= Capstone Project =
* '''Course name''': Capstone Project
* '''Code discipline''': -
* '''Subject area''': Subject Areas to choose from: -

== Short Description ==
This course covers the following concepts: People Management; Processes and Project Development, Planning and Controlling.

== Prerequisites ==

=== Prerequisite subjects ===
* CSE113 - Logic & Discrete Maths
* CSE201 - Mathematical Analysis I
* CSE202 - Analytical Geometry and Linear Algebra I
* CSE401 - Fundamentals of Computer Architecture
* CSE101 - Introduction to Programming
* CSE103 - Theoretical Computer Science
* CSE203 - Mathematical Analysis II
* CSE204 - Analytical Geometry and Linear Algebra II
* CSE117 - Data Structures and Algorithms
* CSE112 - Software System Analysis and Design
* CSE801 - Software Project
* CSE301 - Introduction to Artificial Intelligence
* CSE206 - Probability and Statistics
* CSE402 - Physics I (Mechanics)
* CSE105 - Operating Systems
* CSE205 - Differential Equations
* CSE333 - Introduction to Optimization
* CSE302 - Introduction to Machine Learning
* (SD, CS, DS, AAI) CSE106 - Databases
* (SD, CS, DS, AAI) CSE501 - Networks
* (SD, CS) CSE502 - System and Network Administration
* (SD, CS, AAI) CSE114 - Distributed and Network Programming
* (AAI) CSE338 - Reinforcement Learning
* (DS) CSE310 - Statistical Techniques
* (DS) CSE340 - Nature Inspired Computing
* (RO) CSE410 - Physics II (Electrical Engineering)
* (RO) CSE403 - Control Theory
* (RO) CSE408 - Theoretical Mechanics
* (RO) CSE406 - Fundamental of Robotics

=== Prerequisite topics ===

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| People Management, Leadership and Teamwork ||
# People Management Styles
# People management & Leadership skills
# Teamwork Tools: Trello, BitBucket, Miro, Github
|-
| Project development and realization ||
# Defining and measuring processes
# Project Life Cycle
# Project Development and Management methodology
|-
| Planning and controlling projects ||
# Introduction - Planning & Controlling Software Development Projects
# Work Breakdown Structures
# Estimation Methods
# Activity Planning
# Milestone Planning
# Release Planning
# Tracking Reporting & Controlling
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
What is the main goal of this course formulated in one sentence?
The main goal of this course is to enable a student to understand the phases of project development; to manage both human and computational resources through control of the development process. The main task is to combine all the knowledge obtained during the study at the university and turn it into real projects.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* List existing tools for a teamwork
* Describe the skills required for people manager
* Describe the skills required for a good leader
* Explain the steps of project Life Cycle
* Know how to plan and control software/hardware projects

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Get ideas about the work in the main structural divisions
* Formulate the idea as a project task
* Set objectives and goals properly
* Perform the given tasks in a certain limit of time

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Adapt to real working conditions in various institutions and organizations
* Gain experience while working in teams
* Organize and plan the projects
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| Pass || 60-100 || -
|-
| Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Presentation || 45
|-
| Final Presentation || 55
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up is the key to success in this course. You will work in teams, so coordinating teamwork will be an important factor for success.

== Resources, literature and reference materials ==

=== Open access resources ===

=== Closed access resources ===

=== Software and tools used within the course ===

= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1
|-
| Process oriented guided inquiry learning (POGIL) || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Experiments || 1 || 1 || 1
|-
| Modeling || 1 || 1 || 1
|-
| Cases studies || 1 || 1 || 1
|-
| Development of individual parts of software product code || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Presentation || Prepare a short 2-minutes pitch for your project idea (2-5 slides). Suggested structure: What problem you are solving: - State the problem clearly in 2-3 short sentences. What methodology are you going to apply: - Shortly describe the method(-s) that could solve the problem. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Presentation of Current Progress || Prepare a short pitch for your current project progress (5-7 slides). Suggested structure: What problem you are solving: - State the problem clearly in 2-3 short sentences. What methodology are you going to apply: - Shortly describe the method(-s) that could solve the problem. Which tasks are you performing: - Shortly describe the tasks that are being solved. - Describe the current problems in realization if any. || 0
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Presentation (Project Defense) || Prepare a 5-minutes presentation on your project. During the presentation clearly define the role and contribution of each member of a team. Suggested structure: What problem you are solving: - State the problem clearly in 2-3 short sentences. What methodology is used: - Describe the method(-s) that were used to solve the problem. What are the results: - Describe what you achieved during the course. || 1
|}
=== Final assessment ===
'''Section 1'''
# Grading criteria for the midterm project presentation:
# 1. Problem: short clear statement on what you are solving, and why it’s important.
# 2. Methodology: clear statement of the methods to be used.
'''Section 2'''
# The activity in this section is not graded. The presentation is needed only to see the current state of the project realization.
'''Section 3'''
# Grading criteria for the final project presentation:
# 1. Problem: short clear statement on what you are solving, and why it’s important.
# 2. Methodology: clear statement of the methods used.
# 3. Results: students provided the achieved results and can interpret them

=== The retake exam ===
'''Section 1'''
# For the retake, students have to follow the guidelines of the course and contribute to a new project. The complexity of the product can be reduced, if it is one person working on it. The grading criteria for each section are the same as for the final project presentation. There has to be a meeting before the retake itself to plan and agree on the project content, and to answer questions.
# P7. Activities and Teaching Methods by Sections
# Mark what techniques and methods are used in each section (1 is used, 0 is not used).
# Table A1: Teaching and Learning Methods within each section
# Table A2: Activities within each section
'''Section 2'''

'''Section 3'''

IU:TestPage

2023-04-12T12:11:16Z

R.sirgalina:

IU:TestPage

2023-04-10T11:31:36Z

R.sirgalina:

= Market Research for IT Startups =
* '''Course name''': Market Research for IT Startups
* '''Code discipline''':
* '''Subject area''': Technological Entrepreneurship

== Short Description ==
This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality

== Prerequisites ==

=== Prerequisite subjects ===
* N/A

=== Prerequisite topics ===
* N/A

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Ideation tools ||
# Art VS Creativity
# Ability to discover
# How to generate ideas
# Creativity sources
# Ideation in groups
# Rules for ideation for startups
|-
| Market research content ||
# Types of research: primary vs secondary
# How to plan a research
# Market research chapters content
# Frameworks used in a market research (SWOT, Persona, etc)
# Tools and sources to conduct a competitors analysis
|-
| Customer development ||
# Interviews are the main tool for “Get Out The Building” technique
# The "Mum's Test"
# Jobs-To-Be-Done
# Good and bad interview questions
|-
| Market sizing ||
# Market analysis VS market sizing
# Sizing stakeholders and their interests
# Sizing methods
# TAM SAM SOM calculation examples
|-
| Data for a research ||
# Sources and tools for competitors overview
# Sources and tools for product and traffic analysis
# Sources and tools for trend watching
# Life hacks for search
|-
| Founder motivation ||
# Ways to Stay Motivated as an Entrepreneur
# Exercises for founders motivation
|-
| Pitch Day ||
# Market research results presentations
|}

== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Market research techniques using open data,
* Typology of market assessment methods,
* Types of research data and their application,
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Methods of ideation,
* TAM SAM SOM method, 2 approaches,
* Applied tools and resources for market sizing,
* Principles to work with business hypotheses

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Identify and describe the market
* Assess market potential for any business idea
* Conduct relevant market research before starting up a business
* Use the most relevant and high-quality data for a market research

== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85.0-100.0 || -
|-
| B. Good || 70.0-84.0 || -
|-
| C. Satisfactory || 50.0-69.0 || -
|-
| D. Fail || 0.0-50.0 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
|-
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
|-
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
|-
| Paper #2: Market research || 0-10 scale (costs 30% final)
|-
| Final Presentation || 0-10 scale (costs 20% final)
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up and participating in discussions is the key to success in this course. Students work in teams, so coordinating teamwork will be an important factor for success. Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch. The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses

== Resources, literature and reference materials ==

=== Open access resources ===
* - article with reflections on the methodology book on the 55 typical business models
* - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
* - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
* A selection of with a summary of key ideas from Harvard Business Review
* F. Sesno "" - the book on how to get information out of people through questions.
* a visual guide book to dealing with your inner procrastinator

=== Closed access resources ===
* Crunchbase.com
* Statista.com

=== Software and tools used within the course ===
* Boardofinnovation.com
* Miro.com
* Notion.com
* MS Teams

= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
|-
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
|-
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
|-
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
|-
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
|-
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
|-
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
|-
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
|-
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
|-
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
|}

== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || Difference between Art and Creativity. Examples from your personal experience Tools to manage your attention: work with exercises above Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before? Idea diary: share your experience, was it useful? How to keep motivation to continue? Sharing your business ideas: is it risky for a founder? Why? Name and discuss principles of hypothesis thinking Name and comment on ideation tool you know. Did you have an experience with it? Where to take creativity? Your advice Lets find examples of “Steal like an artist” approach among startups Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea. || 0
|-
| Workshop || Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams || 1
|-
| Exercise || Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. || 0
|}

==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || What are the basic steps in market research? What are the commonly used market research methods? What research question types can be asked in surveys? Should startup prefer primary or secondary research? || 0
|-
| Workshop || SWOT analysis: compare your business idea with competitors and market situation Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry || 0
|-
| Home written assignment || Market research doc: create a structure that is: 1-2 pages long Describes your business idea Contains the structure of your future research Contains a list of questions to answer during the research for each chapter proposed Contains links and references to data sources potentilly interesting to use in a research Its feasible: it should be a chance you may answer all the questions stated in the doc The doc format is designed and well structured || 1
|}

==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Oral test || Good or bad interview question? Useful or useless feedback? || 0
|-
| Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1
|-
| Case study || Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? || 0
|}

==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1
|-
| Case study || Learn a market sizing case: online babysitting service || 0
|}

==== Section 5 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) || 0
|-
| Oral presentation || Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. || 1
|}

==== Section 6 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Exercises: Personal SWOT Analysis List of Personal Achievements Analysis of Motivating Activities Your Personal Vision || 0
|}

==== Section 7 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Pitch session || The final Market Research report should follow the structure discussed Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work || 1
|}

=== Final assessment ===
'''Section 1'''
# For the final assessment, students should complete the Market Research paper.
# It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
# The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
# Grading criteria for the final project presentation:
# Market sizing has been carried out
# Customer segments are named
# Сompetitor analysis has been conducted
# At least 2 prominent data sources are used
# Customer discovery interviews conducted
# Future steps are mapped out
# The final report is visualized clearly and transparent
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

IU:TestPage

2023-04-10T11:30:16Z

R.sirgalina:

= Market Research for IT Startups =
* '''Course name''': Market Research for IT Startups
* '''Code discipline''':
* '''Subject area''': Technological Entrepreneurship

== Short Description ==
This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality

== Prerequisites ==

=== Prerequisite subjects ===
* N/A

=== Prerequisite topics ===
* N/A

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Ideation tools ||
# Art VS Creativity
# Ability to discover
# How to generate ideas
# Creativity sources
# Ideation in groups
# Rules for ideation for startups
|-
| Market research content ||
# Types of research: primary vs secondary
# How to plan a research
# Market research chapters content
# Frameworks used in a market research (SWOT, Persona, etc)
# Tools and sources to conduct a competitors analysis
|-
| Customer development ||
# Interviews are the main tool for “Get Out The Building” technique
# The "Mum's Test"
# Jobs-To-Be-Done
# Good and bad interview questions
|-
| Market sizing ||
# Market analysis VS market sizing
# Sizing stakeholders and their interests
# Sizing methods
# TAM SAM SOM calculation examples
|-
| Data for a research ||
# Sources and tools for competitors overview
# Sources and tools for product and traffic analysis
# Sources and tools for trend watching
# Life hacks for search
|-
| Founder motivation ||
# Ways to Stay Motivated as an Entrepreneur
# Exercises for founders motivation
|-
| Pitch Day ||
# Market research results presentations
|}

== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Market research techniques using open data,
* Typology of market assessment methods,
* Types of research data and their application,
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Methods of ideation,
* TAM SAM SOM method, 2 approaches,
* Applied tools and resources for market sizing,
* Principles to work with business hypotheses

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Identify and describe the market
* Assess market potential for any business idea
* Conduct relevant market research before starting up a business
* Use the most relevant and high-quality data for a market research

== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85.0-100.0 || -
|-
| B. Good || 70.0-84.0 || -
|-
| C. Satisfactory || 50.0-69.0 || -
|-
| D. Fail || 0.0-50.0 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
|-
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
|-
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
|-
| Paper #2: Market research || 0-10 scale (costs 30% final)
|-
| Final Presentation || 0-10 scale (costs 20% final)
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up and participating in discussions is the key to success in this course. Students work in teams, so coordinating teamwork will be an important factor for success. Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch. The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses

== Resources, literature and reference materials ==

=== Open access resources ===
* - article with reflections on the methodology book on the 55 typical business models
* - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
* - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
* A selection of with a summary of key ideas from Harvard Business Review
* F. Sesno "" - the book on how to get information out of people through questions.
* a visual guide book to dealing with your inner procrastinator

=== Closed access resources ===
* Crunchbase.com
* Statista.com

=== Software and tools used within the course ===
* Boardofinnovation.com
* Miro.com
* Notion.com
* MS Teams

= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
|-
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
|-
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
|-
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
|-
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
|-
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
|-
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
|-
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
|-
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
|-
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
|}

== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || Difference between Art and Creativity. Examples from your personal experience Tools to manage your attention: work with exercises above Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before? Idea diary: share your experience, was it useful? How to keep motivation to continue? Sharing your business ideas: is it risky for a founder? Why? Name and discuss principles of hypothesis thinking Name and comment on ideation tool you know. Did you have an experience with it? Where to take creativity? Your advice Lets find examples of “Steal like an artist” approach among startups Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea. || 0
|-
| Workshop || Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams || 1
|-
| Exercise || Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. || 0
|}

==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || What are the basic steps in market research? What are the commonly used market research methods? What research question types can be asked in surveys? Should startup prefer primary or secondary research? || 0
|-
| Workshop || SWOT analysis: compare your business idea with competitors and market situation Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry || 0
|-
| Home written assignment || Market research doc: create a structure that is: 1-2 pages long Describes your business idea Contains the structure of your future research Contains a list of questions to answer during the research for each chapter proposed Contains links and references to data sources potentilly interesting to use in a research Its feasible: it should be a chance you may answer all the questions stated in the doc The doc format is designed and well structured || 1
|}

==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Oral test || Good or bad interview question? Useful or useless feedback? || 0
|-
| Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1
|-
| Case study || Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? || 0
|}

==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1
|-
| Case study || Learn a market sizing case: online babysitting service || 0
|}

==== Section 5 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) || 0
|-
| Oral presentation || Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. || 1
|}

==== Section 6 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Exercises: Personal SWOT Analysis List of Personal Achievements Analysis of Motivating Activities Your Personal Vision || 0
|}

==== Section 7 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Pitch session || The final Market Research report should follow the structure discussed Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work || 1
|}

=== Final assessment ===
'''Section 1'''
# For the final assessment, students should complete the Market Research paper.
# It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
# The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
# Grading criteria for the final project presentation:
# Market sizing has been carried out
# Customer segments are named
# Сompetitor analysis has been conducted
# At least 2 prominent data sources are used
# Customer discovery interviews conducted
# Future steps are mapped out
# The final report is visualized clearly and transparent
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

