% said it was poor
IBM BlueMix
Key
24
Longitude Explorer Prize What’s possible?
2017
