Longitude Explorer Prize 2017 Final Report

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.

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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

14

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.

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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

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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

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Longitude Explorer Prize What’s possible?

2017