IU:TestPage

2023-03-27T11:05:01Z

R.sirgalina:

= Market Research for IT Startups =
* '''Course name''': Market Research for IT Startups
* '''Code discipline''':
* '''Subject area''': Technological Entrepreneurship

== Short Description ==
This course is for students who see themselves as entrepreneurs. The course is designed for the early development of business ideas and provides methods and guidelines for business research. The course teaches how to assess the potential of business ideas, hypothesis thinking, methods for generating ideas and testing their quality

== Prerequisites ==

=== Prerequisite subjects ===
* N/A

=== Prerequisite topics ===
* N/A

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Ideation tools ||
# Art VS Creativity
# Ability to discover
# How to generate ideas
# Creativity sources
# Ideation in groups
# Rules for ideation for startups
|-
| Market research content ||
# Types of research: primary vs secondary
# How to plan a research
# Market research chapters content
# Frameworks used in a market research (SWOT, Persona, etc)
# Tools and sources to conduct a competitors analysis
|-
| Customer development ||
# Interviews are the main tool for “Get Out The Building” technique
# The "Mum's Test"
# Jobs-To-Be-Done
# Good and bad interview questions
|-
| Market sizing ||
# Market analysis VS market sizing
# Sizing stakeholders and their interests
# Sizing methods
# TAM SAM SOM calculation examples
|-
| Data for a research ||
# Sources and tools for competitors overview
# Sources and tools for product and traffic analysis
# Sources and tools for trend watching
# Life hacks for search
|-
| Founder motivation ||
# Ways to Stay Motivated as an Entrepreneur
# Exercises for founders motivation
|-
| Pitch Day ||
# Market research results presentations
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
This course aims to give students theoretical knowledge and practical skills on how to assess market potential at an early stage of an IT startup (or any company) development. The ultimate goal is to teach students to conduct market research for their business.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Market research techniques using open data,
* Typology of market assessment methods,
* Types of research data and their application,
* Market research components: competitors overview, value proposition, trend watching, venture status, business models, buyers profile etc

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Methods of ideation,
* TAM SAM SOM method, 2 approaches,
* Applied tools and resources for market sizing,
* Principles to work with business hypotheses

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Identify and describe the market
* Assess market potential for any business idea
* Conduct relevant market research before starting up a business
* Use the most relevant and high-quality data for a market research
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85.0-100.0 || -
|-
| B. Good || 70.0-84.0 || -
|-
| C. Satisfactory || 50.0-69.0 || -
|-
| D. Fail || 0.0-50.0 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Paper #0: Market research structure || 0-10 scale (costs 10% final)
|-
| Paper #1: TAM SAM SOM || 0-10 scale (costs 20% final)
|-
| Workshops activity || 3 points for each of 7 workshops: 1 point=participation, 2 points=discussion, 3 points=valuable results (costs 21% final)
|-
| Paper #2: Market research || 0-10 scale (costs 30% final)
|-
| Final Presentation || 0-10 scale (costs 20% final)
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up and participating in discussions is the key to success in this course. Students work in teams, so coordinating teamwork will be an important factor for success. Reading the provided materials is mandatory, as lectures will mainly consist of discussions and reflections not slides or reading from scratch. The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses

== Resources, literature and reference materials ==

=== Open access resources ===
* - article with reflections on the methodology book on the 55 typical business models
* - a book with instructions on how to communicate with your potential users. How to conduct interviews so that you understand what the client wants to say and not what you want to hear.
* - the case book on the Jobs To Be Done. With JTBD, we can make predictions about which products will be in demand in the market and which will not. The idea behind the theory is that people don't buy products, but "hire" them to perform certain jobs.
* A selection of with a summary of key ideas from Harvard Business Review
* F. Sesno "" - the book on how to get information out of people through questions.
* a visual guide book to dealing with your inner procrastinator

=== Closed access resources ===
* Crunchbase.com
* Statista.com

=== Software and tools used within the course ===
* Boardofinnovation.com
* Miro.com
* Notion.com
* MS Teams
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1 || 1 || 1 || 1 || 0
|-
| Group projects || 1 || 0 || 0 || 0 || 0 || 1 || 1
|-
| Flipped classroom || 1 || 1 || 1 || 1 || 1 || 1 || 0
|-
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 0 || 1 || 0 || 0 || 0 || 1
|-
| Oral Reports || 1 || 0 || 1 || 0 || 0 || 0 || 1
|-
| Cases studies || 0 || 1 || 0 || 1 || 1 || 1 || 0
|-
| Experiments || 0 || 0 || 1 || 0 || 0 || 0 || 0
|-
| Written reports || 0 || 0 || 1 || 0 || 0 || 1 || 0
|-
| Individual Projects || 0 || 0 || 0 || 1 || 0 || 0 || 0
|-
| Peer Review || 0 || 0 || 0 || 0 || 0 || 0 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || Difference between Art and Creativity. Examples from your personal experience Tools to manage your attention: work with exercises above Is it true that an ideation stage is the very first step to take when starting your own business? If not, what needs to be done before? Idea diary: share your experience, was it useful? How to keep motivation to continue? Sharing your business ideas: is it risky for a founder? Why? Name and discuss principles of hypothesis thinking Name and comment on ideation tool you know. Did you have an experience with it? Where to take creativity? Your advice Lets find examples of “Steal like an artist” approach among startups Create a list of 5 business ideas you have ever had in your mind. Choose 1 and make an exhaustive list of the problems that are associated with the proposed business idea. || 0
|-
| Workshop || Break into teams, choose from the list below 1 tool to work with. Use the templates to create new business ideas. Summarize the results. Share your results and experience of using the template with other teams || 1
|-
| Exercise || Start an "Idea diary" (not necessarily business ideas): create a convenient place for notes (notion, pinterest, instagram, paper notebook, etc.). Note the time/place/circumstances of ideas coming, learn to write down ideas. Draw conclusions from 1 week's work: where, when, how, why new ideas arise and whether you can manage their flow. || 0
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || What are the basic steps in market research? What are the commonly used market research methods? What research question types can be asked in surveys? Should startup prefer primary or secondary research? || 0
|-
| Workshop || SWOT analysis: compare your business idea with competitors and market situation Get familiar with industry trends and reports: Find and create a list of 3 to 5 business research papers or trend reports in your industry || 0
|-
| Home written assignment || Market research doc: create a structure that is: 1-2 pages long Describes your business idea Contains the structure of your future research Contains a list of questions to answer during the research for each chapter proposed Contains links and references to data sources potentilly interesting to use in a research Its feasible: it should be a chance you may answer all the questions stated in the doc The doc format is designed and well structured || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Oral test || Good or bad interview question? Useful or useless feedback? || 0
|-
| Workshop || Work on your customer profile using the Persona template. Make a client interview script with the help of the Problem-validation-script. || 1
|-
| Case study || Watch the video with the case study. This is an example of HOW NOT to take a customer discovery interview. Discuss what went wrong? || 0
|}
==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Estimate your target market using the TAM-SAM-SOM template in MIRO. Explain the data. || 1
|-
| Case study || Learn a market sizing case: online babysitting service || 0
|}
==== Section 5 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Use 3 tools from this lesson's theory that you are least familiar with or have not used at all. From each source, take one insight on the state of your project's market. (For example, the total size of your target market, a leading competitor, number of users, or a growing trend) || 0
|-
| Oral presentation || Take one tool from the list below and create a “how-to” guide to the service for your classmates. The guide could be done in a form of 1) video-instruction 2) text 3) visualized scheme 4) presentation. The guide must answer how to use a tool and give an example of its use on concrete case study. Studying the guide should take your reader not mach then 15 min. || 1
|}
==== Section 6 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || Exercises: Personal SWOT Analysis List of Personal Achievements Analysis of Motivating Activities Your Personal Vision || 0
|}
==== Section 7 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Pitch session || The final Market Research report should follow the structure discussed Content of the oral presentation may include: business description, market overview, main sources used in the research, competitors overview, monetization opportunity, market size, further stages of research or business work, team, comments on some challenges during the work || 1
|}
=== Final assessment ===
'''Section 1'''
# For the final assessment, students should complete the Market Research paper.
# It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
# The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
# Grading criteria for the final project presentation:
# Market sizing has been carried out
# Customer segments are named
# Сompetitor analysis has been conducted
# At least 2 prominent data sources are used
# Customer discovery interviews conducted
# Future steps are mapped out
# The final report is visualized clearly and transparent
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

IU:TestPage

2023-03-27T10:57:34Z

R.sirgalina:

2023-02-09T10:36:28Z

R.sirgalina:

IU:TestPage

2023-02-09T10:30:59Z

R.sirgalina:

= Autonomous Mobile Robots =
* '''Course name''': Autonomous Mobile Robots
* '''Code discipline''':
* '''Subject area''': Robotics

== Short Description ==
Autonomous mobile robots (AMRs) are rapidly evolving from workhorses to increasingly complex machines capable of performing challenging tasks such as industrial navigation. The course objective is to provide a few basic concepts of autonomous mobile robots. The main emphasis is on mobile robot kinematics and controls, different classes of robot localization techniques, various state estimation methods, and robot perception based on camera and lidar. The exercises of this course are based on ROS2 with a few types of wheeled robots.
By the end of this course, you will be able to understand the basic building blockers of autonomous navigation. To succeed in this course, you should have programming experience in Python 3. x, ROS, and familiarity with basic concepts of Linear Algebra and Calculus.

== Prerequisites ==

=== Prerequisite subjects ===
* CSE101
* CSE102
* CSE104 or CSE117
* CSE202 and CSE204

=== Prerequisite topics ===
* Programming experience in Python 3. x
* ROS (Robot Operating System)
* Familiarity with basic concepts of Linear Algebra and Calculus

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| 1.0 Introduction & Motion ||
# What are autonomous mobile robots (AMRs)?
# Why do we need autonomous mobile robots (AMRs)?
# How do AMRs work?
# Kinematic Configuration
# Probabilistic kinematics
# Velocity motion model
# DiffDrive
# Bicycle drive
# Tricycle drive
# Car (Ackerman Drive)
|-
| 2.0 Estimation ||
# Basic of Probability
# Probabilistic Generative Laws
# Estimation from Measurements
# Estimation from Measurements and Controls
# Gaussian Distribution
# One Dimensional Kalman Filter
# Multivariate Density Function
# Marginal Density Function
# Multivariate Normal Function
# Two Dimensional Gaussian
# Multiple Random Variable
# Multidimensional Kalman Filter
# Sensor Fusion
# Linearization, Taylor Series Expansion, Linear Systems
# Extended Kalman Filter (EKF)
# Comparison between KF and EK
# A Taxonomy of Particle Filter
# Bayesian Filter
# Monte Carlo Integration (MCI)
# Particle Filter
# Importance Sampling
# Particle Filter Algorithm
|-
| 3.0 Perception ||
# Monocular Vision
# Pinhole Camera Model
# Image Plane, Camera Plane, Projection Matrix
# Projective transformation
# Finding Projection Matrix using Direct Linear Transform (DLT)
# Camera Calibration
# Stereo Vision
# Simple Stereo, General Stereo
# Some homogeneous properties
# Epipolar Geometry
# Essential matrix, Fundamental matrix
# Depth Estimation
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
What is the main goal of this course formulated in one sentence?
The main purpose of this course is to answer the following three questions
What are autonomous mobile robots (AMRs)?
Why do we need autonomous mobile robots (AMRs)?
How do AMRs work?

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Different types of motion models for AMRs
* Types of robot localization techniques for linear and nonlinear systems
* To understand the environment by interpreting the sensor reading
* Several ways to estimate a robot’s system state vector for linear, nonlinear, and linearized systems

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Understand the vehicle motion model for the provided vehicle schema type
* Design linear or nonlinear controller for manueveing the robot appropriately
* Design sensor configuration and which sensors are more suitable for the given task
* Different ways to estimate system state vector for both linear and nonlinear systems
* Understand how to localize robots in GPS-denied environments

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Design a robot motion model for the provided robot
* Improve the robot state estimation accuracy
* Fuse several types of sensors and improve measurement accuracy
* Estimate depth using a stereo camera, and lidar
* Localize the robot in a GPS-denied environment
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || -
|-
| B. Good || 75-89 || -
|-
| C. Satisfactory || 50-74 || -
|-
| D. Fail || 0-50 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Assignment || 45
|-
| Quizzes || 20
|-
| In-class activity || 15
|-
| Exams || 20
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up is the key to success in this course. You will work individually, however, getting help from others is acceptable Review lecture materials before classes to do well in quizzes. Reading the recommended literature is optional and will give you a deeper understanding of the material.

== Resources, literature and reference materials ==

=== Open access resources ===
* Sebastian Thrun. Probabilistic robotics. Communications of the ACM, 45(3):52–57, 2002.

=== Closed access resources ===
* Robert Grover Brown, Patrick YC Hwang, et al. Introduction to random signals and applied Kalman filtering, volume 3. Wiley New York, 1992.
* Gregor Klancar, Andrej Zdesar, Saso Blazic, and Igor Skrjanc. Wheeled mobile robotics: from fundamentals towards autonomous systems. Butterworth-Heinemann, 2017.
* Roland Siegwart, Illah Reza Nourbakhsh, and Davide Scaramuzza. Introduction to autonomous mobile robots. MIT press, 2011.

=== Software and tools used within the course ===
* Provide at least 3 open/freemium access tools
* Gazebo https://gazebosim.org/home
* ROS, https://www.ros.org/
* ROS2 https://docs.ros.org/en/foxy/index.html
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Lectures || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1
|-
| Development of individual parts of software product code || 1 || 1 || 1
|-
| Individual Projects || 1 || 1 || 1
|-
| Quizzes (written or computer-based) || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1
|-
| Experiments || 0 || 0 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || Control to reference pose Control to reference pose via an intermediate point Control to reference pose via an intermediate direction Control by a straight line and a circular arc Reference path control Wheel kinematics constraints: rolling contact and lateral slippage || 10
|-
| Individual Assignments || A1: Control by a straight line and a circular arc Submit a report and source code: - Experimenting on different scenarios - Check problem formulation and implementation accuracy A2: Parallel parking Submit a report and source code: - Checking the assumptions that are made to formulate the parallel parking scenario - Check problem formulation and implementation accuracy A3: Wheeled Mobile System Control: pose and orientation Define a simple controller that is able to follow a given reference path where position and orientation have to be optimally controlled Submit a report and source code: - Experimenting on different scenarios - Check problem formulation and implementation accuracy || 20
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. Estimation from measurements and estimation from measurements and controls 2. Multidimensional Kalman filter with sensor fusion 3. Particle filter algorithm for state estimation || 5
|-
| Individual Assignments || A1: Design different types of robot motion models and add appropriate state estimation techniques Implementation of the motion model for car-like ground vehicle and simulate it in various environments Submit a report and source code: - Experimenting on different scenarios - Check problem formulation and implementation accuracy A2: Comparison of the accuracy of robot trajectory using several state estimation techniques Implementation of Kalman filter and Particle filter based state estimation and compare them each other Submit a report and source code: - Checking the implementation accuracy - Checking how importance sampling, resampling, and parameter estimation were implemented A3: Robot pose estimation using Gaussian and Non-Gaussian based state estimation techniques Develop Gaussian and Non-Gaussian-based state estimation technique for linear and nonlinear motion model for a following to reference path. Submit a report and source code: - Experimenting on different scenarios - Check problem formulation and implementation accuracy - Check the performance in terms of model accuracy || 15
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. Formulation of Pinhole camera model 2. Understanding of the connection between the image plane and camera plane 3. Depth estimation using Epipolar geometry || 5
|-
| Individual Assignments || A1: Estimate object size using a monocular camera Develop an algorithm to detect object width and height for a specified camera parameter Submit a report and source code: - Experimenting on objects to check the accuracy of the estimation - Check problem formulation and implementation accuracy A2:Estimate the depth of the object using a point cloud and stereo camera Given a point cloud estimate real object center point in the world coordinate frame Submit a report and source code: - Experimenting on different point clouds - Checking the accuracy of the pose estimation A3: Finding projection matrix using Direct Linear Transform (DLT) This for checking the understanding of concepts of monocular vision: Pinhole camera model, image plane, camera lane, projection matrix, projective transformation. Given point cloud in the world coordinate, convert them into camera coordinates Submit a report and source code: - Checking the accuracy of the pose estimation - Check problem formulation and implementation accuracy - Compare results with different point clouds || 15
|}
=== Final assessment ===
'''Section 1'''
# Can be a final exam, project defence, or some other equivalent of the final exam.
# For the final assessment, students present the project work they have accomplished during the course. Below are the grading criteria for each section.
# 1. Kinematics of wheeled mobile robots: internal, external, direct, and inverse
# Differential drive kinematics
# Bicycle drive kinematics
# Rear-wheel bicycle drive kinematics
# Car(Ackermann) drive kinematics
# 2. Wheel kinematics constraints: rolling contact and lateral slippage
# 3. Wheeled Mobile System Control: pose and orientation
# 4. Robot pose estimation using Gaussian and Non-Gaussian based state estimation techniques
# 5. Different techniques for importance sampling in the particle filter
# 6. Applying Kalman Filter for nonlinear system
# 7. Concepts of EKF-based localization and particle filter-based localization
'''Section 2'''

'''Section 3'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to implement a given state estimation problem. First, need to formulate it with logical reasons for justifying it. Second, need to develop the proposed idea in a simulated setup. Answer a set of theoretical questions that comes from section 1, section 2, and section 3.
'''Section 2'''

'''Section 3'''

IU:TestPage

2023-02-09T10:14:58Z

R.sirgalina:

= Frontend Web Development =
* '''Course name''': Frontend Web Development
* '''Code discipline''': CSE122
* '''Subject area''': Software Engineering

== Short Description ==
This is a practice-oriented course that introduces students to the essentials of modern front-end web development. It starts from the very basics of web technologies, assuming no experience other than any general-purpose programming language. It is structured in a way that covers a wide variety of topics and technologies without going too deep into any of them. The course starts by introducing HTML, CSS, and JavaScript, then covers JavaScript and its ecosystem in more depth (since it is foundational to the rest of the course). After that, we move on to frameworks (in particular, Svelte and React) and how to write modern web apps using them. Lastly, we cover how to ensure quality in modern web apps, as well as different architectural patterns such as server-side rendering and meta-frameworks.

== Prerequisites ==

=== Prerequisite subjects ===
* CSE101 – Introduction to Programming I

=== Prerequisite topics ===
* Basic programming skills

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Basics of front-end web development ||
# Introduction to HTML, CSS, and JavaScript
# JavaScript ecosystem: NPM, bundlers, modern project structure
# TypeScript
# Form validation
|-
| Frameworks ||
# Svelte
# React
|-
| Code Quality and modern architectures ||
# ESLint
# Unit testing, CI/CD
# Code structure
# Rendering strategies
# Meta-frameworks: SvelteKit
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
The main purpose of this course is to enable students to develop web frontends using modern tools and techniques by having hands-on experience derived from industry-standard practices.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* List the 3 programming languages used in building frontends and explain the purpose of each of them
* Explain the benefits of using a static typing system
* Describe the idea behind frontend frameworks and their purpose
* List the different tools used in ensuring code quality
* Explain the different rendering strategies and elaborate on the pros and cons of each

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Build an interactive website with basic user input forms
* Make use of 3rd-party JavaScript libraries in their code
* Design TypeScript interfaces that represent their data types
* Build simple user interfaces from ready-made designs

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Produce production-ready bundles and automate their deployment to the internet
* Choose an appropriate architecture for the appropriate use-case
* Test their code using different techniques (unit, integration, visual) and libraries (Jest, Testing Library, Cypress)
* Use static analysis tools to catch possible bugs early on
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85-100 || -
|-
| B. Good || 70-84 || -
|-
| C. Satisfactory || 55-70 || -
|-
| D. Fail || 0-54 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Assignments || 50
|-
| Course Project || 50
|}

=== Recommendations for students on how to succeed in the course ===
Participation is highly recommended. Conversations in class add a lot of value on top of the provided material. Finish the assignments on time. Each topic depends on the previous one and this course is practice-oriented, so completing the practice tasks on time is essential for understanding the next topic. Invest some time on expanding your knowledge and deepening your understanding beyond what’s directly given in class. Resources are provided, so use them.

== Resources, literature and reference materials ==

=== Open access resources ===
* Mozilla Developer Network:
* Can I use …? Support tables for frontend technologies:
* Frontend Developer Roadmap:
* Fireship YouTube channel:
* The Net Ninja YouTube channel:
* You Don’t Know JS book:

=== Closed access resources ===
* Maximilian Schwarzmüller courses on Udemy:
* Fireship Pro courses:
* Frontend Masters:

=== Software and tools used within the course ===
* Visual Studio Code:
* Node.js:
* Firebase:
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1
|-
| Modular learning (facilitated self-study) || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them) || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Lectures || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1
|-
| Individual Projects || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|-
| Group projects || 0 || 1 || 1
|-
| Cases studies || 0 || 0 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Individual Assignments || 6 assignments, 1 of which is optional, each on the content of the lab right before it. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Individual Assignments || 6 assignments, 1 of which is optional, each on the content of the lab right before it. || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Individual Assignments || 6 assignments, 1 of which is optional, each on the content of the lab right before it. || 1
|}
=== Final assessment ===
'''Section 1'''
# The final assessment takes the form of group project presentations for the course project they worked on throughout the semester. Every student in the group is expected to be able to justify the design decisions and explain what any part of the code does (to ensure fair distribution of load). The project is expected to incorporate all the best practices covered in lectures and labs and must be approved by the instructor before the students begin working on it.
'''Section 2'''

'''Section 3'''

=== The retake exam ===
'''Section 1'''
# The retake uses the same criteria as the group project, except that it is individual rather than in groups. Its grade counts as the grade for the entire course, not just the final assessment. If there is no approved excuse (such as medical) for retaking the course, the maximum grade possible is B.
'''Section 2'''

'''Section 3'''

IU:TestPage

2023-02-09T10:07:30Z

R.sirgalina:

MSc: Marketing and Sales for IT Business

2023-02-08T13:31:10Z

R.sirgalina: Created page with " = Business Development, Sales and Marketing in IT Industry = * '''Course name''': Business Development, Sales and Marketing in IT Industry * '''Code discipline''': S22 * '''S..."

= Business Development, Sales and Marketing in IT Industry =
* '''Course name''': Business Development, Sales and Marketing in IT Industry
* '''Code discipline''': S22
* '''Subject area''': all around marketing and sales in IT industry.

== Short Description ==
This course contains two important for successful company parts: marketing and sales.
These are the parts that are linked with each other - it is very difficult to sell without marketing support and it is very difficult to achieve results with marketing efforts only.
Marketing part, starting from defining things like developing marketing strategy for the companies, finally offers practical tools of digital marketing. We will explore new digital reality and its impact on IT business. We will learn success stories of real businesses and how companies are adapting to the new changing landscape.
The second part of the course covers important things for every company's success – the sales process. Understand how to attract customers in negotiations, how to “get to yes” getting great deals, how to control the sales funnel – you will get the understanding how it works and try it in practice.

== Prerequisites ==

=== Prerequisite subjects ===
* HSS310

=== Prerequisite topics ===
* Basic IT industry knowledge
* Basic marketing knowledge

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Marketing Strategy ||
# Types of markets
# Product-centric marketing
# Customer-centric marketing
# Developing Marketing Strategy
|-
| Marketing tools ||
# Brand&Presentation
# Analytics
# Content
# SMM
# Context advertising
# E-mail marketing
|-
| Sales ||
# CRM systems
# B2B
# B2C
# Negotiations
|-
| Final Project Presentation ||
# Presentation of marketing&sales strategy and tactics for startup
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
This course aims to give students the skills of developing a winning marketing strategy for a startup, as well as the skills to implement marketing strategy using real digital-marketing tools and sales tactics for a startup product.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Develop right marketing strategy for its type of market
* Develop naming, presentation, and product offer
* Use digital marketing tools
* Use CRM
* Sell its product

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Skills of market type identification
* Skills in developing naming, presentations, product offerings
* Skills of context advertising
* Skills of SMM doing
* Skills of content marketing
* Skills of e-mail marketing

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Skills for valuation the market environment
* Skills how to find the right addressable market for its product
* Skills of web analytics
* Skills of CRM using
* Sales skills to various types of clients
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || Pass
|-
| B. Good || 75-89 || Pass
|-
| C. Satisfactory || 60-74 || Pass
|-
| D. Fail || 0-59 || Fail
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Seminar classes || 40
|-
| Interim performance assessment on the results of lecture assignments and its presentations || 30
|-
| Final presentation || 30
|}

=== Recommendations for students on how to succeed in the course ===
The student is recommended the following scheme of preparation for classes: Marketing and sales are much more about hypothesis testing and math, than creativity. Therefore, it is so important for students to try the acquired knowledge in real practice, doing small tasks after each lecture. Finally, we will try to assemble a working strategy for a startup from these tasks. Moreover: Participation is important. Showing up is the key to success in this course. Reading the recommended literature is optional, and will give you a deeper understanding of the material.

== Resources, literature and reference materials ==

=== Open access resources ===
* Андрей Кравченко. Неидеальная стратегия для идеальной компании.
* Peter Fader. Customer Centricity.

=== Closed access resources ===
* Viktor Pelevin. Empire V.
* W. Chan Kim, Renee Mauborgne. Blue Ocean Strategy.
* Eric ries. Lean startup.
* Simon Kingsnorth. Digital Marketing Strategy.
* Chet Holmes. The Ultimate Sales Machine.

=== Software and tools used within the course ===
* Standard office tools for Tables, Text and Presentation
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
|-
| Lectures || 1 || 1 || 1 || 0
|-
| Interactive Lectures || 1 || 1 || 1 || 0
|-
| Lab exercises || 1 || 1 || 1 || 0
|-
| Cases studies || 1 || 1 || 1 || 0
|-
| Individual Projects || 1 || 1 || 1 || 1
|-
| Peer Review || 1 || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1 || 1
|-
| Simulations and role-plays || 1 || 1 || 1 || 1
|-
| Experiments || 0 || 1 || 1 || 0
|-
| Group projects || 0 || 0 || 0 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| after lecture assignments || Define target audience and describe type of market for your product. || 1
|-
| after lecture assignments || Make 3 cusdev with potential/existing customers of your product. || 1
|-
| after lecture assignments || Develop your marketing strategy and present it in-class. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| after lecture assignments || Write a marketing article about your product or technology in the informational style manner. || 1
|-
| after lecture assignments || Create a landing page for your product and connect it to Yandex Metrica or Google Analytics. || 1
|-
| after lecture assignments || Create a semantic core for your product and determine the current positions on your landing page. Determine key marketing metrics, including conversion rate, on your landing page. || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| after lecture assignments || Create the sales funnel of your product and present it in-class. || 1
|-
| after lecture assignments || Create the budget for your marketing and sales activities and approve it with management. || 1
|-
| in-class exercise || “Sell me the pen” exercise. || 1
|}
==== Section 4 ====

=== Final assessment ===
'''Section 1'''
# For the final assessment, students have to prepare a full project of marketing and sales promotion of their IT product and present it on the exam. The project should contain the next parts:
# The idea of your product/service.
# Define your market.
# Analise what type of market.
# Target segment, who should we talk to?
# What is your main message(s)?
# What should we do to achieve the addressable market?
# Brand promotion, knowledge, interest, coverage, sales etc.
# Media design.
# How should we say it? Creative strategy&content.
# Channel (media) strategy.
# How do we reach them? Evidence on a real case.
# Budget.
# Money for promotion.
# How to close deals. Evidence on a real case.
# Measurement.
# How we control the result. Evidence on a real case.
'''Section 2'''

'''Section 3'''

'''Section 4'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to implement a product and follow the guidelines of the course. There has to be a meeting before the retake itself to plan and agree on the product ideas, and to answer questions.
'''Section 2'''

'''Section 3'''

'''Section 4'''

MSc: Unit-economics for IT startups

2023-02-08T13:30:47Z

R.sirgalina: Created page with " = Unit-economics for IT startups: metrics-based decision making = * '''Course name''': Unit-economics for IT startups: metrics-based decision making * '''Code discipline''':..."

= Unit-economics for IT startups: metrics-based decision making =
* '''Course name''': Unit-economics for IT startups: metrics-based decision making
* '''Code discipline''':
* '''Subject area''': Technological Entrepreneurship

== Short Description ==
Together with theoretical knowledge, the course has the practice of analyzing a project's unit economics using the key metrics which are necessary to understand the financial efficiency of the product. The course uses the actual cases of a developing business.
Key concepts of the class
Product metrics
Unit economics and cohorts analysis
Data-driven decision making
Reporting for investors

== Prerequisites ==

=== Prerequisite subjects ===
* HSS309

=== Prerequisite topics ===
* Metrics and indicators required to assess the effectiveness of a product;
* Tools for collecting and analyzing product metrics and indicators;
* Decision making methods based on the analysis of a product metrics and indicators;

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Product approach ||
# what is the product (idea, pain, customer, value);
# determination of the unit economics (unit, business model, types of models)
# formation of training cases;
|-
| Metrics, unit economics ||
# types of units, selection of the right ones, comparison;
# fixed and variable costs;
# basic metrics: CAC, ARPU, ARPPU, LTV, ROI, ROMI;
# metrics: why we collect them, what are the proc and cons;
|-
| Identifying metrics along the customer journey ||
# CJM, onboarding, retention;
# DAU, MAU;
# sales funnel, model AARRR;
# North star metric;
|-
| Cohorts ||
# how to divide into cohorts, what it is, why it may be important, how to deal with the flow of clients between cohorts, how to identify;
|-
| Reporting for investors ||
# budgeting, PnL and key financial reporting;
# what is the difference between a startup and a traditional business;
# the minimum required for regular analytics;
# regularity of reporting, focus from the report to the analytics process;
# PnL, Cashflow, budget, data room, dashboard;
# reports for investor and owner;
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
The main goal of this course is to teach students to understand what metrics to collect about a product, analyze them, and make decisions based on the metrics. Students will learn approaches to defining metrics and gain practice in applying this knowledge in practical classes as well as in their research projects.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* • Metrics, cohort metrics and indicators required to assess the effectiveness of a product;
* • Tools for collecting and analyzing product metrics and indicators;
* • Decision making methods based on the analysis of product metrics and indicators.

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* • Ability to measure and manage economic efficiency of a business;
* • Creating data acquisition models for analyzing products metrics;
* • Calculating unit economics;
* • Ability to use a cohort analysis of user behavior;
* • Ability to specify key and secondary indicators for the business and work with them in dynamics;
* • Ability to make metric-based decisions.

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* • Creating the product metrics pyramid and communicate it’s meaning in the team;
* • Designing data collection system and specifying the requirements for developers of the product;
* • Researching traffic funnel – identifying weak points in it and the ways to eliminate them
* • Identifying growth drivers - levers of influence over the product economic success of the product;
* • Using the cohort analysis to deeper understand the results of changes in product and predicting future effects;
* • Presenting the results unit-economics researches.
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85-100 || -
|-
| B. Good || 75-85 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Weekly student reports || 30
|-
| Lab №1 || 20
|-
| Lab №2 || 20
|-
| Lab №3 || 30
|}

=== Recommendations for students on how to succeed in the course ===
The student is recommended the following scheme of preparation for classes: Students can be joined to the groups to prepare and complete the course assignment. Teams from 2 to 5 students are allowed. It is possible to work with a team that is not part of the study group. It is highly recommended to treat the written assignments of the course as a tool to help students to make decisions about the development of their own business. The university classes format shouldn’t influence the students' attitude to the value of the research in business.

== Resources, literature and reference materials ==

=== Open access resources ===
* Textbook: Бланк Стив Стартап: Настольная книга основателя / Бланк Стив, Дорф Боб. — Москва : Альпина Паблишер, 2019. — 623 c. — ISBN 978-5-9614-1983-2. — Текст : электронный // Электронно-библиотечная система IPR BOOKS : [сайт]. — URL: (дата обращения: 01.07.2021). — Режим доступа: для авторизир. Пользователей

=== Closed access resources ===
* Textbook: McClure D. Startup metrics for pirates. Slideshare. net. 2007 Aug.
* Textbook:Maurya A. Scaling lean: Mastering the key metrics for startup growth. Penguin; 2016 Jun 14.
* Textbook: Croll A, Yoskovitz B. Lean analytics: Use data to build a better startup faster. " O'Reilly Media, Inc."; 2013 Apr 15.
* Textbook: Masters B, Thiel P. Zero to one: notes on start ups, or how to build the future. Random House; 2014 Sep 18.

=== Software and tools used within the course ===
* MSTeams License,
* Moodle,
* Excel or other table editor.
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1 || 1
|-
| Just-in-time teaching || 1 || 1 || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5
|-
| Lectures || 1 || 1 || 1 || 1 || 0
|-
| Interactive Lectures || 1 || 1 || 1 || 1 || 0
|-
| Modeling || 1 || 1 || 1 || 1 || 0
|-
| Cases studies || 1 || 1 || 1 || 1 || 0
|-
| Individual Projects || 1 || 1 || 1 || 1 || 0
|-
| Group projects || 1 || 1 || 1 || 1 || 0
|-
| Quizzes (written or computer based) || 1 || 1 || 1 || 1 || 0
|-
| Peer Review || 1 || 1 || 1 || 1 || 0
|-
| Discussions || 1 || 1 || 1 || 1 || 0
|-
| Presentations by students || 1 || 1 || 1 || 1 || 0
|-
| Written reports || 1 || 1 || 1 || 1 || 0
|-
| Oral Reports || 1 || 1 || 1 || 1 || 0
|-
| Lab exercises || 0 || 1 || 1 || 1 || 0
|-
| Experiments || 0 || 1 || 1 || 1 || 0
|-
| Simulations and role-plays || 0 || 0 || 1 || 1 || 0
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussions || 1. Unit economics - what it is and how to calculate it; 2. Basic metrics - CAC/ARPU/ARPPU/LTV; 3. Single customer economy, AARRR model; 4. ROI/ROMI; || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussions || • What is cohorts and types of the cohorts; • Purposes of cohort analysis; • Time-based cohorts; || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Homework and group projects || Typical questions for ongoing performance evaluation within this section Select an appropriate methodology and data collection method for product analytics of the research project or simulated product; Typical questions for seminar classes (labs) within this section 1. Automatic services for collecting product metrics (online analytics tools Google and Yandex); 2. Manual data collection techniques (Python, Google dashboards, power BI/Tableau); || 1
|}
==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Homework and group projects || Typical questions for ongoing performance evaluation within this section 1. Forecast the product evolution and identify growth drivers; 2. Make a few hypotheses for the product improvement, fix the changes in the forecasting of product metrics. Typical questions for seminar classes (labs) within this section 1. Behavioral cohorts; 2. DAU/MAU, stickyness; 3. North star metric - how to work with it? 4. Forecasting; 5. Budgeting; 6. Product planning and prioritizing; || 1
|}
==== Section 5 ====

=== Final assessment ===
'''Section 1'''
# 1. What type of metrics does exist? Which of them are the most important and why?
# 2. How to calculate marketing cost effectiveness in the product metrics analysis?
# 3. Calculation of the unite economics for the student's choice product.
'''Section 2'''
# 1, What are cohorts? What types of cohorts do you know?
# 2. What are the purposes of cohort analysis?
'''Section 3'''
# 1. Describe the analytic model of the data collection method for product analytics of the research project or simulated product;
# 2. Which data should be collected and for which metrics are going to be used?
'''Section 4'''

'''Section 5'''

=== The retake exam ===
'''Section 1'''
# 1. What type of metrics does exist? Which of them are the most important and why?
# 2. How to calculate marketing cost effectiveness in the product metrics analysis?
# 3. Calculation of the unite economics for the student's choice product.
'''Section 2'''
# 1. What is the main idea of the cohorts? When it is needed to make cohort analysis?
# 2. What are the purposes of cohort analysis?
'''Section 3'''
# 1. Describe the analytic model of the data collection method for product analytics of the research project or simulated product;
# 2. Which data should be collected and for which metrics are going to be used?
'''Section 4'''

'''Section 5'''

MSc: CEO Toolkit Strategy, Operations, Finance, HR, Legal Aspects, IP Law and Innovations

2023-02-08T13:29:26Z

R.sirgalina: Created page with " = CEO Toolkit: Strategy, Operations, Finance, HR, Legal Aspects, IP Law and Innovations = * '''Course name''': CEO Toolkit: Strategy, Operations, Finance, HR, Legal Aspects,..."

= CEO Toolkit: Strategy, Operations, Finance, HR, Legal Aspects, IP Law and Innovations =
* '''Course name''': CEO Toolkit: Strategy, Operations, Finance, HR, Legal Aspects, IP Law and Innovations
* '''Code discipline''':
* '''Subject area''': Technology Entrepreneurship

== Short Description ==
The course is made to give a brief knowledge and skills in practical running a company in an actual environment. It is about practical management for a CEO, starting from team building, product and project management, registering a company and running it to managing growth and exiting a business by the end.
The course helps to understand the whole process and systematize other management and marketing topics. It would be helpful for startup founder, CEO or manager to better plan practical activities and lower the risks of running a company.
The course is based on the principles of project-based learning and connecting theory and practice. Based on these principles, the course uses lectures to a lesser extent, more practice followed by group and individual work, as well as discussions, analysis of business cases and learning by doing.

== Prerequisites ==

=== Prerequisite subjects ===
* HSS321

=== Prerequisite topics ===
* Corporate legal support, taxation
* History of management
* Strategic management
* Operational management
* Financial planning
* Marketing-management
* Team building and HR
* Innovations
* Intellectual property

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Corporate legal support, taxation ||
# Legal entity types and differences
# Fundamentals of taxation for small businesses in Russia
# Possibilities of international jurisdictions
# Legal support of transactions with a client: competent document management
|-
| Introduction to management and marketing as a sphere of knowledge, skills and art ||
# What is management and its functions
# History of management and marketing as a practical knowledge and science
|-
| Strategic management ||
# Organisation types
# Life-cycle of an organization
# Strategic management concepts and frameworks
# Strategic planning
# Strategic management as a function of management
|-
| Operational management ||
# Leader types and management styles
# Stages of development of the organization
# Differences between a startup model and a small business
# Choice of operational strategy
# Value Management
# Project management
# Operational planning
# Operational control and optimization of business processes
# Communications in operational management
|-
| Financial management and planning ||
# Financial accounting, management and planning, accounting tools
# Required financial statements for a startup: cash flow statement, income statement, balance sheet
# Cross-border financial management
# Basic metrics of the unit economy of a startup
|-
| Marketing management ||
# Basic concepts of marketing
# Marketing functions and its place in organization management
# Marketing mix
# Marketing strategy
|-
| HR, Team building and hiring ||
# Authority and leadership
# Organizational culture
# Group dynamics and organizational changes
# An effective team as an element of operational management
# Leadership and management skills, as well as control methods
# Recruiting, motivating and retaining the project team
# Human resources, human capital and human potential in IT-startups (trends, features, CEO-vision)
# Recruitment and assessment for IT-startups (how CEO can do it himself/herself or check the process of his HR-specialist/partner agency)
# Interview with a candidate: from preparation to evaluation
# Career modeling in IT-startups: career tracks, educational tracks, corporate training.
# Corporate culture
# Organization of remote/online job process for the team
# HR lifehacks for CEO: from “how to hire” to “how to fire”
# Creation of a positive HR-brand
|-
| Innovations ||
# Innovation management
# Managing complex innovation
# Innovation management typologies
# Entrepreneurship in innovation management
|-
| Intellectual property ||
# How to protect IP objects in the field of IT
# How to manage an IP portfolio
# How to assess risks
# Interaction with government agencies: Rospatent, FAS and international agencies
# How to monetize IP
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
The main purpose of this course is to provide the formation and development of the knowledge, skills and abilities necessary for the successful operation of the managing director of a technology company.
In the course of mastering the discipline, students in the process of solving various problems develop the operational business management skills necessary for the managing leader of a startup. The main task of mastering the discipline is to familiarize students with the basic methods of financial accounting, the basics of hiring and building a team, the formation of an understanding of the importance of intellectual property in business development.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Strategic planning
* Basic concepts of marketing
* Innovation management
* Leader types and management styles;
* Stages of development of the organization;
* Differences between a startup model and a small business;
* Choice of operational strategy;
* Value Management;
* Operational planning;
* Project management;
* An effective team as an element of operational management;
* Operational control and optimization of business processes;
* Fundamentals of financial planning, reports and unit economics of a startup;
* Legal support for the activities of small and medium-sized enterprises;
* The value of intellectual property for a startup, as well as methods for protecting it.

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Optimize company resources;
* Build a value chain;
* Read and understand financial statements;
* Build a business process map;
* Choose the best management style for your company;
* Control operational processes;
* Understand basic concepts of marketing.

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Operational management skills;
* Strategic planning skills;
* Marketing management skills
* Financial planning and accounting skills;
* Understanding the legal and legal support of the company's activities;
* Skills to manage and protect the intellectual property of the company;
* Leadership and management skills, as well as control methods;
* Recruiting, motivating and retaining the project team;
* Implement innovation management skills.
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85-100 || -
|-
| B. Good || 75-85 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Weekly student reports || 20
|-
| Business cases || 20
|-
| Labs || 20
|-
| Multiple Choice Testing || 20
|-
| Oral exam || 20
|}

=== Recommendations for students on how to succeed in the course ===
Work out lecture notes. Work out the materials of seminars (practical) classes. In case of difficulty, formulate questions to the teacher. To prepare for the classes, it is recommended to use the presented sources in electronic formats and additional literature. Students during the course work in teams and perform tasks jointly. Teams of 2 to 5 people are allowed. It is also possible to work with a team that is not part of the study group.

== Resources, literature and reference materials ==

=== Open access resources ===
* 1. Peter F. Drucker (2011) The Practice of Management. Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA.
* 2. Philip Kotler, Kevin Lane Keller, Mairead Brady, Malcolm Goodman, Torben Hansen (2019)
* 3. Iacocca, Lee A; Whitney, Catherine (2007), Scribner, New York:
* 4. Tony Hsieh (2013) Delivering Happiness: A Path to Profits, Passion, and Purpose,
* 5. (2007) Emotional Intelligence for Project Managers: The People Skills You Need to Achieve Outstanding Results, Paperback
* 6. W. Chan Kim and Renée Mauborgne (2015), Blue Ocean Strategy, Harvard Business School Press
* 7. Jason Fryde (2010), David Heinmeyer Hansson Rework: Business without prejudice Crown Business,
* 8. Ichak Adizes (2014) Managing Corporate Lifecycles (Pb): How Organizations Grow, Age And Die, Embassy Books
* 9. (1997), Goldratt's Theory of Constraints: A Systems Approach to Continuous Improvement, Asq Pr; 1st Edition (March 13, 1997)
* 10. , , (1997) Management
* http://www.gidromet.edu.kh.ua/Files/downloads/%D0%9E%D1%81%D0%BD%D0%BE%D0%B2%D1%8B%20%D0%BC%D0%B5%D0%BD%D0%B5%D0%B4%D0%B6%D0%BC%D0%B5%D0%BD%D1%82%D0%B0.%20%D0%9C%D0%B5%D1%81%D0%BA%D0%BE%D0%BD%D0%9C.,%20%D0%90%D0%BB%D1%8C%D0%B1%D0%B5%D1%80%D1%82%20%D0%9C.,%20%D0%A5%D0%B5%D0%B4%D0%BE%D1%83%D1%80%D0%B8%20%D0%A4.,1997-704%20%D1%81%D1%82%D1%80.pdf

=== Closed access resources ===
* 1. Bass, BM, Bass, R (2008) The Bass Handbook of Leadership: Theory, Research, and Application. New York: Simon & Schuster.
* 2. Naumov, S. A. (2017). Managing Operational Capabilities in Startup Companies. (n.p.): Massachusetts Institute of Technology, Sloan School of Management.
* 3.Bhimani, A. (2017). Financial Management for Technology Start-Ups: A Handbook for Growth. Индия: Kogan Page.
* 4. Interiano, L. (2021). Startup Recruitment Guide: Essential Tips For Hiring Employees To Your Business: Guide For Startup Hiring And Company Recruiting Companies. (n.p.): Independently Published.
* 5. Kotter, JP (1990) Force for Change: How Leadership Differs from Management. New York: Simon & Schuster.
* 6. Pearce, CL, Conger, JA (2003) Shared Leadership: Reframing the Hows and Whys of Leadership. Thousand Oaks, CA: SAGE.
* 7. Tormey, P., Tormey, J. (2014). Startup Guide to Intellectual Property: Early Stage Protection of IP. Великобритания: CreateSpace Independent Publishing Platform.
* 8. Brennan, K. (2018). Startup CFO: The Finance Handbook for Your Growing Business. Соединенные Штаты Америки: Amazon Digital Services LLC - KDP Print US.
* 9. Tom DeMarco (1997) The Deadline: A Novel About Project Management

=== Software and tools used within the course ===
* MSTeams License,
* Moodle
* Office software
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7 !! Section 8 !! Section 9
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Just-in-time teaching || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7 !! Section 8 !! Section 9
|-
| Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Modeling || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Cases studies || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Individual Projects || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Quizzes (written or computer based) || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Peer Review || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Oral Reports || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Lab exercises || 0 || 1 || 1 || 1 || 0 || 0 || 1 || 1 || 1
|-
| Experiments || 0 || 1 || 1 || 1 || 0 || 0 || 1 || 1 || 1
|-
| Simulations and role-plays || 0 || 0 || 1 || 1 || 0 || 0 || 0 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Legal entity types and differences Fundamentals of taxation for small businesses in Russia Possibilities of international jurisdictions Legal support of transactions with a client: competent document management Testing on forms of taxation for small businesses Choosing an adequate legal form for a startup || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || What is management and its functions History of management and marketing as a practical knowledge and science Analyzing and application of management functions || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Organisation types Life-cycle of an organization Strategic management concepts and frameworks Strategic planning Strategic management as a function of management Testing concepts and planning || 1
|}
==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || How to turn operational tasks into an orderly and transparent process by implementing a system of metrics and continuous analysis? How to manage quality and optimize costs? How to build a system of effective company management and determine business growth points? How to improve competitiveness? How to set long-term goals and define metrics for them. You will be able to prioritize and plan short-term goals. Business case on building a system of metrics and indicators, planning and goal setting for a start-up company. || 1
|}
==== Section 5 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Financial modeling for a startup: practicing in practice, compiling a financial model of a company || 1
|}
==== Section 6 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Business case on marketing mix Analyzing marketing strategy of a startup || 1
|}
==== Section 7 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Exchange of experience, discussion of specifics of hiring in the IT sector || 1
|}
==== Section 8 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Implementation of innovations in management || 1
|}
==== Section 9 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Weekly student reports Business cases Labs Multiple Choice Testing || Business case on intellectual property protection methods (influence of competitors, conflicts and division of property in a team) || 1
|}
=== Final assessment ===
'''Section 1'''
# What taxation system to choose for an IT startup in Russia
# DOS features for IT companies
# Income tax
# Privileges
# Features of the simplified tax system for the IT-Sphere
# Patent system
# Ways to legally save on taxes
'''Section 2'''
# What is management: definition and its functions
# History of management and marketing as a practical knowledge and science
# Analyzing and application of management functions
'''Section 3'''
# What are organization types?
# Life-cycle of an organization: characteristics
# Strategic planning of a company
# Testing concepts and planning
'''Section 4'''
# How to turn operational tasks into an orderly and transparent process by implementing a system of metrics and continuous analysis?
# How to manage quality and optimize costs?
# How to build a system of effective company management and determine business growth points?
# How to improve competitiveness?
# How to set long-term goals and define metrics for them. You will be able to prioritize and plan short-term goals.
'''Section 5'''
# How to analyze financial statements and foreign market
# How to calculate the unit-economy and determine the profitability of the company
'''Section 6'''
# What are basic concepts of marketing?
# How to create a marketing strategy?
'''Section 7'''
# How to define project goals, calculate the economy, manage people, deadlines and tasks
# How to create and manage teams, even if they work remotely.
# How to manage engagement and motivation.
'''Section 8'''
# What is innovation management?
# How to manage complex innovation?
# Innovation management typologies
# Innovation management in entrepreneurship
'''Section 9'''
# How to protect company innovations
# How to protect the company's intangible assets and keep products competitive.
# Features of registration of trademarks and protection of intellectual property rights
# How to interact with Rospatent and maintain your position in court.

=== The retake exam ===
'''Section 1'''
# What taxation system to choose for an IT startup in Russia
# DOS features for IT companies
# income tax
# Privileges
# Features of the simplified tax system for the IT-Sphere
# patent system
# Ways to legally save on taxes
'''Section 2'''
# What is management: definition and its functions
# History of management and marketing as a practical knowledge and science
# Analyzing and application of management functions
'''Section 3'''
# What are organization types?
# Life-cycle of an organization: characteristics
# Strategic planning of a company
# Testing concepts and planning
'''Section 4'''
# How to turn operational tasks into an orderly and transparent process by implementing a system of metrics and continuous analysis?
# How to manage quality and optimize costs?
# How to build a system of effective company management and determine business growth points?
# How to improve competitiveness?
# How to set long-term goals and define metrics for them. You will be able to prioritize and plan short-term goals.
'''Section 5'''
# How to analyze financial statements and foreign market
# How to calculate the unit-economy and determine the profitability of the company
'''Section 6'''
# What are basic concepts of marketing?
# How to create a marketing strategy?
'''Section 7'''
# How to define project goals, calculate the economy, manage people, deadlines and tasks
# How to create and manage teams, even if they work remotely.
# How to manage engagement and motivation.
'''Section 8'''
# What is innovation management?
# How to manage complex innovation?
# Innovation management typologies
# Innovation management in entrepreneurship
'''Section 9'''
# How to protect company innovations
# How to protect the company's intangible assets and keep products competitive.
# Features of registration of trademarks and protection of intellectual property rights

MSc: Leadership in entrepreneurship

2023-02-08T13:28:33Z

R.sirgalina: Created page with " = Leadership in Entrepreneurship = * '''Course name''': Leadership in Entrepreneurship * '''Code discipline''': * '''Subject area''': Technological Entrepreneurship == Shor..."

= Leadership in Entrepreneurship =
* '''Course name''': Leadership in Entrepreneurship
* '''Code discipline''':
* '''Subject area''': Technological Entrepreneurship

== Short Description ==
This course proposes to the students the new vision of the entrepreneur as a leader. Modern management system crucially changed from the role of entrepreneur as a formal “boss” to the role of a creator, innovator and moreover, a leader of the team, leader of community, and leader of positive changes who creates added value. During this course we will create a personal mission and develop the personal brand of an entrepreneur as a leader. We will discuss how modern entrepreneurs and their teams change whole industries and make an important impact on society. The students will develop their leadership skills in a very practical way - leading their startups with added value for their team, business products, clients and moreover the community/society.

== Prerequisites ==

=== Prerequisite subjects ===
* N/A

=== Prerequisite topics ===
* Entrepreneur as a leader creating added values and impact
* Personal brand of a leader
* Entrepreneur as a leader of his life, a leader of his team, a leader of positive changes

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Modern approach to the Leadership in Entrepreneurship ||
# 1.1. Leadership in entrepreneurship: modern trends
# 1.2. Famous entrepreneurs as leaders: case study
# 1.3. Key concepts of leadership in management
# 1.4. Key leadership skills
# 1.5. Leadership in IT-industry
|-
| Personal brand of a leader ||
# 2.1. Creation of personal brand
# 2.2. Networking of a leader
# 2.3. Energy as a main resource of a leader
# 2.4. Personal mission of an entrepreneur
# 2.5. Leadership in team building and team-management
|-
| Entrepreneur as a Leader of positive changes ||
# 3.1. Entrepreneurs who changed the world for better: case study
# 3.2. Leadership during “turbulent” times
# 3.3. Community leadership
# 3.4. Emotional and Dialogical leadership
# 3.5. Entrepreneur as a leader of positive changes
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
The main purpose of this course is to enable students to form the leader identity in entrepreneurship, to actualize their leadership potential and to develop leadership skills.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Describe
* what is leadership in entrepreneurship and name mane modern trends of entrepreneurship in IT-industry,
* how famous entrepreneurs influenced the IT-industry and made an impact,
* key concepts of leadership in management,
* key leadership skills,
* what is a personal brand of IT-entrepreneur,
* basic rules of networking of a leader,
* why energy became a main resource of a leader,
* what is personal mission of an entrepreneur,
* how is leadership implied in team building and team-management,
* feature of leadership during “turbulent” times,
* what is community leadership,
* what is emotional and dialogical leadership,
* how an entrepreneur can become a leader of positive changes.

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Formulate
* leadership skills in entrepreneurship
* proactivity, motivation, goal-orientation,
* personal branding,
* networking,
* skills assisting to raise the energetic level of an entrepreneur
* team building and team-management
* flexibility, ability to manage in “turbulent” times,
* community leadership
* emotional and dialogical leadership

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Conduct
* 1.leadership in IT-entrepreneurship,
* 2. creation of personal brand,
* 3. networking,
* 4. creation of personal mission,
* 5. team building and team-management
* 6. leadership during “turbulent” times
* 7. community leadership
* 8. emotional and dialogical leadership
* 9. leadership of positive changes.
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || -
|-
| B. Good || 75-89 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Assignment || 50
|-
| Quizzes || 15
|-
| Peer review || 15
|-
| Demo day || 20
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up is the key to success in this course. You will work in teams, so coordinating teamwork will be an important factor for success. This is also reflected in the peer review being a graded item. Review lecture materials before classes to do well in practical tasks and competencies development. Reading the recommended literature is optional, and will give you a deeper understanding of the material.

== Resources, literature and reference materials ==

=== Open access resources ===
* 10 Essential Leadership Skills Every Entrepreneur Should Continually Hone https://www.forbes.com/sites/theyec/2021/11/04/10-essential-leadership-skills-every-entrepreneur-should-continually-hone/?sh=2ac99c94fe94
* 6 World Class Leadership Styles That All Entrepreneurs Must Know
* Personal Branding Guidelines for Entrepreneurs https://www.forbes.com/sites/theyec/2020/02/12/personal-branding-guidelines-for-entrepreneurs/?sh=16a033d17ff4

=== Closed access resources ===
* Toward Entrepreneurial Community Development (Routledge Studies in Entrepreneurship) 1st Edition (2019). Ed. Michael Fortunado. Routledge.
* Branson, R. (2006) Screw it, let’s do it. Virgin books.
* Ye, L. (2019) Personal Branding for Entrepreneurs: Proven Personal Branding Strategy and Why Social Media Marketing is Crucial for Your Business

=== Software and tools used within the course ===

= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1
|-
| Modular learning (facilitated self-study) || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1
|-
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1
|-
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1
|-
| Just-in-time teaching || 1 || 1 || 1
|-
| Process oriented guided inquiry learning (POGIL) || 1 || 1 || 1
|-
| Studio-based learning || 1 || 1 || 1
|-
| Universal design for learning, || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Lectures || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1
|-
| Cases studies || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1
|-
| Simulations and role-plays || 1 || 1 || 1
|-
| Essays || 1 || 1 || 1
|-
| Oral Reports || 1 || 1 || 1
|-
| Individual Projects || 0 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group discussion || IT-Entrepreneur as a leader || 1
|-
| Case study || Famous entrepreneurs as leaders || 1
|-
| Group Project Work || Key leadership skills in IT-entrepreneurship || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Individual project || Personal mission of entrepreneur || 1
|-
| Business training || Energy as a main resource of entrepreneur || 0
|-
| Business game || Team Building in entrepreneurship || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Case study || Entrepreneurs who changed the world for better || 1
|-
| Business training || Emotional and Dialogical Leadership || 0
|-
| Group project work || IT-entrepreneur as a leader of positive changes || 1
|}
=== Final assessment ===
'''Section 1'''
# Grading criteria for the final project presentation:
# 1. Student shortly describes and gives his opinion on main trends for leaders in IT-sector
# 2. Student lists and explains his main leadership skills in entrepreneurship
'''Section 2'''
# 3. Student presents his personal brand concept and his personal mission as an entrepreneur
# 4. Student presents his network and provides the strategy of its development
# 5. Student presents his team and his team building strategy.
'''Section 3'''
# 7. Using all previous knowledge and skills a student makes a presentation “Me as a leader of positive changes” where he explains how his business project in IT-sphere can create a positive impact.

=== The retake exam ===
'''Section 1'''
# For the retake, students have to improve their project according to the recommendation provided by the professor during the final exam.
'''Section 2'''

'''Section 3'''

MSc: IT business start

2023-02-08T13:28:16Z

R.sirgalina: Created page with " = IT Business start = * '''Course name''': IT Business start * '''Code discipline''': * '''Subject area''': Technological entrepreneurship == Short Description == This cour..."

= IT Business start =
* '''Course name''': IT Business start
* '''Code discipline''':
* '''Subject area''': Technological entrepreneurship

== Short Description ==
This course is for the first-time entrepreneur. We will briefly but concisely discuss all the issues related to starting your own project from scratch: how to make sure that your idea is in demand, how to do market research, how to stop putting off the launch, why the customer is more important than the product, and how to do customer research. During this course, students will get used to their entrepreneurial role, build teams, formulate a business and product idea and be ready to delve into the complexities of business development in the following courses.

== Prerequisites ==

=== Prerequisite subjects ===
* N/A

=== Prerequisite topics ===
* N/A

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Introduction & Building Your Team & Making Your Team Agile ||
# Defining a startup
# Formulating the group project: team, business idea
# Leadership
# Forming the team
# Managing the team
|-
| Defining Your Customer & Defining Your Product & Defining Your Rivals ||
# Customer Segmentation
# Customer Profile (JTBD, Pains, Gains)
# Creating a Value Proposition
# Matching Value Proposition with Customer Profile
# Strategy Canvas
|-
| Defining Your Business Model & Defining Your Vision ||
# Business Model Canvas
# Business Model Patterns
# Business Model Environment
# Business Model Testing
# Minimum-Viable Product
# Product Roadmap
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
The purpose of the course is to walk students through the concrete steps that are necessary for an entrepreneur to develop a tech product and build a solid business around that tech product.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* design-thinking tools to design the prototype of the product,
* approaches to designing and testing a business model through the experiments,
* frameworks of agile development,
* storytelling methods to design a brand,
* pitching presentation tools.

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* concrete steps of creating a value proposition for a customer,
* concrete steps of the business design (business model, hypothesis formulation/testing and minimum-viable product creation),
* SCRUM roles, ceremonies and artefacts,
* specifics of pitch presentation for investors.

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* build and manage the startup team,
* define the customer problem and validate it,
* create the product to fit the problem with agile methods,
* define the business model around the product,
* promote a product and a startup,
* build strong networks in the business world.
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || -
|-
| B. Good || 75-89 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Final presentation || 30
|-
| Project Report || 20
|-
| Project Progress || 50
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up and participating in discussions is the key to success in this course. Students work in teams, so coordinating teamwork will be an important factor for success. Reading the provided materials is mandatory, as lectures will mainly consist of discussions. The main assignment in the course is Market research paper which is supposed to be useful not only for this course but s a basis for future business oriented courses

== Resources, literature and reference materials ==

=== Open access resources ===
* Tidd, J. & Bessant, J. (2011). Managing Innovation: Integrating Technological, Market and Organizational Change
* Stickdorn, M. & Schneider, J. (2010). This is Service Design Thinking. Wiley.
* Brown, T. & Kātz, B. (2009). Change by design. New York: Harper Business.
* Osterwalder, A.& Pigneur, Y. (2010). Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers
* Sutherland, J. (2014). Scrum: The Art of Doing Twice the Work in Half the Time
* Ries, E. (2011). The Lean Startup

=== Closed access resources ===
* N/A

=== Software and tools used within the course ===
* Boardofinnovation.com
* Miro.com
* Notion.com
* MS Teams
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1
|-
| Business game (learn by playing a game that incorporates the principles of the material covered within the course). || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Lectures || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1
|-
| Cases studies || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1
|-
| Peer Review || 1 || 0 || 0
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1
|-
| Oral Reports || 1 || 1 || 1
|-
| Quizzes (written or computer based) || 0 || 1 || 0
|-
| Simulations and role-plays || 0 || 1 || 0
|-
| Essays || 0 || 1 || 1
|-
| Experiments || 0 || 0 || 1
|-
| Individual Projects || 0 || 0 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || 1. What is a startup? 2. What are the roles within a team? 3. How should you form the team of a startup? 4. What types of leadership are the most effective? 5. What are the ceremonies, roles and artifacts of SCRUM? || 0
|-
| Workshop || Fill in the team canvas to put all your goals and common values on one page. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Workshop || 1. Define INTERESTING industries for all team members. Define industries in which you HAVE KNOWLEDGE AND EXPERIENCE. Put these industries on the matrix. Choose ONE industry for your project that meets 2 criteria above. 2. Brainstorm about stakeholders from your market. Choose the segment that you sympathise the most. 3. Define the customer segment you empathise the most (i.e. elderly people, children, office workers etc.). Define JOBS TO BE DONE. Put each job on the separate sticker. Define user's PAINS. Put each pain on the separate sticker.Define user's GAINS. Put each gain on the separate sticker. 4. Brainstorm what products you can offer to the chosen segment with their pains or gains. If you are stuck, use SCAMPER techniques.Group ideas that have the similar topic into clusters. Choose 1 top idea for further development based on 2 defined criteria (innovative potential and feasibility). 5. Choose the best product idea. Define PRODUCTS & SERVICES. Put each item on the separate sticker. Define GAIN CREATORS. Put each item on the separate sticker. Define PAIN RELIEVERS. Put each item on the separate sticker. 6. Review your pain relievers and gain creators.Check if pain relievers and gain creators correspond with JBDs, pains and gains from the customer profile. Highlight those that correspond with each other. If there are any pain relievers and gain creators are left, they don't create the value for a customer. Check how you can redefine you value proposition. 7. Define your 5 main competitors. Define competing factors (these are your pain relievers and gain creators). Draw the strategic canvas based on competing factors. Define areas where you can compete. Redefine your value proposition if necessary (make new priorities for product and services, pain relievers, gain creators. || 0
|-
| Discussion || 1. How to validate a problem? 2. How to validate a market? 3. How to validate a solution? || 0
|-
| Customer research || 1. How customers do their jobs in the industry right now? 2. How can we develop the empathy with users? 3. What is a persona? How to design a persona? || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Discussion || What is the value of the business model canvas by Alexander Osterwalder? What are the components of the business model? What is the Minimum Viable Product (MVP)? How to define must-have, should-have and could-have requirements? || 0
|-
| Group project || Please, develop the business model for your tech product. Please, test your business model using experiments with your prototypes. Please, create the concept for your Minimum Viable Product. || 1
|-
| Workshop || Formulate all blocks of the business model for your business idea. Define the forces that shape your business environment. Define must-have, should-have and could have requirements for your product. || 0
|-
| Group presentation || Create a story for your product. Think about your user as a hero and your product as a helper. || 1
|}
=== Final assessment ===
'''Section 1'''
# For the final assessment, students should complete the Market Research paper.
# It should follow the market research paper structure, contain information about market volume (TAM SAM SOM), data must be gathered with help of data sources learnt.
# The paper should refer to market potential and give the basis to make business decisions, answer questions on how to start and develop your idea, what is your business model, target customer persona, product MVP etc.
# Grading criteria for the final project presentation:
# Market sizing has been carried out
# Customer segments are named
# Сompetitor analysis has been conducted
# At least 2 prominent data sources are used
# Customer discovery interviews conducted
# Future steps are mapped out
# The final report is visualized clearly and transparent
'''Section 2'''

'''Section 3'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to submit the results of the market sizing exercise with the TAM SAM SOM method in the form of a visual framework studied.
'''Section 2'''

'''Section 3'''

MSc: Venture Capital and Growth Hacking

2023-02-08T13:26:39Z

R.sirgalina: Created page with " = Venture Capital Hacks in IT industry: From Zero to Negotiating and Investment Deal = * '''Course name''': Venture Capital Hacks in IT industry: From Zero to Negotiating and..."

= Venture Capital Hacks in IT industry: From Zero to Negotiating and Investment Deal =
* '''Course name''': Venture Capital Hacks in IT industry: From Zero to Negotiating and Investment Deal
* '''Code discipline''': CSE807
* '''Subject area''': Software Engineering

== Short Description ==
This course explores foundations for Venture Capital and provides the formation and development of knowledge, skills and abilities to attract investors, creating compelling presentations, closing deals to raise capital, and maintaining relationships with venture capital and other investors.

== Prerequisites ==

=== Prerequisite subjects ===
* None

=== Prerequisite topics ===
* Existing startup, startup idea or desire to quickly develop one
* Interest and some basic knowledge on what is a startup and some successful startups and their stories of fundraising (Dropbox, Airbnb, Uber, Facebook, Pebble Smart Watch, )
* Basic math and accounting/finances skills to calculate cap table, dilution, company valuation and so on
* Soft and hard skills of a founder
* Presentation (oral and written) skills (English)

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Startup life cycle and types of investors ||
# Basic concepts, rounds and types of investors
# Metrics for startups
# Role venture capital in business and economic development
|-
| Venture capital: types of transactions and fundraising ||
# Why does a startup need venture capital?
# Searching and attracting of investors
# Relationship maintenance and preparation for subsequent rounds
# Criteria of a successful startup for investment purposes
# 9 key metrics for tech/IT startup
|-
| Company valuation and financial planning ||
# Company valuation (template provided)
# Estimating the size of the company's market and its growth potential
# Creation of a cap table for seed -> series A stages (template provided)
|-
| Fundraising practice ||
# Investment presentation, feedback, iteration
# Coaching
# Where to find investors, how to approach them and maintain relationships
# Formulating an investment request
# Legal support and conditions (term sheet)
# Negotiation practice, strategy and case-based negotiation game among students
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
The main purpose of this course is to develop an understanding of how start-ups or start-ups are financed, what types of investments are available, and what the business financing process entails. Also: develop practical skills in managing the financing process from the point of view of both an entrepreneur and an investor.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Know the difference between convertible note, SAFE, and series A/B/C
* Explain where to form a legal entity correctly so as not to scare Western investors
* Describe when a lawyer is needed
* Elaborate purpose, benefits and harms of a non-disclosure agreement
* Elaborate key metrics and indicators for various types of projects

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* The difference between types of investors
* How and why different types of investors work
* The structure of a good project presentation (startup pitch)
* How and why to develop an effective story about a project in an elevator (elevator pitch)
* What metrics and data are important to investors

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Create a presentation of the project
* Create, establish and maintain efficient relationships with favorable investors
* Understand VC terminology
* Find and attract angel and VC investors for their ventures (startup projects)
* Negotiate fundraising deals
* Create and leverage the right startup metrics
* Listen to feedback and incorporate it into refining your presentation, product, and startup management.
* Work with investors and collaborate with them
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85-100 || Pass
|-
| B. Good || 80-84 || Pass
|-
| C. Satisfactory || 51-79 || Fail
|-
| D. Fail || 0-59 || Fail
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Paper #0: Testing by methods of assessing the value of a company || 30
|-
| Paper #1: Written work: formulate an investment request || 30
|-
| Paper #2: Public presentation || 60
|}

=== Recommendations for students on how to succeed in the course ===
It is highly recommended that you treat the course writing as a tool to help you make decisions about growing your business. The purpose of studying the discipline is the practice of interacting with potential investors, the classes welcome a proactive approach to creating and maintaining relationships with university partners, requesting contacts and meetings with representatives of venture funds Participation is important. Showing up is the key to success in this course. You will work in teams, so coordinating teamwork will be an important factor for success.

== Resources, literature and reference materials ==

=== Open access resources ===
* Jackson, Michael. "The world and the machine." ICSE '95: Proceedings of the 17th international conference on Software engineeringApril 1995 Pages 283–292,
* The Guide to Product Metrics:

=== Closed access resources ===
* Ramsinghani M. The business of venture capital: insights from leading practitioners on the art of raising a fund, deal structuring, value creation, and exit strategies. – John Wiley & Sons, 2014.
* Feld B., Mendelson J. Venture deals: Be smarter than your lawyer and venture capitalist. – John Wiley & Sons, 2019.
* Michalowicz M. Profit First: Ein einfaches System, jedwedes Unternehmen von einem kapital fressenden Monster in eine Geldmaschine zu verwandeln. – Verlag Barbara Budrich, 2020.
* Aswath D. Investment valuation. – 2016.
* Blank Steven G. The four steps to Epiphany. – 2006.

=== Software and tools used within the course ===
* Google Sheets or MS Excel or similar
* Google Docs or MS Word or similar
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1
|-
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1 || 1
|-
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
|-
| Lectures || 1 || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1 || 1
|-
| Development of individual parts of software product code || 1 || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1 || 1
|-
| Peer Review || 1 || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1 || 1
|-
| Written reports || 0 || 1 || 1 || 1
|-
| Experiments || 0 || 0 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. Why do you need to know the value of a company? 2. What type of investor might be interested in a company in your stage of development? 3. Venture rounds, their relationship with the stage of development of the company. 4. Types of venture investors and their features of acceptance decisions. 5. Investment cycle: stages, process, preparation, documents. || 1
|-
| Individual Assignments || Make a portrait and database of relevant venture investors for your company || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. How to convey financial information about your company to stakeholders and investors? 2. How to convey financial indicators to the investor and justify the required amount of capital for growth? 3. How to calculate financial indicators based on reporting and assess the financial health of the company? 4. What could be the future consequences of overvaluing or undervaluing your startup? || 1
|-
| Individual Assignments || Formulate an investment request for your company (or justify the lack of need for venture funds) || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. How much capital should your company raise based on growth prospects? 2. Which financial ratios of the company should be improved and how? 3. How much capital should your company raise based on growth prospects? 4. What is a balance sheet and what operations are shown in this financial report? 5. What is an income statement and what transactions are shown in this financial statement? How does it relate to the balance sheet? 6. What is a cash flow statement and why is it needed? 7. How do investments, debt, sales, cash outflows affect the financial statement? || 1
|-
| Presentation || 1. Assess the market potential of your project 2. Formulate and justify an investment request || 1
|}
==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. How do you determine if certain investor conditions are unfair? 2. What might be the typical future consequences of specific conditions and undervaluation or overvaluation of your company? 3. Strategies for Negotiating Better Deals and Maintaining Control of the Company 4. How does subsequent investment dilute your ownership? || 1
|-
| Individual Assignments || 1. Develop a strategy for negotiating with the investor about your project 2. Write a welcome letter to the investor 3. Prepare an investment presentation and present it publicly || 1
|-
| Group Project Work || 1. Build an investor negotiation strategy 2. Justify the investment potential of your business 3. Prepare a financial plan for the development of your company for distribution to investors || 1
|}
=== Final assessment ===
'''Section 1'''
# Grading criteria for the final project presentation:
# 1. The difference between types of investors
# 2. What metrics and data are important to investors?
'''Section 2'''
# 3. Legal justification and main ways of doing business
# 4. When you need a lawyer
# 5. Economic, legal and patrimonial errors when closing deals Negotiation
# 6. How the financial performance of a startup is related to an investment round
# 7. Why is VC the Riskiest Asset class?
'''Section 3'''
# 8. Main metrics and indicators for various types of projects
# 9. Market Growth and Potential Studies
# 10. Calculating the Total Available Market
'''Section 4'''
# 11. Decision Criteria about the deal
# 12. Tactics of negotiations with an investor
# 13. Structure and content of an investment presentation
# 14. Strategies to maintain control over your company

=== The retake exam ===
'''Section 1'''
# The retake exam is the same - pitch deck presentation. For absence from the lectures or lack of activity during the lectures, 10-20 points will be subtracted from the score to achieve the grade.
'''Section 2'''

'''Section 3'''

'''Section 4'''

MSTE: Analysis of Software Artifacts

2023-02-08T13:05:38Z

R.sirgalina: Created page with " = Analysis of Software Artifacts = * '''Course name''': Analysis of Software Artifacts * '''Code discipline''': * '''Subject area''': Computer Science Fundamentals == Short..."

= Analysis of Software Artifacts =
* '''Course name''': Analysis of Software Artifacts
* '''Code discipline''':
* '''Subject area''': Computer Science Fundamentals

== Short Description ==
Building Software quality is a key aspect of any IT solution whether a few hundred lines of code for a
smart phone app or a few million lines of code for Enterprise Resource Planning software.
The Analysis of Software Artifacts course provides techniques to develop confidence in the
quality of the software being produced or acquired regardless of its size and domain. The
course adopts the view that software quality is not only the absence of defects but that it
encompasses all the characteristics that bear on the ability of the software to satisfy stated and
implied needs. Software quality is then defined from different perspectives: product quality,
quality in use and process quality through the use of specific quality models. The course
systematically explores different quality attributes and the techniques most appropriate to
verify them. Specific topics include software testing, static analysis and model checking,
inspections, technical debt, cost of software quality, planning for quality, quantitative models
and defect classifications. The course balances traditional lectures with small projects in
which students apply the ideas they are learning to real artifacts. The group project consists on
the preparation of a quality plan for an industry project. The final assessment is done at the hackathon where student teams evaluate quality of an open source software component per request of an industrial “customer”.

== Prerequisites ==

=== Prerequisite subjects ===

=== Prerequisite topics ===
* Software development
* Software project
* Testing basics

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Defining quality ||
# Quality views
# Quality models
# Measurements and quality metrics
|-
| Verification and testing ||
# Verification overview
# Measuring analysis adequacy
# Input domain testing and boundary value analysis (BVA)
# Random and mutation testing
# Maintainability analysis
# Performance testing overview
# Security analysis overview
|-
| Quality planning ||
# Technical debt
# Cost of quality
# Project quality
# Quality plan for the practicum project
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
What is the main goal of this course formulated in one sentence?
The main goal of this course is to comprehensively review with students the quality analysis methods from defining the quality for a given project, to selecting the appropriate analysis methods and setting up the adequacy criteria - all conducted in a project settings.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Explain several views on software quality.
* Describe trade-offs among quality attributes in quality models.
* Elaborate major differences in verification techniques.
* State adequacy criteria for verification.
* Understand the ways to calculate and enforce the necessary reliability.
* List software security verification techniques.

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Define a quality model of a software project in a given context.
* Select appropriate verification techniques for various quality properties such as security and justify their adequacy.
* Define a necessary reliability for a software project in a given context.
* Justify quality related decisions to different stakeholders based on the cost of quality concepts.Define a quality model of a software project in a given context.
* Select appropriate verification techniques for various quality properties such as security and justify their adequacy.
* Define a necessary reliability for a software project in a given context.
* Justify quality related decisions to different stakeholders based on the cost of quality concepts.

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Define a quality model for a given software development project.
* Setup a basic continuous integration pipeline that automates quality analysis.
* Define a quality model of a software project in a given context.
* Select appropriate verification techniques for various quality properties such as security and justify their adequacy.
* Define a necessary reliability for a software project in a given context.
* Justify quality related decisions to different stakeholders based on the cost of quality concepts.
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 80-100 || -
|-
| B. Good || 65-79 || -
|-
| C. Satisfactory || 50-64 || -
|-
| D. Fail || 0-49 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Midterm exam || 20
|-
| Final exam - Hackathon || 20
|-
| Quality plan || 10
|-
| Group assignments || 10
|-
| Individual assignments || 30
|-
| Participation || 10
|}

=== Recommendations for students on how to succeed in the course ===
Review lectures on metrics. Review testing methods.

== Resources, literature and reference materials ==

=== Open access resources ===
* OWASP Guide https://owasp.org/www-project-web-security-testing-guide/

=== Closed access resources ===
* Tripathy, Priyadarshi, and Kshirasagar Naik. Software testing and quality assurance: theory and practice. John Wiley & Sons, 2011.
* more literature will be provided in the course package

=== Software and tools used within the course ===
* Provide at least 3 open/freemium access tools
* SONAR
* SNYK
* Yandex Tank
* JMETER
* Lighthouse
* Selenium
* Cypress.io
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1
|-
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1
|-
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Lectures || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1
|-
| Experiments || 1 || 1 || 1
|-
| Cases studies || 1 || 1 || 1
|-
| Development of individual parts of software product code || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1
|-
| Quizzes (written or computer based) || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. What is the difference between must have attributes and delighters in Kano’s concept? 2. Describe in your own words and with regards to ISO 25010 the following quality attributes: Security, Reliability and Maintainability. 3. Explain the difference between product quality, quality in use and process quality. Provide 2-3 quality attributes of each category briefly describing them. || 1
|-
| Individual Assignment || In this assignment, students should reply to the reading questions such as: What is the dominant quality view implicit in SCRUM and RUP? Explain in your own words and in no more than three sentences the main contribution of one of the quality gurus like Ishikawa? What is the main difference between a quality model like ISO 25010 and SAP Products Standard? || 1
|-
| Group Assignments || In this assignment, each group should apply SONAR metrics to evaluate technical debt of a given project. Explain the results. Each group has to define a quality model for the practicum project. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. In the context of mutation testing: What is an equivalent mutant? What is the meaning of the terms killed and dead on arrival? What is the difference between the two? What is an infeasible path? What is fuzz testing? How is it different from random testing? Give an example of the effect of the law of increasing complexity on maintainability || 1
|-
| Individual Assignment || In this assignment, students should reply to the reading questions such as: Develop BVA test cases for an application that implements the logic as defined in the exercise. Will you use combinatorial testing to derive test cases for a tree like menu? Yes, no, why? What is the relation between branch coverage and mutation testing? Using Humphrey’s capture-recapture procedure, how many latent defects can we estimate remain unidentified for a given code? Give an example illustrating general relationships between response time, throughput, and resource utilization. Construct a Design Structure Matrix for a given set of components. What does the DSM analysis tell you about maintainability of this set of components? || 1
|-
| Group Assignments || For the practicum project, each group should define the set of verification methods and the adequacy criteria that correspond to the quality model. || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || What is Kruchten’s definition and taxonomy of Technical Debt? According to Highsmith, what is the relation of Technical Debt and Cost of Change? What is the Quality Plan? Give an example of an estimation method for the efforts required to implement the quality plan. || 1
|-
| Individual Assignment || In this assignment, students should reply to the reading questions: Give definition of quality artifacts contributing to the SQALE model. Based on the experience with the group project, do the calculated Technical Debt metrics correspond to your intuition? Justify Given project characteristics, what quality attributes should be tracked throughout the project. Give an example of a quality control measures for the top priority quality attribute. Give a definition of constituent parts of the cost of quality. || 1
|-
| Group Assignments || For the practicum project, each group should define a detailed quality plan that sets the goals for the performance indicators and specifies means of quality control. || 1
|}
=== Final assessment ===
'''Section 1'''
# Can be a final exam, project defense, or some other equivalent of the final exam.
# The course conducts a hackathon with industrial “customers” who are interested in evaluating the quality of a particular open source software component. Student teams are invited to analyze the quality of those components and deliver a presentation. The cases coming from the industry are very different, however may group the criteria in the following order:
# (40pt) Understanding the business context through the Quality Model
# Interview the customer
# Define the most critical quality requirements based on the examples from the Quality
# Model
# Understand the priorities of the quality requirements
# (40pt) Findings and soundness of analysis by applying adequate methods
# Map the quality requirements and analysis methods
# Conduct the analysis by investigating the project repository, running static analysis for metrics, checking and running the available tests, conducting exploratory testing, running random testing or others.
# (20pt) Presentation quality
# Summarize your findings in the form of a presentation.
# Make it clear, what the highest priority quality requirements for the customer are
# Make it clear, what the most adequate methods to analyze the quality requirements are
# Show the soundness of you findings
'''Section 2'''

'''Section 3'''

=== The retake exam ===
'''Section 1'''
# The retake takes the form of an oral exam based on the material taught in class as well as an individual project that follows the lab's material. Students need to demonstrate understanding of the course material and apply what they learned in an individual prototype project. The grading criteria for each section are the same as for the final project presentation. There has to be a meeting before the retake itself to plan and agree on the project ideas, and to answer questions.
# P7. Activities and Teaching Methods by Sections
# Mark what techniques and methods are used in each section (1 is used, 0 is not used).
# Table A1: Teaching and Learning Methods within each section
# Table A2: Activities within each section
'''Section 2'''

'''Section 3'''

BSTE: Cross-platform Mobile Development with Flutter

2023-02-08T12:51:29Z

R.sirgalina: Created page with " = Mobile Cross-Platform Flutter Developer = * '''Course name''': Mobile Cross-Platform Flutter Developer * '''Code discipline''': R-01 * '''Subject area''': == Short Descri..."

= Mobile Cross-Platform Flutter Developer =
* '''Course name''': Mobile Cross-Platform Flutter Developer
* '''Code discipline''': R-01
* '''Subject area''':

== Short Description ==
This course covers the following concepts: • Basics of mobile development; • Fundamentals of Dart programming language; • Fundamentals of mobile development with Flutter; • Advanced cross-platform development topics.

== Prerequisites ==

=== Prerequisite subjects ===

=== Prerequisite topics ===

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Basics of Dart/Flutter development ||
# • Key concepts and syntax of Dart programming language
# • Working with REST API in a Dart/Flutter app
# • Deep dive into rendering in Flutter (Widgets, Elements, RenderObjects)
# • Scrollable lists and grids in Flutter
|-
| Advanced development ||
# • Usage of Dart/Flutter packages and plugins.
# • Popular packages and plugins from pub.dev that makes development simpler.
# • Understanding of packages/plugins development and publication
# • Persistence in Flutter, different approaches and libraries
# • Dart asynchronous programming
# • Flutter app architectures and state management approaches
# • Complex animations
|-
| Extra topics ||
# • Working with deep links & web URLs
# • Different approaches for native platform interoperability
# • Usage of Firebase tools and services
# • Types of testing and how to provide high quality for an application
# • Build artifacts for different platforms and deploy them
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* • Understand core concepts of Dart programming language
* • Understand asynchronous programming with Dart language
* • Understand core concepts of how Flutter framework works with UI
* • Understand core concepts of how Flutter applications communicate with hosting platforms, such as iOS, Android, web, desktop
* • Apply different architecture patterns in Flutter app development
* • Know how to create production-ready applications using Flutter framework and provide a great user experience with it
* • Learn a broad and robust understanding of mobile app development including some basics of Android and iOS specifics
* • Create a portfolio-ready project which uses some advanced mobile app development techniques such as client-server communications, complex animations, unit- and UI-testing and so on

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* • Write code using Dart programming language
* • Build business-logic with Dart programming language
* • Build applications’ UI with Flutter framework
* • Create complex animations using Flutter framework
* • Test applications with unit, widget and integration tests

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* • Combine asynchronous programming with multithreading using Dart programming language
* • Work with platform channels and transmit data between native platform and Flutter application
* • Build modular Flutter dependencies: packages and plugins
* • Work with Firebase toolchain: Authorization, Storage, Crashlytics etc
* • Build Flutter applications for different platforms and deploy them via CI/CD tools
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 85-100 || -
|-
| B. Good || 70-84 || -
|-
| C. Satisfactory || 55-69 || -
|-
| D. Poor || 0-54 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Labs/seminar classes || 30
|-
| Interim performance assessment || 40
|-
| Exams || 30
|}

=== Recommendations for students on how to succeed in the course ===

== Resources, literature and reference materials ==

=== Open access resources ===
* • https://www.dart.dev
* • https://www.flutter.dev

=== Closed access resources ===

=== Software and tools used within the course ===

= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Development of individual parts of software product code || 1 || 1 || 1
|-
| Homework and group projects || 1 || 1 || 1
|-
| Testing (written or computer based) || 1 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Question || 1. What language construction allows us to write interfaces in Dart? || 1
|-
| Question || 2. What does const keyword mean in Dart? || 1
|-
| Question || 3. How many threads does Dart application have by default? || 1
|-
| Question || 4. How do we write asynchronous code in Dart? What are 2 ways of writing it? || 1
|-
| Question || 5. In what way Flutter supports Composition over Inheritance? || 1
|-
| Question || 1. What are the generators in Dart? What do yield, sync*, async* keywords mean? || 0
|-
| Question || 2. What is a Stream in Dart? How many subscribers can it have? Which two main types of streams do we have? || 0
|-
| Question || 3. What should we use if we want to make two operations in parallel? Do Futures allow us to do so? || 0
|-
| Question || 4. What is the difference between LocalKeys and GlobalKeys? || 0
|-
| Question || 5. What is a Widget in Flutter? What are the main types of it we have? || 0
|-
| Question || Questions for exam preparation within this section || 0
|-
| Question || 1. What is the difference between var, final and const variables in Dart? || 0
|-
| Question || 2. What is a Future? How can we work with the result value, encapsulated in it? || 0
|-
| Question || 3. What is a Sliver? Why may one need to use it? || 0
|-
| Question || 4. What is an InheritedWidget in Flutter? || 0
|-
| Question || 5. Why and how do we use Keys in Flutter applications? || 0
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Question || 1. What are the ways of implementing routing in Flutter application? || 1
|-
| Question || 2. What is the difference between package and plugin? || 1
|-
| Question || 3. How Dart resolves project dependencies? || 1
|-
| Question || 4. What are the requirements for package publishing? || 1
|-
| Question || 5. What is SingleTickerProviderStateMixin? || 1
|-
| Question || 1. What are the types of animations in Flutter? || 0
|-
| Question || 2. What is an AnimationController? || 0
|-
| Question || 3. What is Tween? || 0
|-
| Question || 4. What are key concepts of BLoC architecture? || 0
|-
| Question || 5. What are key concepts of Redux architecture? || 0
|-
| Question || Test questions for exam preparation within this section || 0
|-
| Question || 1. What is the difference between DI and ServiceLocator? || 0
|-
| Question || 2. What is the Provider library? || 0
|-
| Question || 3. What is GetIt and Injectable? How are they related? || 0
|-
| Question || 4. How dart dependencies can be provided? || 0
|-
| Question || 5. What state management approaches do you know? || 0
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Question || 1. What is a deeplink? || 1
|-
| Question || 2. How does Flutter communicate with native platforms? || 1
|-
| Question || 3. Can you insert native view inside Flutter widgets? || 1
|-
| Question || 4. What is MethodChannel and EventChannel? || 1
|-
| Question || 5. In what thread messages between native side and Flutter are received? || 1
|-
| Question || 1. What features for mobile applications from Firebase do you know? || 0
|-
| Question || 2. What is the difference between Firebase Cloud Storage and Firebase Realtime Database? || 0
|-
| Question || 3. What is Crashlytics? || 0
|-
| Question || 4. What are the three main steps of each test? || 0
|-
| Question || 5. What are the types of tests in Flutter? How are they different from each other? || 0
|-
| Question || Test questions for exam preparation within this section || 0
|-
| Question || 1. What command is used for building a Flutter application? || 0
|-
| Question || 2. What types of builds do you know? What is the difference? || 0
|-
| Question || 3. Why is hot reload possible? || 0
|-
| Question || 4. What are golden tests? || 0
|-
| Question || 5.What are the approaches for mocking functionality in Flutter? || 0
|}
=== Final assessment ===
'''Section 1'''
# 1. What is an abstract class in Dart?
# 2. What is a mixin in Dart, how can we use it?
# 3. What is a RenderObject? What responsibilities does it have?
# 4. What is the difference between Stateless- and StatefulWidgets in Flutter?
# 5. What is a BuildContext in Flutter?
'''Section 2'''
# 1. What is app state and ephemeral state?
# 2. What different approaches for persistence in Flutter do you know?
# 3. What is Riverpod and how is it different from Provider?
# 4. What is an EventLoop in Dart? How does it work with sync/async tasks?
# 5. What is a microtask in Dart? What is Isolate?
'''Section 3'''
# 1. What are core requirements for using Firebase?
# 2. What types of objects are allowed to be passed through MessageChannel?
# 3. What is BinaryMessenger?
# 4. How to handle path navigation in Flutter Web?

=== The retake exam ===
'''Section 1'''

'''Section 2'''

'''Section 3'''

BSHE: Leadership in Entrepreneurship

2023-02-08T12:40:03Z

BSTE: Security and Interpretability of Machine Learning

2023-02-08T12:36:40Z

R.sirgalina: Created page with " = The Security and Interpretability of Machine Learning = * '''Course name''': The Security and Interpretability of Machine Learning * '''Code discipline''': CSE324 * '''Subj..."

= The Security and Interpretability of Machine Learning =
* '''Course name''': The Security and Interpretability of Machine Learning
* '''Code discipline''': CSE324
* '''Subject area''': Data Science and AI

== Short Description ==
This course gives a general overview of the robustness of Machine Learning (ML) in general with main focus on neural networks. Despite the fact that ML achieved remarkable performance when applied in different domains, ML systems have shown a susceptibility to adversarial attacks in the form of small purposely created perturbations leading to misclassication. In this course, students will learn about adversarial attacks, defenses to increase the robustness of the model, and how this might be related to the interpretability of model.
The main goal of this course is to practice creating attacks against white-box and black-box models, and how to consider this issue when training the model. Working individually and in teams, students will create deep neural networks models for different domains, create attacks on them, and investigate how to increase the robustness of these models.

== Prerequisites ==

=== Prerequisite subjects ===
* CSE302
* CSE206

=== Prerequisite topics ===
* Probability and Statistics.
* Machine learning.

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Recap, deep neural networks, and statistical learning ||
# Recap of learning from the data theory.
# Deep neural networks.
# Definition of adversarial attacks.
|-
| Adversarial attacks and their implementation ||
# Open-box adversarial attacks.
# Black-box adversarial attacks.
# Different L_p norms attacks.
|-
| Defenses against adversarial attacks and their implementation ||
# Different defenses against previous attacks
# Robustness certification
|-
| Interpretability and the relation with robustness ||
# Interpretability definition
# The relation between interpretability and robustness
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
What is the main goal of this course formulated in one sentence?
The main goal of this course is to introduce students to new issues might appear when applying ML models in real-life making these models unreliable, and how to consider these issue when training the model.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Understand how adversarial attacks could decrease the performance of deep neural networks models.
* Consider the robustness of neural networks models when designing real life solutions.
* Differentiate between robust and non-robust models.
* Differentiate between interpretable and non-interpretable models.
* Design explainable models.

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Define different adversarial attacks
* Implement attacks on different neural networks systems
* Increase the robustness of neural networks by using different defenses.
* Define interpretable models.
* Implement explainable models.

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Apply different adversarial attacks on different models
* Evaluate the performance and robustness of these systems under adversarial attacks
* Apply different defenses on different systems.
* Visualize the feature space to examine the relation between robustness and interpretability.
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || -
|-
| B. Good || 75-89 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Assignment || 60
|-
| Quizzes || 10
|-
| midterm exam || 20
|-
| Demo day || 10
|}

=== Recommendations for students on how to succeed in the course ===
Having basic knowledge in machine learning is essential for this course. Review lecture materials before classes to do well in quizzes. Reading the recommended literature is optional, but will give you a deeper understanding of the material.

== Resources, literature and reference materials ==

=== Open access resources ===
* Adversarial Robustness - Theory and Practice
* https://adversarial-ml-tutorial.org/introduction/
* Recommended papers:
* https://nicholas.carlini.com/papers

=== Closed access resources ===

=== Software and tools used within the course ===
* Provide at least 3 open/freemium access tools
* Python , https://www.python.org/download/releases/3.0//
* Jupyter notebook, https://jupyter.org/
* Pytorch, https://pytorch.org/
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1
|-
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1 || 1
|-
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1
|-
| Task-based learning || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4
|-
| Lectures || 1 || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1 || 1
|-
| Experiments || 1 || 1 || 1 || 0
|-
| Development of individual parts of software product code || 1 || 1 || 1 || 1
|-
| Individual Projects || 1 || 1 || 1 || 0
|-
| Quizzes (written or computer based) || 1 || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. What are adversarial attacks? 2. What is the difference between black-box and white-box attacks? 3. the objective function of adversarial attacks || 1
|-
| Individual Assignments || In this assignment, students should build the model that will be used during this course for the upcoming homeworks and final project. The students are encouraged to choose building a model for a task that they find interesting. For those who do not decide a task, they are asked to build, train, and evaluate one of the models that will be provided. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. Write the formula for different attacks 2. Define the difference between recursive and non-recursive attacks. || 1
|-
| Individual Assignments || In this assignment, students should attack and defend the model they built in the first homework. Students should write the code for the three known adversarial attacks : FGSM, PGD, CW. Then, test these attacks on the model. Then, write the code for adversarial training and show how to use it to defend the model. || 1
|-
| Midterm || Theoretical questions on adversarial attacks and their formulas. || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. Define the formula for adversarial training. 2. Define certified robustness methods || 1
|-
| Individual Assignment || In this assignment, students should attack and defend the model with adapted attacks. Implement one of the following defenses and attacks: 1. Adversarial Retraining (Adversarial samples detection) 2. Kernel Density Estimation 3. Dropout Randomization || 1
|}
==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Quiz || 1. Define interpretability concepts. 2. Define interpretability methods || 1
|}
=== Final assessment ===
'''Section 1'''
# Grading criteria for the final project presentation:
# One slide about the problem statement and why it’s important to consider it.
# A comprehensive description of each student’s specific task and how it was solved.
# The chosen model’s architecture.
# Estimating the mode’s performance.
'''Section 2'''
# Explaining the used adversarial attacks.
# The model’s performance after applying the attacks.
'''Section 3'''

'''Section 4'''

=== The retake exam ===
'''Section 1'''
# The retake is project-based as well. Students need to apply what they learned through the course on a pacific model. The grading criteria for each section are the same as for the final project presentation. There has to be a meeting before the retake itself to plan and agree on the project ideas, and to answer questions.
# P7. Activities and Teaching Methods by Sections
# Mark what techniques and methods are used in each section (1 is used, 0 is not used).
# Table A1: Teaching and Learning Methods within each section
# Table A2: Activities within each section
'''Section 2'''

'''Section 3'''

'''Section 4'''

BSTE: Distributed Systems

2023-02-08T12:21:06Z

R.sirgalina: Created page with " = Distributed Systems = * '''Course name''': Distributed Systems * '''Code discipline''': CSE 506 * '''Subject area''': Computer Science Fundamentals == Short Description ==..."

= Distributed Systems =
* '''Course name''': Distributed Systems
* '''Code discipline''': CSE 506
* '''Subject area''': Computer Science Fundamentals

== Short Description ==
This is an introductory course in distributed systems. During the course, students will learn the fundamental principles and techniques that can be applied to design and develop distributed systems and will cover architectures of distributed systems, communication, naming, fault tolerance, consistency replication, virtualization, and security. In addition, we will discuss different aspects of the design and implementation of popular distributed systems programming models and consensus algorithms (Raft and Paxos). The course will not only cover computer science-related topics but will also include a substantial part of software engineering activities.

== Prerequisites ==

=== Prerequisite subjects ===
* CSE105
* CSE501

=== Prerequisite topics ===
* Operating Systems.
* Computer Networks

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Introduction to distributed systems ||
# Distributed architectures
# Types of distributed systems
# Processes & Threads
# Multiprocessor and distributed scheduling
# Communication in distributed systems
# Naming in distributed systems
|-
| Virtualization and cloud computing ||
# Foundations of virtualization
# OS-level virtualization
# System level virtualization
# Memory virtualization
# Cloud and data centres
|-
| Canonical Problems and Solutions ||
# Mutual exclusion
# Leader election,
# Clock synchronization
# Consistency issues
# Caching and replication
# Fault Tolerance
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
What is the main goal of this course formulated in one sentence?
The main purpose of this course is to enable a student to understand the fundamental principles and techniques that can be applied to design and develop a distributed system.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Key principles involved in designing and implementing distributed systems
* Distributed Architectures and their management
* Canonical problems and solutions for distributed systems
* Resource sharing, replication and consistency algorithms in distributed environments
* Virtualization, Orchestration and cloud management

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Implementation of access and location transparency in distributed systems
* Designing and implementing consensus algorithms for different distributed environments
* Management of concurrent tasks in distributed settings
* Designing fault-tolerant distributed systems

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Implement different components in distributed systems
* Design virtualization-based approaches in distributed systems
* Develop a solution for management and orchestration of resources in distributed systems
* Develop fault tolerant approaches in distributed systems
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || -
|-
| B. Good || 75-89 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Exam || 50
|-
| Project Report || 30
|-
| Interim Presentation || 5
|-
| Final Presentation || 15
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up is the key to success in this course. You will work in teams, so coordinating teamwork will be an important factor for success. This is also reflected in the peer review being a graded item. Review lecture materials before classes to do well in quizzes. Reading the recommended literature is optional, and will give you a deeper understanding of the material.

== Resources, literature and reference materials ==

=== Open access resources ===
* A.S. Tanenbaum and M. Van Steen. Distributed Systems: Principles and Paradigms
* (3rd Edition). Createspace Independent Pub, 2017.
* Amazon Web Services in Action by Andreas Wittig and Michael Wittig

=== Closed access resources ===

=== Software and tools used within the course ===
* Provide at least 3 open/freemium access tools
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1
|-
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1
|-
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3
|-
| Lectures || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1
|-
| Lab exercises || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1
|-
| Peer Review || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1
|-
| Written reports || 1 || 1 || 1
|-
| Oral Reports || 1 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Exam || State advantages of object-based architectures over layer-based architectures in a distributed system? State the advantages of the random walk approach over the flooding approach in unstructured P2P networks for locating the data? Why global variables are not allowed in an RPC? Describe approaches for a server to handle incoming socket connections (at least two). What are the pros and cons of different approaches to sockets? When would you choose which one? || 1
|-
| Presentation || Prepare a short 2-minutes pitch for your project idea (2-5 slides). Suggested structure: What problem you are solving: - State the problem clearly in 2-3 short sentences. What are the approaches used to solve it: - State at least three to four research papers which have solved a similar problem like a literature review. || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Exam || What are containers? State at least three benefits of using them? Why memory reclamation approaches are needed for virtual machines? What are “cgroup” and “namespace” subsystems? How can we use the “cgroup” subsystem? Briefly explain the “Ballooning” approach and its work to reclaim VM memory. What is a Unikernel? State at least two benefits and one drawback. || 1
|-
| Presentation || Prepare a 15-mins presentation describing your: Literature review SWOT analysis Each team will present in class. The assessment will be based on the presentation delivery, reasoning for decision-making, and answering questions. || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Exam || Why is Anti-Entropy Protocol considered better than the Gossiping protocol for achieving consistency. What is the role of Heartbeats in RAFT? Explain PAXOS to achieve consistency? What is the benefit of three phase commit over two phase commit? Please specify in terms of coordinator failure? How many replicas are required to identify the fault in Byzantine failure scenarios? || 1
|-
| Report || Write and submit a project report: Suggested structure: What problem you are solving: - State the problem clearly in 2-3 short sentences. What is your proposed solution to solve that problem: - One sentence description - What main feature(s) will it have? SWOT Analysis || 1
|}
=== Final assessment ===
'''Section 1'''
# Can be a final exam, project defense, or some other equivalent of the final exam.
# For the final assessment, students present the project work they have accomplished during the course.
'''Section 2'''

'''Section 3'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to implement a project and take the exam if they failed in both components. The complexity of the project can be reduced if it is one person working on it. The grading criteria for each section are the same as for the final project presentation. There has to be a meeting before the retake itself.
# P7. Activities and Teaching Methods by Sections
# Mark what techniques and methods are used in each section (1 is used, 0 is not used).
# Table A1: Teaching and Learning Methods within each section
# Table A2: Activities within each section
'''Section 2'''

'''Section 3'''

BSTE: Applied Machine Learning

2023-02-08T12:15:48Z

R.sirgalina: Created page with " = Applied Machine Learning = * '''Course name''': Applied Machine Learning * '''Code discipline''': CSE807 * '''Subject area''': Data Science and AI == Short Description ==..."

2022-12-05T08:12:25Z

R.sirgalina:

= Enterprise programming on Javascript - Advanced =
* '''Course name''': Enterprise programming on Javascript - Advanced
* '''Code discipline''': CSE122
* '''Subject area''': Software Engineering

== Short Description ==
This is an advanced course in web development.
It offers advanced techniques and tools that can be applied within professional enterprise JavaScript development using React and express. During the course, students will learn more about processes in modern enterprise web development; We will take an overview on client-server communication patterns and authorization techniques, learn about advanced application optimization methods, microfrontends, testing. Also, we will take a brief interview on mobile and desktop development with JavaScript and build a full-fledged web application.
This course requires base knowledge in HTML, CSS, JS and React.

== Prerequisites ==

=== Prerequisite subjects ===
* CSE101
* CSE102
* CSE122 or CSE120

=== Prerequisite topics ===
* Basic programming skills.
* OOP, and software design.
* Familiarity with some development framework or technology (web or mobile)
* Javascript
* HTML
* CSS

== Course Topics ==
{| class="wikitable"
|+ Course Sections and Topics
|-
! Section !! Topics within the section
|-
| Introduction ||
# Intro to micro frontend modules architecture
# Group projects
# Enterprise tools to maintain project
|-
| Architecture ||
# Enterprise ready technology
# Monolith versus Micro modules
# Architecture of micro modules based web application
|-
| UI/UX/react ||
# React
# UI/UX
# UI-kit
|-
| Nodejs ||
# NodeJS introduction
# Dev server
|-
| Testing App ||
# Unit testing
# Component testing
# e2e testing
|-
| Security in web ||
# Authorization/Authentication
# JWT token
# CORS
# Web attacks
|-
| Optimization ||
# Web optimization
# React optimization
|}
== Intended Learning Outcomes (ILOs) ==

=== What is the main purpose of this course? ===
What is the main goal of this course formulated in one sentence?
The main purpose of this course is to enable a student to go from an idea to an MVP with the focus on delivering value to the customer and building the product in close to enterprise environment.

=== ILOs defined at three levels ===

==== Level 1: What concepts should a student know/remember/explain? ====
By the end of the course, the students should be able to ...
* Explain web app Architecture
* Understand ui/ux design system
* Describe client/server communication
* Understand importance of testing

==== Level 2: What basic practical skills should a student be able to perform? ====
By the end of the course, the students should be able to ...
* Build web app Architecture
* Develop Design system
* Developer server
* Write Maintainable Tests

==== Level 3: What complex comprehensive skills should a student be able to apply in real-life scenarios? ====
By the end of the course, the students should be able to ...
* Implement modern micro frontend architecture
* Understand enterprise programming
== Grading ==

=== Course grading range ===
{| class="wikitable"
|+
|-
! Grade !! Range !! Description of performance
|-
| A. Excellent || 90-100 || -
|-
| B. Good || 75-89 || -
|-
| C. Satisfactory || 60-74 || -
|-
| D. Fail || 0-59 || -
|}

=== Course activities and grading breakdown ===
{| class="wikitable"
|+
|-
! Activity Type !! Percentage of the overall course grade
|-
| Cource project || 45
|-
| Oral Exam || 45
|-
| Increment Demo || 10
|-
| || 0
|}

=== Recommendations for students on how to succeed in the course ===
Participation is important. Showing up is the key to success in this course. You will work in teams, so coordinating teamwork will be an important factor for success. This is also reflected in the peer review being a graded item. Review lecture materials before classes. Visit technical meetings to ask questions about previous materials

== Resources, literature and reference materials ==

=== Open access resources ===
* ReactJS documentation,
* ReduxJS Toolkit documentation,
* NodeJS documentation,

=== Closed access resources ===

=== Software and tools used within the course ===
* Bitbucket
* Jira
* Miro
* Figma
= Teaching Methodology: Methods, techniques, & activities =

== Activities and Teaching Methods ==
{| class="wikitable"
|+ Teaching and Learning Methods within each section
|-
! Teaching Techniques !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Problem-based learning (students learn by solving open-ended problems without a strictly-defined solution) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Project-based learning (students work on a project) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Modular learning (facilitated self-study) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Differentiated learning (provide tasks and activities at several levels of difficulty to fit students needs and level) || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Contextual learning (activities and tasks are connected to the real world to make it easier for students to relate to them); || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| развивающего обучения (задания и материал "прокачивают" ещё нераскрытые возможности студентов); || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| концентрированного обучения (занятия по одной большой теме логически объединяются); || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| inquiry-based learning || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Just-in-time teaching || 1 || 1 || 1 || 1 || 1 || 1 || 1
|}
{| class="wikitable"
|+ Activities within each section
|-
! Learning Activities !! Section 1 !! Section 2 !! Section 3 !! Section 4 !! Section 5 !! Section 6 !! Section 7
|-
| Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Interactive Lectures || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Development of individual parts of software product code || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Group projects || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Peer Review || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Discussions || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Presentations by students || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Simulations and role-plays || 1 || 1 || 1 || 1 || 1 || 1 || 1
|-
| Oral Reports || 1 || 1 || 1 || 1 || 1 || 1 || 1
|}
== Formative Assessment and Course Activities ==

=== Ongoing performance assessment ===

==== Section 1 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Make teams Define project idea || 0
|-
| Demo of increment || Present project idea || 1
|}
==== Section 2 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Startup project Create repository Deploy application || 0
|-
| Demo of increment || Present hello world application on production environment || 1
|}
==== Section 3 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Make html/css markup of project features || 0
|-
| Demo of increment || Present styled application on production environment || 1

|}
==== Section 4 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Develop server part of application Connect web application with server part || 0
|-
| Demo of increment || Present communication between web and server applications on production environment || 1
|}
==== Section 5 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Add tests to application with 80% coverage || 0
|-
| Demo of increment || Show test coverage || 1
|}
==== Section 6 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Finalize project || 0
|-
| Demo of increment || Present application increment on production environment || 1
|}
==== Section 7 ====
{| class="wikitable"
|+
|-
! Activity Type !! Content !! Is Graded?
|-
| Group Project Work || Finalize project || 0
|-
| Demo of increment || Present application increment on production environment || 1
|}
=== Final assessment ===
'''Section 1'''
# Can be a final exam, project defense, or some other equivalent of the final exam.
# For the final assessment, students present their project work they have accomplished during the course.
# Then each student accessed to oral exam and himself involvement to the course would evaluated
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''

=== The retake exam ===
'''Section 1'''
# For the retake, students have to implement a product and follow the guidelines of the course. The complexity of the product can be reduced, if it is one person working on it. The grading criteria for each section are the same as for the final project presentation. There has to be a meeting before the retake itself to plan and agree on the product ideas, and to answer questions.
# P7. Activities and Teaching Methods by Sections
# Mark what techniques and methods are used in each section (1 is used, 0 is not used).
# Table A1: Teaching and Learning Methods within each section
# Table A2: Activities within each section
'''Section 2'''

'''Section 3'''

'''Section 4'''

'''Section 5'''

'''Section 6'''

'''Section 7'''